巻号一覧
40 巻 (2002)
- 6 号 p. 631-
- 5 号 p. 443-
- 4 号 p. 355-
- 3 号 p. 283-
- 2 号 p. 205-
- 1 号 p. 3-
40 巻, 6 号
選択された号の論文の8件中1～8を表示しています
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ダス J. P.原稿種別: 本文
2003 年 40 巻 6 号 p. 631-647
発行日: 2003/03/31
公開日: 2017/07/28
ジャーナル フリーThe view of intelligence as a general ability or "g" has been challenged by research on segented cognitive processes, some of which can be broadly localized in specific parts of the brain. A consideration, based on neuropsychology, of intelligence as cognitive processes relates deficient functioning of the human brain to models of the cognitive functioning of people without diseases or disabilities. This view is elaborated in the present paper, in which I attempt to trace its origin to Sechenov and Pavlov. Its development fuelled Luria's neuropsychology and influenced the construction of Das's theory of intelligence of which the major components are Planning, Attention-Arousal, and Simultaneous and Successive Processing (or "PASS"), within the context of a person's knowledge base. Following a review of Luria's conception of the functional organization of the brain and a brief presentation of PASS theory, I allude to recent neuropsychological studies that are linked to current topics in disability science such as reading difficulties, attention deficit, and mental retardation. The PASS theory comprises a system with practical outcomes for cognitive assessment and a remedial program for the enhancement of reading, both of which are described in the Appendices.抄録全体を表示PDF形式でダウンロード (1315K) -
小林 宏明, 早坂 菊子原稿種別: 本文
2003 年 40 巻 6 号 p. 649-662
発行日: 2003/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to compare the performance of manual diadochokinesis in children who both stuttered and had phonological disorders, children who stuttered but had no phonological disorders, and children who neither stuttered nor had phonological disorders. 81 male Japanese elementary school children (27 in each of 3 groups) participated. In tasks requiring 4 kinds of manual diadochokinetic movements, each child was asked to tap a required sequence for 12 seconds. The number of incorrect and correct sequences was counted. The results for the number of correct sequences indicated that the movements of the children who stuttered but had no phonological disorders were significantly different from those of the children in the other two groups on these complex tasks. However, no significant difference was found between the results for the children who stuttered but had no phonological disorders and those for the children who neither stuttered nor had phonological disorders. These findings suggest that children who both stutter and have phonological disorders may have some problems with neural mechanisms for general sequencing processes.抄録全体を表示PDF形式でダウンロード (1043K) -
庭野 賀津子, 菅井 邦明原稿種別: 本文
2003 年 40 巻 6 号 p. 663-674
発行日: 2003/03/31
公開日: 2017/07/28
ジャーナル フリーThe aim of the present study is to learn what kind of speech is effective to elicit and maintain prelinguistic infants' vocal responses. Information about the parent-infant interaction is beneficial for understanding how to communicate with children who have communication disorders. We compared the prosodic features in Japanese mothers' and fathers' speech directed to prelinguistic infants, and differences in prelinguistic infants' use of the fundamental frequency (f_0) and the rate of their vocal responses toward their mothers and fathers. Our findings were as follows: (1) When fathers speak to infants, they use a higher f_0, more exaggerated f_0, a shorter duration, and an intonation contour that rises more than when they speak to adults. These characteristics of prosody are similar to mothers' infant-directed speech. (2) The three 7-month-old infants observed did not use a different f_0 when they interacted with their mothers and with their fathers. (3) The infants' rate of vocal responses in mother-infant interactions was different from that in father-infant interactions. The infants tended to respond to their mothers with more vocalizations than to their fathers.抄録全体を表示PDF形式でダウンロード (855K) -
野井 未加, 大野 博之原稿種別: 本文
2003 年 40 巻 6 号 p. 675-687
発行日: 2003/03/31
公開日: 2017/07/28
ジャーナル フリーThe behavior on visual-motor coordination tasks of 2- to 4-year-old children (N=18) who had had very low birth weight was compared with that of 27 children born with average birth weight. The 2 groups did not differ on tasks that were predominantly visual, but the very-low-birth-weight group scored significantly lower on tasks that were predominantly motor (p<.05) and on coordination tasks (p<.01). Qualitative analysis revealed that the errors of the very-low-birth-weight children showed unique characteristics. On the predominantly visual tasks, some of the very-low-birth-weight children hardly understood the instructions. On the predominantly motor tasks, the movement of those children's fingers was not differentiated from that of their hand/arm, and the movement of one of their hands was linked to the movement of the other. Furthermore, on coordination tasks, difficulties in referring and correcting functions were seen.抄録全体を表示PDF形式でダウンロード (863K) -
岡 典子原稿種別: 本文
2003 年 40 巻 6 号 p. 689-699
発行日: 2003/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to clarify through an analysis of Campbell's music education program at the Perkins Institution and Massachusetts Asylum for the Blind what factors were necessary for the development of educational programs for persons with visual disabilities in the United States, especially in relation to the development of vocational education in the 19th century. From an analysis of the educational practices of the time and the results at the Perkins Institution, it was suggested that an excellent teacher, good quality teaching materials and tools, appropriate educational content, help with finding employment for pupils, and the systematization and succession of good teaching methods were indispensable for the improvement of education, especially vocational education.抄録全体を表示PDF形式でダウンロード (818K) -
今野 義孝原稿種別: 本文
2003 年 40 巻 6 号 p. 701-711
発行日: 2003/03/31
公開日: 2017/07/28
ジャーナル フリーRecently, it has been argued that communication deficits in children with autism are caused by joint attention deficits. The present study examined the process of establishing joint attention and communication in a 3-year-5-month-old girl with autism, through the Dohsa method called toke'au taiken. A total of 6 sessions was held over 18 weeks. Each session, which took about 50 minutes, consisted of a toke'au taiken period and a counseling period for her parents. As the girl's emotional stability improved and her mother's depressed mood became alleviated, joint attentional exchange between the child and her parents increased. Her active relationship to child-care staff and her peers, including joint attentional behaviors and imitating behaviors, increased as well.抄録全体を表示PDF形式でダウンロード (792K) -
水谷 由美, 柳本 雄次原稿種別: 本文
2003 年 40 巻 6 号 p. 713-722
発行日: 2003/03/31
公開日: 2017/07/28
ジャーナル フリーThe transition support system in Japanese special high schools for students with intellectual disabilities consists of two parts: career guidance and post-school assistance. Individualized transition support plans were introduced in Tokyo in 2001 in order to promote students' vocational independence and collaboration among schools, families, and local agencies. Tokyo's individualized transition support plans propose 2 separate fixed forms: individualized transition support plan (1) for career guidance and the individualized transition support plan (2) for post-school assistance. Some characteristics of the Japanese transition support system, including individualized transition support plans, are commonly found in the traditional individualized transition plans (ITP) process in the United States, such as the teacher-directed tendency. There seems to be nothing in common between the Japanese system and the person-centered ITP process in the United States.抄録全体を表示PDF形式でダウンロード (719K) -
那須野 三津子, 竹内 康二, 山本 淳一原稿種別: 本文
2003 年 40 巻 6 号 p. 723-732
発行日: 2003/03/31
公開日: 2017/07/28
ジャーナル フリーThe purposes of the present study were to investigate the resources for formal and informal support for families of children with autism in Malaysia, and, with those findings, study the possibility of Malaysian parents conducting an applied behavior analysis-based treatment program in their homes. A questionnaire survey was conducted of 119 parents who were members of parents' support groups, and intensive interviews were done with 8 parents who responded to the survey and were already using an applied behavior analytic program. The questionnaire results revealed that most of the parents had learned about applied behavior analysis from books or the Internet and had no formal training, and that they were searching for experts to advise them in its use. During the intensive interviews, all the parents reported that they could learn about teaching methods from an applied behavior analysis program. On the other hand, most of them pointed out difficulties in understanding the contents of the program and in confirming whether they could really communicate with their children. To overcome these difficulties, the parents' support groups provided general information and shared the teaching techniques of applied behavior analysis with their members. However, parents noted that even so, they needed to access information about autism other than just the applied behavior analysis program.抄録全体を表示PDF形式でダウンロード (722K)
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