人工知能やロボットがこれまでにないほど自律的になるにつれ、それらに対する人々の認識を研究する重要性が高まっている。本研究では、行為者の最初の判断に関連する文脈情報が、意図的でない結果に対する評価に影響を与えるかどうかを調べた。運転手（人間またはロボット）が人道的理由を持って（「理由あり」条件）交通規則を違反し、結果として歩行者をはねてしまうというシナリオを用いた。一方、「理由なし」条件では、運転手が赤信号を見落とすという過失により交通事故を起こした。日本の参加者は、2（理由の有無）×2（運転手の種類）の被験者間デザインのいずれかの条件にランダムに割り当てられ、運転手の非難と心理状態（意図性）について判断を求められた。結果として、理由なし条件では、人間運転手の非難度と意図性が高いことが示された。また、人道的理由という文脈情報が人間とロボットの対象に非対称な効果をもたらし、判断の差異を減少させた。具体的には、理由の存在により、ロボットに対する意図性の推論が向上された一方で、人間に対する非難評価が緩和された。本研究で使用された人道的理由（病人を助けること）は、人間にとっては免責される正当な理由である一方で、ロボットにとってはそうではないことを示された。また、ロボットの心的状態の推論は、人間に比べて文脈に大きく依存することが示唆された。

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本研究は、日本における農福連携（AWC: Agricultural-Welfare Collaboration）における障がい者への支援内容とその効果を整理するため、日本語文献に基づくスコーピングレビューを実施した。医中誌WebおよびCiNii Researchを用いて2013年～2024年に公表された文献を検索し、15件を分析対象とした。支援は「職場環境の調整」「個別配慮」「相談・支援体制」「マッチング支援」「啓発・人材育成」「生産販売支援」の6分類に整理され、効果は「心理的」「身体的」「社会的」「職業的」「経済的」「組織的」「健康」「環境」の8領域に分類された。しかし、支援と効果の関係を具体的に対応づけて記述していた文献はわずか3件にとどまり、表3で整理した対応パターンは限定的な情報に基づくものであり、多くの効果は記述的・定性的な報告にとどまっていた。心理的・社会的効果は特に頻度が高く、職場環境調整や相談支援体制との関連が示唆された。しかし、効果を検証するための客観的指標や評価ツールを用いた研究は乏しく、農福連携の有効性を実証的に検証するには方法論的課題が多い。今後は、複合的な実践を踏まえた柔軟かつ実証的な研究デザインの構築が求められる。本レビューは、農福連携の支援と効果の現状、そして今後の課題を整理し、実践モデルの構築とエビデンスの蓄積に向けた基盤を提供するものである。

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Information and communication technology (ICT) is becoming increasingly prevalent in educational settings, a trend accelerated by the shift to online learning during the COVID-19 pandemic. While online education offers specific benefits—particularly for students with certain anxieties—research shows its overall effectiveness is comparable to traditional face-to-face instruction. However, individual differences significantly influence students’ engagement and satisfaction with online learning. This study examined the impact of personality traits on engagement and class satisfaction with online learning in secondary education. Personality was assessed using the Japanese version of the Ten-Item Personality Inventory (TIPI-J), covering five traits: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience. Engagement was categorized into emotional and behavioral components, and satisfaction was measured independently. The sample included 123 junior high school and 392 high school students. Junior high school students exhibited higher levels of Extraversion and Openness, whereas high school students reported greater emotional and behavioral engagement, as well as higher overall class satisfaction with online learning. Regression analyses revealed that higher Agreeableness and Openness were correlated with lower emotional engagement. Among junior high school students, Extraversion negatively predicted engagement. Behavioral engagement was negatively influenced by Agreeableness and Conscientiousness, suggesting that students who typically succeed in structured environments may struggle with the self-directed nature of online learning. Additionally, higher Agreeableness was associated with lower class satisfaction, especially among junior high school students. These findings highlight the significant role of personality traits in shaping online learning experiences. Students with lower social interaction needs may benefit more from online environments, whereas those who thrive in collaborative settings may experience reduced engagement and satisfaction. Recognizing these individual differences is essential to tailoring online education to better support diverse learning needs.

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垂直空間感情メタファー（たとえば「上」はポジティブな感情と、「下」はネガティブな感情と結びつく）は、身体化認知の基本的な例の一つとされている。しかし、これらの連合が生涯を通じてどのように形成され、変化していくのかについての研究はほとんど行われていない。本研究では、クラウドソーシングサービスを用いたオンライン実験を通じて、加齢と垂直空間感情メタファーの強さとの関係を検討した。実験1では、参加者にポジティブおよびネガティブな語を空間的な枠の中に配置させた。その結果、高齢の参加者ほど、垂直軸に沿って両者をより明確に区別する傾向が見られた。実験2では、「上」や「下」などの基本的な空間語の感情価を評価してもらい、加齢効果が概念評価の変化に起因するのかを検討した。その結果、空間語の感情評価と年齢の間には有意な関係は認められなかった。これにより、垂直空間感情メタファーの強化は、概念的評価の変化ではなく、既に形成された身体的連合の再活性化と繰り返しによって生じることが示唆された。これらの結果は、身体化された認知的効果が時間の経過とともに顕著になるという考え方に対する実証的な支持を提供するものである。

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Emotional intelligence, defined as the ability to accurately recognize and regulate one’s own and others’ emotions, has been suggested as a predictor of psychological adjustment. Furthermore, emotional intelligence is assumed to consist of multiple subdomains, and an approach has been proposed to examine the relationship between profiles formed by combinations of these subdomains and psychological adjustment. This study investigated the profiles of emotional intelligence and self-esteem among 118 students enrolled in a daytime part-time high school, and examined their relationship with school adjustment. Cluster analysis and ANOVA revealed four distinct clusters: (a) “moderate group” characterized by average levels of emotional intelligence and self-esteem; (b) “high competence group” with generally high levels of both emotional intelligence and self-esteem; (c) “low competence group” with generally low levels of both constructs; and (d) “other-oriented group” characterized by low self-esteem and an uneven emotional intelligence profile—specifically, low scores on resourcefulness and goal pursuit, but high scores on consideration and voluntary helping. The self-esteem scores of the other-oriented group were as low as those of the low competence group. The low competence group showed significantly lower school adjustment scores compared to both the high competence and moderate groups. In contrast, the other-oriented group did not differ significantly from any of the other groups in terms of school adjustment. These findings suggest that, although students in the other-oriented group do not exhibit notable difficulties in school adjustment, they may experience a unique form of internal distress due to their low self-esteem.

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This study aimed to preliminarily develop and evaluate an experiential classroom lesson designed to promote metacognitive awareness of effective learning strategies, with a focus on repeated retrieval practice. A total of 113 second-year high school students from three liberal arts classes participated in a 50-minute lesson, in which they experienced three learning conditions: spaced repeated retrieval, repeated encoding, and single retrieval. Immediately after the lesson, students completed free recall tests and subsequently received feedback on their performance, followed by a short lecture highlighting the advantages of repeated retrieval. The results indicated that spaced repeated retrieval significantly enhanced retention compared with repeated encoding and single retrieval. Furthermore, post-lesson surveys revealed that students not only acquired metacognitive knowledge of effective strategies but also demonstrated changes in their metacognitive activities. These findings suggest that the experiential lesson developed in this study can foster both cognitive performance and metacognitive awareness. Implications include the adaptability of repeated retrieval practice to heterogeneous classrooms, including those with students with developmental disorders, as previous research has shown its effectiveness across individuals with varying cognitive profiles. Limitations and directions for future research are discussed, including the need for delayed testing and application across different school subjects.

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This study examined the relationship between the costs of feedback seeking and the implicit theory of intelligence, a belief about the variability of ability. Feedback is widely regarded as an essential resource for learning and self-improvement, yet individuals often hesitate to seek it because of anticipated social or psychological costs. Based on a pilot survey to explore such costs of seeking feedback in Japan, we investigated whether undergraduates’ implicit theory of intelligence was correlated with multiple aspects of feedback concerns in a hypothetical situation (Study 1, N =198) and daily life (Study 2, N =196). Exploratory factor analysis (Study 1) indicated that the costs of feedback seeking consist of seven distinct factors, highlighting the multidimensional nature of such concerns. In particular, the analyses showed that self-presentation concerns and ego threat are separate constructs, and this distinction was also confirmed in the confirmatory factor analysis (Study 2). Moreover, results consistently indicated that the fixed theory of intelligence was correlated with concerns about self-presentation, but not with other types of costs, such as the fear of failure. The discussion considers the influence of cultural background on the result, the theoretical contributions to motivation research, and applied implications for designing supportive educational and organizational environment.

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This paper critically examines a recent educational trend that promotes the enhancement of self-esteem as a universally desirable goal. Self-help books aimed at boosting self-esteem have gained popularity among the general public, and also in school education, and international comparative surveys have prompted calls to incorporate self-esteem enhancement into educational goals and policy initiatives. In response to this “self-esteem boom,” various pedagogical practices and policy measures have emerged, which this study interrogates—particularly those that advocate uniform improvement for all children. This paper reconsiders conventional frameworks that rely heavily on external evaluation and quantification, arguing that the prevailing assumption—that higher self-esteem is inherently better—requires careful examination. This paper contends that the cultivation of self-esteem should involve metacognitive self-understanding and relational self-regulation, rather than a simplistic increase in self-esteem scores. Rather than assuming that elevated self-esteem is intrinsically beneficial, this study argues for the importance of moderation, relational sensitivity, and accurate self-perception. Educational efforts, it suggests, should be more deliberately directed toward children with notably low self-esteem, and such efforts must include both pedagogical and clinical psychological support. While advocating for nuanced, context-aware support rather than blanket interventions, this paper also notes that such practices have long been part of the attentive and relational work carried out by educators.

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The purpose of this study was to clarify the effect of nurses’ years of experience in an emergency department on their perception of psychological support for patients and families upon arrival at a medical facility. A survey was conducted among 45 nurses working at 14 secondary emergency medical facilities in the A region. Responses were compared between two groups—those with 5 or more years of emergency department experience (n = 25) and those with less than 5 years (n = 20)—using the Mann-Whitney U test. The results showed that while the necessity of psychological support was recognized regardless of experience level, there were differences in the recognition. Nurses with 5 or more years of experience placed greater emphasis on communication methods with patients and a physical contact with family members (both p < 0.05). Conversely, nurses with less than 5 years of experience tended to prioritize patient support over family support (p < 0.05). This study suggests that the years of experience of emergency department nurses influence their recognition of psychological support for patients and families, indicating the need for psychological support education tailored to their experience level.

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本研究は、ナイジェリアの人力小規模採掘（ASM）を包括的に分析し、経済や治安、健康、ジェンダーや環境への影響を整理した上で、持続可能なASMの実現に向けた方向性を提示する。まずASM が地域経済の発展と貧困削減に及ぼす可能性について、資金や技術的アクセス等の課題を踏まえながら議論する。さらに、ASMはその性質から法制度の枠外で行われることが多いこともあり、様々な課題があることを報告する。すなわち、鉱山労働者や住民への襲撃や強奪など治安上の問題が見られること、採掘活動が呼吸器疾患、鉛中毒、水銀曝露などの重大な健康被害をもたらすこと、女性が排除され補助的な仕事に限定されることで経済的利益が制限されるというジェンダー面の課題があること、土地浸食や景観劣化、土壌肥沃度の喪失や植生変化などの環境影響があること等を報告する。最後に本研究は、対象を絞った介入や戦略的規制、ステークホルダー間の協働を可能にするようなコミュニティ組織の設立を支援し、ガバナンスを強化することが、持続可能なASMを実現するためには重要だと論じる。

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スーパーエイジャー（SA：エピソード記憶が非常に良好な高齢者）に関する既存研究は、主として脳画像所見に焦点を当てており、その行動特性に関する検討は十分ではない。本研究の目的は、日本の高齢者SAが記憶以外の認知領域でも優れたパフォーマンスを示すか、および同年齢の高齢者と比べて基本的身体機能に差異がみられるかを明らかにすることであった。データは八雲研究および東山研究から得た。75歳以上の地域在住高齢者を、ウェクスラー論理記憶検査の成績に基づいて、SA群（n = 87）または対照群（n = 71）に分類した。参加者は、4つの認知機能検査（記憶および非記憶課題）と4つの身体機能評価（例：握力、歩行速度）を受けた。その結果、SA群は文字流暢性を除き、記憶（エピソード記憶）および非記憶領域（情報処理速度、意味流暢性、実行機能）を含むほぼすべての認知課題で対照群より有意に高い成績を示した。一方、歩行速度、筋力、バランス機能などの身体機能指標では、群間に有意差は認められなかった。これらの知見は、SA群がエピソード記憶に加えて複数の認知領域においても優位性を有することを示している。また、身体機能については、認知機能が平均的な同年齢者と大きな差がないことも明らかになった。したがって、高齢者の健康増進戦略においては、認知機能の低下予防のみならず、認知機能と身体機能の双方に着目する必要があると示唆される。

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Spatial–arithmetic associations (SAA) suggest that arithmetic operations induce spatial attentional shifts. While horizontal SAA is well established, vertical SAA remains inconsistent, particularly across behavioral and eye-movement measures. This study examined vertical SAA using reaction time (RT) and eye-tracking across three pre-registered experiments. In Experiment 1 (N = 27), no vertical SAA was observed in RT or mean fixation, but exploratory cluster-based permutation analysis revealed transient upward vs. downward attentional divergence after operator presentation. Experiment 2 (N = 197, online) increased temporal sensitivity by presenting targets at four arithmetic stages; although significant main effects of target position, operation, and timing emerged, no interaction supported vertical SAA in RT. Experiment 3 (N = 27) introduced explicit spatial-motor mapping (↑ / ↓ responses). Again, RT showed no interaction, but fixation position differed significantly by operation: addition biased gaze upward relative to subtraction. Exploratory analysis confirmed this effect was localized to the final computation stage. Overall, results indicate that vertical SAA is weak and transient, detectable primarily via eye-movement rather than RT, and modulated by task structure and spatial–motor correspondence. These findings support the view that vertical numerical attention shifts exist but require sensitive oculomotor measures to be observed.

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