This study examined the psychological structure of "images of Kendo" in Kendo club students and general students. This study included 513 subjects (138 male, 375 female, average age 19.6±1.22 years old), who were asked to write the 10 sentences that came to mind after the phrase "Kendo is" on a questionnaire. Of those sentences, they were asked to choose the one sentence evoking the strongest image of Kendo. Text mining of selected sentences extracted words, and the relations between them were analyzed.

The analysis showed that Kendo club students and general students had different images of Kendo. Many Kendo club students responded with psychological aspects, such as "disciplining the human character" and "training the mind." General students gave many answers regarding its physiological aspects such as "sweat" and "voice," reflecting Kendo as a sport. However, both Kendo club students and general students cited Reigi (etiquette) in their images of Kendo.

In this study, the relationship among interpersonal problems, the discrepancy between expectation and fulfillment of the role behaviors from a significant other, and mental states was examined. In Study 1, we conducted a multiple regression analysis and investigated the relationship between interpersonal problems and mental states including depression, social interaction anxiety, and fear of negative evaluation. The results indicated that five subscales of interpersonal problems, namely, vindictive, cold, socially avoidant, nonassertive, and intrusive were related to mental states. In Study 2, we focused on the discrepancy between expectation and fulfillment of the role behaviors from a significant other. In order to investigate the relationship among the discrepancy between expectation and fulfillment, interpersonal problems, and mental states, we conducted a covariance structural analysis. The results revealed that the discrepancy between expectation and fulfillment were related to mental states indirectly through interpersonal problems. Specifically, the discrepancy between expectation and fulfillment about supportive behaviors was related to mental states indirectly through interpersonal problems.

The purpose of this study was to examine the relationship between generative acts, generative concern, and well-being in middle-aged married people with no children, from the perspective of gender and employment type. An online survey was conducted with 196 males and 461 females from 45 to 60 years of age. Structural equation modeling indicated that generative acts predicted higher levels of generative concern and in turn, generative concern predicted higher levels of well-being regardless of gender and employment type. At the same time, it was also suggested that the pattern of these associations varied according employment type in females: while psychological well-being, such as "purpose in life" and "personal growth", correlated with generative concern regardless of employment type, subjective well-being correlated with generative concern in full-time and part-time workers. Moreover, "interaction with the subsequent generation" correlated with generative concern regardless of employment type, whereas "generative acts outside work" in full-time workers and "generative acts at work" in part-time workers correlated with generative concern, respectively.

Pretend play is essential for young children's development. When young children are presented with pretense signals by adults, they are able to understand the pretense underlying the situation and can distinguish pretense from reality. Previous studies have discussed multiple pretense signals such as smiles and utterances but have not examined whether a single pretense signal promotes children's understanding of pretense. Therefore, the present study investigated whether a single pretend signal is effective in helping children understand pretend play by manipulating three types of pretense signals: smiling, utterance, and smiling plus utterance. Thirty children (ages 2.5 to 3 years) were exposed to two experimental situations: pretending to eat and actually eating food. The results showed that the pretend signals of smiling and smiling plus utterance were ineffective in promoting pretense because they can be used in an actual eating scenario. On the other hand, we demonstrated that even a single pretend signal of utterance effectively promoted young children's understanding of pretenses.

The purpose of our study is to reveal the reasons for which teachers punish their students from the point of view of the students in a physical education and sports university. We extracted the groups that accept or reject corporal punishment from 1,722 freshmen, and asked them to judge the pros and cons for 10 types of corporal punishment scenes. As a result, we found that characteristic differences were observed in the five scenes, and that the corporal punishment scene was composed of three factors.

It has been suggested that memory inhibition underlying retrieval-induced forgetting (RIF) plays a key role in preventing the retrieval of negative autobiographical memories. In present study, we focused on individual differences in RIF and in autobiographical memory performance. A negative correlation was found between RIF and the number of negative events recalled, while a positive correlation was found between RIF and the emotional valence of autobiographical memory. These results indicate that those with the high RIF effect forget negative memory and recall more positive memory. Based on these findings, it suggests that memory inhibition plays a crucial role in emotion regulation.

Three pigeons were exposed to concurrent chain schedules where the terminal links were either an FT X sec schedule or a conjunctive FR20 FT X sec schedule. Four interval conditions (20, 30, 40, 50 sec) were included in the FT schedule. One bird preferred the conjunctive schedule over the FT schedule on FT 20 sec condition but did not show a preference for the conjunctive schedule under other conditions. The other birds preferred the FT schedules or neither terminal links. These results suggest that behavior to fill in time might occur when waiting time until reinforcement is 20 second.