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Volume 41 (2003)
- Issue 6 Pages 613-
- Issue 5 Pages 455-
- Issue 4 Pages 367-
- Issue 3 Pages 287-
- Issue 2 Pages 217-
- Issue 1 Pages 3-
Volume 41, Issue 2
Displaying 1-7 of 7 articles from this issue
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Hideki YOSHII, Yasufumi YOSHIMATSUArticle type: Article
2003 Volume 41 Issue 2 Pages 217-226
Published: July 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSResearch in the past decade has shown that individuals with autism have disabilities in their theory of mind, and also that they have difficulties in affective understanding and self-understanding. However, we could find no published research directed toward the investigation of the relation between the understanding that children with autism have of themselves and others, and affective understanding. In the present study, adolescents with autism (CA 14-18 years, average WISC-R IQ 57) and children with mental retardation who were not autistic (CA 16-17 years, average WISC-R IQ 65) were given 3 tests to assess their self-understanding, understanding of others, and affective understanding. The results showed that the children with autism performed significantly less well than the children with mental retardation on all 3 tests. The children with autism who performed better on the self-understanding test also performed significantly better on the test of understanding of others than did those with lower scores. These results confirm that adolescents with autism have difficulties in affective understanding and self-understanding. The results also suggest that there is a significant relation between these youth's understanding of self and of others.View full abstractDownload PDF (844K) -
Kazumune HIGUCHI, Tomone TAKAHASHI, Shin-ichi KOMATSU, Rika IMADAArticle type: Article
2003 Volume 41 Issue 2 Pages 227-234
Published: July 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSFifth graders (N=45) were given 11 cognitive tasks, so that an assessment battery for children with difficulties in reading and listening comprehension could be developed. Factor analysis was conducted with the data from the 11 tasks, and 6 factors were extracted: fluency of the mental lexicon, phonological awareness, intelligence, passive short-term memory, working memory, and kanji processing ability. Regression analyses revealed that kanji processing ability, intelligence, and fluency of the mental lexicon were associated with both reading and listening comprehension. Working memory was associated with reading comprehension, but not with listening comprehension.View full abstractDownload PDF (783K) -
Mutsumi SHIMAMURA, Michinori FUJIKANEArticle type: Article
2003 Volume 41 Issue 2 Pages 235-243
Published: July 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study investigated how to improve responses to the question, "How many objects are there?", by a boy (CA 9 years 10 months) with moderate mental retardation. The child's errors included incorrect counting of the objects, and giving the response "6" to that question, even when "6" was an incorrect answer. Because the child occasionally counted correctly, differential reinforcement was employed to improve the accuracy of his counting. The boy's own stereotyped answers were used to decrease the stereotyped, incorrect response of "6". When the child answered "6", the trainer presented a card with "6" written on it. The results showed that the child's counting skills improved, mainly as a result of differential reinforcement. Applying positive reinforcement for giving correct answers about how many objects there were did not modify the stereotyped "6" response. However, when the child counted to 6 and the trainer presented a card with "6" on it, the stereotyped answers were slightly modified, suggesting that the coincidence between the number of objects counted and the number on the card had resulted in control over the response. After that, a delayed prompting procedure was added, and was successful in improving the correctness of the boy's answers.View full abstractDownload PDF (888K) -
Yukiko TESHIMAArticle type: Article
2003 Volume 41 Issue 2 Pages 245-254
Published: July 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSTranslating the concepts of self-determination into practice for students with disabilities has been emphasized in the United States since the beginning of the 1990s. The present review explores how self-determination was defined and how the model, the curriculum, and the strategy embody the definition. 3 types of self-determination models were identified, emphasizing the process of acquiring attitudes and skills, the importance of providing multiple environments, and the roles of teachers. The self-determination curricula that have been demonstrated to be effective emphasize that students should be encouraged to attain goals they set by themselves, and to take the initiative in individualized education program (IEP) meetings. Previous research has suggested that including self-determination in the individualized education program, providing opportunities to practice decision-making skills, responding to self-determined behavior, creating responsive environments, and involving guardians are effective strategies for enhancing the self-determination skills of students with disabilities.View full abstractDownload PDF (996K) -
Takashi SAWAArticle type: Article
2003 Volume 41 Issue 2 Pages 255-267
Published: July 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present article reviews current issues concerning working memory (WM) in children and adults with hearing impairments. Some recent studies focusing on encoding systems in working memory have provided evidence that native signers who are deaf use sign-based code to memorize printed as well as signed materials. However, results of other studies that examined how lists of printed letters or words were encoded for serial recall suggest that working memory coding is not strictly fixed by the person's primary language. Overall, these results suggest that working memory coding in children and adults with hearing impairments is flexible and influenced by characteristics of the incoming stimuli (e.g., presentation mode). The results of some studies that examined the relation between working memory capacity and reading ability suggest that working memory capacity could account for individual differences in the reading ability of children who have hearing impairments. However, working-memory span tests used in these studies might be inappropriate for measuring the memory span of children who have hearing impairments. In recent developmental studies, a dual-task method (e.g., an articulatory suppression task) that interfered with components of working memory was used to investigate working memory in children without hearing impairments. We need to improve the methods used with children and adults with hearing impairments, and to investigate working memory from a developmental viewpoint.View full abstractDownload PDF (1522K) -
[in Japanese], [in Japanese], [in Japanese]Article type: Article
2003 Volume 41 Issue 2 Pages 269-278
Published: July 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese]Article type: Article
2003 Volume 41 Issue 2 Pages 279-283
Published: July 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (565K)
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