All issues
Volume 31 (1989)
- Issue 4 Pages 149-
- Issue 3 Pages 97-
- Issue 2 Pages 45-
- Issue 1 Pages 1-
Volume 31, Issue 4
Displaying 1-5 of 5 articles from this issue
- |<
- <
- 1
- >
- >|
-
YAEKO KOSEKI1989 Volume 31 Issue 4 Pages 149-160
Published: December 25, 1989
Released on J-STAGE: February 24, 2009
JOURNAL FREE ACCESSThe influence which a deviant minority might exert over other members of a group was examined in three experiments in which the group consisted of five female members, who were given the task of estimating the number of random dots. The subjects were 163 female undergraduates. Some members of the group were confederates, confidently and consistently giving estimates much higher than actual. In the first experiment, groups consisted of either four confederates and one naive subject, or one confederate and four naive subjects. The results demonstrated that even a single and extreme deviant could exert a great deal of influence over the majority. In the second experiment, a deviant credited with a high level of ability also had a great deal of influence over the majority, but such an impact may be considered to be less overt and latent. In the third experiment, the order in which the confederate spoke was varied among groups. When the deviant spoke first, she had the most influence, but she also had some effect, although it did not appear immediately, when she spoke in the middle of the group, or last of all.View full abstractDownload PDF (806K) -
SHIZUKO AMAIWA, GIYOO HATANO1989 Volume 31 Issue 4 Pages 161-168
Published: December 25, 1989
Released on J-STAGE: February 24, 2009
JOURNAL FREE ACCESSThis study was aimed at investigating effects of after-school abacus learning on paper-and-pencil calculation. Two speeded tests of basic calculation, “power tests” of multi-digit addition, subtraction, open sentence problems and word problems involving addition and subtraction, and comprehension of the “trade” principle between columns were given to 110 3rd-graders, 53 of whom were learning abacus outside the school. The abacus learners (a) were much quicker in basic calculation, (b) made more correct responses in multi-digit subtraction, and (c) more often wrote a mathematical expression and identified the missing number correctly. All these differences remained significant even when school grade in language entered analyses as a covariate. However, when the speed of basic calculation was partialled out, differences in other tests became insignificant. No difference was observed in comprehension of the trade principle. Abacus learning seemed to have influenced paper-and-pencil calculation not through conceputal understanding, but through proficiency in shared component skills.View full abstractDownload PDF (581K) -
HIDEO JINGU1989 Volume 31 Issue 4 Pages 169-178
Published: December 25, 1989
Released on J-STAGE: February 24, 2009
JOURNAL FREE ACCESSThe two kinds of tapping tasks were used to investigate the characteristics of the internal process which underlay performance in each of a temporal tracking behavior and a time perception task. One was the synchronization task and the other was the task which required subject to tap evenly in such a way that every third response coincided with each of buzzers. In this one-third tapping task, the relation between SD of reproduced intervals and one-third of an inerval was a steplike function. The value of SD increased in accordance with a multiplying rule (25, 50, 100, or 200ms in the first session, and 25ms or 75ms in the second and third sessions). These results are similar to those of duration discrimination task in time perception. The internal process can be thought of as having a numerical processor which encodes a stimulus duration to the number of units. The relationship between Weber's law and this processor is also discussed.View full abstractDownload PDF (645K) -
TOSHIHIKO HAYAMIZU, ATSUSHI ITO, KAZUHITO YOSHIZAKI1989 Volume 31 Issue 4 Pages 179-189
Published: December 25, 1989
Released on J-STAGE: February 24, 2009
JOURNAL FREE ACCESSCognitive motivational processes mediated by achievement goal tendencies were examined based on Dweck's model. To conduct this study, three instruments were constructed in order to measure achievement goal tendencies, conceptions of ability and effort, and learning behavior. These were administered to 182 junior high school students. As the first step of data analysis, factor analyses for three measures were conducted for each of the respective measurement. Concerning achievement goal tendencies, two kinds of performance goal tendencies were found in addition to learning goal tendency. Also, three conceptions of ability and effort were detected: effort centered, ability centered and ability-effort relativity conception. As for learning behavior, two factors were extracted: noncompetition-competition oriented learning and comprehension-rote oriented learning. Second, by using path analysis, a new motivational model composed of four levels was examined: conceptions of ability and effort→achievement goal tendencies→learning behavior→school achievement. Through this analysis, the characteristics of three achievement goal tendencies were revealed.View full abstractDownload PDF (904K) -
Effects of frequency of intermittent stimuliFUMIKO MATSUDA1989 Volume 31 Issue 4 Pages 190-198
Published: December 25, 1989
Released on J-STAGE: February 24, 2009
JOURNAL FREE ACCESSEffects of frequency of intermittent sounds on duration estimation were examined with the subject of 155 children, from three to nine years of age, together with 20 adults. The main results were as follows:(a) the duration accompanied by intermittent sounds, of which the frequency was 2.5, 5.0 or 10.0 s-1, was estimated longer as the frequency of the sound was higher, (b) the effect stated in (a) was most optimal at the age of six and the effect decreased as the age increased, and (c) below the age of six, the effect was less conspicuous and unambiguous. These findings were explained by Matsuda's model for the duration estimation.View full abstractDownload PDF (698K)
- |<
- <
- 1
- >
- >|