This study aims to examine the differences between the effects of reading novels and reading exposition texts on experiences of flow and mood changes. Eighty-five undergraduate and graduate students were divided into novel and exposition-text reading groups. We compared flow-experiences both before and during reading, as well as mood both before and after reading. The results indicate that micro-levels of flow occurred during reading in both groups. Moreover, negative mood and friendliness decreased after reading in both groups. Examining the relations between flow and mood changes, within the novel-reading group, participants who were immersed in the texts were more likely to experience mood improvements and, similarly, in the exposition-text group, immersion during reading led to decreases in negative moods. We conclude that reading effectively stabilizes a reader’s mental states.

  In this study, we focused on middle school students’ pointing and gazing and clarified how their reading behaviors differ depending on the electronic media and print used in the context of the class. The study was conducted at one public junior high school, encompassing 15 days of fieldwork, including nine hours of classroom observation and video data collection.

  We considered that a variety of print media other than textbooks, along with electronic media, are appropriate place for observing the reading behaviors of students who use them, and we targeted classes held in school libraries. Video recordings of each media-sharing scene for total of 33 9th grade students in a class, separated by one second to yield a total of 3,611 images from 31 scenes featuring print media and 2,394 images from 49 scenes featuring electronic media, were analyzed. A total of 6,005 photos were classified into five reading behaviors to capture the characteristics of the patterns of print and electronic media use. Then, we applied micro-ethnographic methods to analyze two case studies to determine how the distinctive reading behaviors patterns of each medium are generated.

  The results showed that pointing, gazing, and co-gazing were important chain patterns and these three reading acts not only occurred frequently, but also occurred for a certain amount of time. Above all, the following two points were identified. First, students adjusted their reading behaviors to their sequential patterns and generation times in seconds, depending on whether they were using electronic or print media. Second, students made effective use of gazing during the action of reading. The study also revealed that the reading behaviors middle school students exhibit when sharing each medium include not only pointing and cogazing, which indicate text comprehension for both students, but also solo gazing, which indicates contemplative thinking and plays an important function in the classroom.

  This study also suggests that consideration should be given to media selection in the classroom, such as using electronic media when having students focus on a specific text and using print media when having students discuss a text based on their understanding of it. Time should also be made for students to interact with the media individually.

  The purpose of this study is to clarify how Japanese adults search for books. In a preliminary survey, university students (n=209) were asked to answer the open-ended questions about how they choose books, and 24 information and items measuring book-search orientation were identified. In Study 1, a survey of university students and adults (n=346) was conducted to develop a book-search orientation scale consisting of two factors: “review-reference orientation” which value external measure such as rankings in book searching, and “serendipity orientation” which value one 's intuition and fortuitousness. In Study 2, 750 adults were recruited with the aim of clarifying (1) the information referencing in book searching and (2) the tendency of book-search orientation by contrasting readers and non-readers. The analysis revealed that the information about the contents of books and a chance encounter were both important in choosing books. It was also shown that serendipity orientation, which value a fortuitousness in book search, may increase the probability of reading. These results suggest that working on its serendipity in book search may be important in promoting reading in adults.

  The distinction between “fact”and “opinion”has been seen as important, but it is difficult to distinguish them in the previous way. The traditional distinction between “fact”and “opinion”has generally been based on whether or not they are certain. However, we can not know the truth that something has actually happened and something is true for everyone. The definitions of “fact”and “opinion”differ from textbook to textbook. In the conventional distinction, the purpose of the writer / speaker’s statement has not been fully considered.
  In this paper, based on the concept of “direction of fit”in speech act theory, I define “sentences/utterances stated as fact”and “sentences/utterances stated as opinion”. The technical term direction of fit is used by speech act theory such as John Searle. “Sentences/utterances stated as fact”are defined as sentences/utterances stated by a writer/speaker for the purpose of fitting a word to the world (excluding fiction). “Sentences/utterances stated as opinion”are defined as sentences/utterances stated by a writer/speaker for the purpose of fitting the world to words (especially for the purpose of changing the other person’s beliefs). In the definition of this paper, it is possible to distinguish between “sentences/utterances stated as fact”and “sentences/utterances stated as opinion”regardless of the truth of whether something is really certain.

 In this study, we used the Rashomon method to interview 8 supporters about the specificities of the language development of the child with ASD and their relationships. The subject child did not produce significant words even during the language acquisition period, but he rapidly acquired language between the ages of 4and 5 years. Interview results reported that the age at which he was able to read varied among interviewees. It was also found that this was influenced by environmental factors. Not only that, the timing of acquisition of “reading” and “speaking” was also seen to be different from that of children with typical development, indicating the uniqueness of language development in children with ASD.