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Volume 46 (2008)
- Issue 6 Pages 391-
- Issue 5 Pages 269-
- Issue 4 Pages 205-
- Issue 3 Pages 135-
- Issue 2 Pages 69-
- Issue 1 Pages 1-
Volume 46, Issue 4
Displaying 1-6 of 6 articles from this issue
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Risako OMORI, Takashi SAWAArticle type: Article
2008 Volume 46 Issue 4 Pages 205-214
Published: November 30, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined the development of linguistic complexity and accuracy in sentences written by students who were deaf. Participants were 97 students who were enrolled in public schools for students who are deaf (33 elementary school pupils; 36 junior high and 28 senior high school students). The students' compositions (N=116) were analyzed for complexity and accuracy. The sentences were classified as simple or complex (2 or more predicates), and complex sentences further classified according to type of subordinate clause. Accuracy was evaluated according to whether each sentence could be understood grammatically and semantically by 6 raters (undergraduate and graduate students). In addition, the errors in each sentence were classified as either grammatical errors or syllable and/or word errors. The main results were as follows: (a) The number of complex sentences increased as year in school increased, but the percentage of sentences that had a simple structure was high in almost all compositions; (b) Many sentences could be understood by the raters; (c) In the compositions by the elementary and junior high school students, grammatical errors were more frequent in the simple-structure sentences, whereas in the compositions of the high school students, many errors were found in the complex sentences.View full abstractDownload PDF (1229K) -
Naomi MATSUURA, Toshiaki HASHIMOTO, Motomi TOICHIArticle type: Article
2008 Volume 46 Issue 4 Pages 215-222
Published: November 30, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe aim of the present study was to clarify behavioral and emotional disturbances of inmates of a juvenile correctional facility. Participants were 30 male adolescents (mean age, 16.8 years; standard deviation, 2.2) who were in a juvenile correctional facility. The comparison group was 28 male adolescents, aged 16-17, enrolled in a regular high school. All participants completed the Child Behavior Checklist-Youth Self Report (CBCL-YSR). The incarcerated participants had higher internalizing scores than the comparison group on the Youth Self Report (mean, 62.9; SD, 9.10). The difference between the 2 groups was significant (p=.0000). The incarcerated youth had higher anxious/depressed scores than the control group, which suggests that they have had various serious internalizing problems. Similarly, the incarcerated youth had higher externalizing scores and total problem scores on the Youth Self Report than the control group (p=.0000). Their internalizing, externalizing, and total problem mean scores were within a clinical range. The present findings suggest that most of the incarcerated youth had serious multidimensional problems, and that their mental condition was in a clinical range.View full abstractDownload PDF (1009K) -
Toshihiro KONO, Rumi HIRABAYASHI, Kenryu NAKAMURAArticle type: Article
2008 Volume 46 Issue 4 Pages 223-230
Published: November 30, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the handwriting speed of Japanese children from grades 1 to 6. Participants were asked to copy 1 of 2 different passages of text for 5 minutes. One passage, which was copied by 2,829 boys and 2,652 girls, contained real words, and the other, which was copied by 2,827 boys and 2,651 girls, nonwords. Participants were pupils at 15 randomly selected elementary schools in Ishikawa Prefecture. The results showed that the pupils' handwriting speed (syllables per minute) increased with each grade. The regression line for the real words test was y=3.9x+9.0, and for the nonwords, y=3.7x+6.6. The results also showed that the girls wrote faster than the boys in Grades 1, 3, 4, 5, and 6 on the real words test, and in Grades 3, 4, and 5 on the nonwords test. The present study's baseline data on handwriting speed provides substantial information for future research and practice.View full abstractDownload PDF (870K) -
[in Japanese]Article type: Article
2008 Volume 46 Issue 4 Pages 231-240
Published: November 30, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese], [in Japanese]Article type: Article
2008 Volume 46 Issue 4 Pages 241-251
Published: November 30, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese], [in Japanese]Article type: Article
2008 Volume 46 Issue 4 Pages 253-263
Published: November 30, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS
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