とくに咬合についての主訴がない患者の治療に際して, 臨床で使用する睡眠時のブラックスチェッカーを用いることによって, 咬合の問題を把握し, 平均的なデータを基に補綴装置を製作した.その結果, 咬合を考慮した補綴治療は予防歯科学においても重要な意味を持つことが考えらた.

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Combined effects of pH (4.5-7.4) and water activity (a_w, 0.99-0.88) on the growth and enterotoxin production by five Staphylococcal strains 100, S-6, 361, K858 and T7436, producing enterotoxins A, B, C, AB, and AC, respectively, were studied in Brain Heart Infusion broth for 48hr. At 35C, Staphylococcal enterotoxin A (SEA) was produced at a_w>0.92 or at pH>4.5, but no SEA was produced at a_w 0.92 and pH 5.3. SEB and SEC were produced at a_w>0.96 and pH>5.3 and a_w>0.96 and pH>4.5, respectively. No SEB was produced at a_w 0.96 and pH 5.3. No growth occurred at a_w<0.92 and pH 4.5. The enterotoxin production changed depending on the interaction of these factors. SEA production was much less affected by a_w and pH than was SEB and SEC. The enterotoxin production by the strains K858 and T7436 producing respectively SEA plus SEB and SEA plus SEC were both affected.

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一般に薬剤をリポソーム化することにより, その薬剤効果の延長, 副作用の減少と目的とする場所への選択的移行が可能であると言われている。今回わたしたらはこのリポソームを利用して血中内での半減期が比較的短いヘパリンをリポソーム化することによりその半減期が延長するものと期待しin vitroの実験に加えラットを用いた動物実験において良い結果を得られた。わたしたちはヘパリンのリポソーム化に成功しこのリポソーム内のヘパリンは十分に薬剤効果を示しリポソーム内のヘパリン定量が可能であった。ここで使用したリポソームの構造はマルチラメラータイプでそのほとんどが3.0μm以内の大きさであった。またケタラール麻酔下にラット頸静脈より無処理化ヘパリンとリポソーム化ヘパリンを投与し経時的に凝固時間を測定し比較した結果リポソーム化ヘパリンにおいて有意にその効果が延長していることを認めた。

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This experiment was attempted to investigate the strategies of pitch coding in melody processing. Twenty-six musically trained and twenty-six musically naive subjects were instructed to make recognition for melodies after a 12-s retention interval, during which four conditions of interference (i.e. pause, interfering melody, nonsense syllables, musical note names) were interpolated. Both the standard and comparison melodies were 6-tone sequences which composed of high-tonality structure or low-tonality structure. It was found that the recognition of musicians was severely distrupted by the “note names” under a tonal melody, while it was disrupted by “interfering melody” under an atonal melody. On the other hand, the recognition of non-musicians was significantly worse than musicians, and there were no significant differences in distruptive effects between the interferences. These findings suggest that musicians could used verbal (note names) coding strategy for tonal melody and sensory pitch coding strategies (ex. humming, whistling) for atonal melody, but that non-musicians could not use any effective strategies for melody coding. Results were also discussed in relation to contour and pitch of melodies.

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　Relations between motivation and adjustment among learners have attracted considerable interest. Self-determination theory has recently received attention as a useful framework to guide understanding the relations. The main purpose of this study was to examine relations between academic motivation and adjustment among learners based on self-determination theory. The secondary purpose was to develop a convenient measure of academic motivation based on the theory. 　In Study 1 on the development of a new academic motivation scale, participants were 157 college students (mean age 19.9 years old). Only 98 of them participated in two sessions separated by four weeks. Results showed adequate reliability and validity of 15-item academic motivation scale with five subscales to measure five regulatory styles in the self-determination theory (non-regulation, external regulation, introjected regulation, identified regulation, and intrinsic regulation). 　In Study 2 on the examination of the relations between academic motivation and adjustment among learners, participants were 200 college students (mean age 21.2 years old). They completed the academic motivation scale and questionnaires about learning-related satisfaction, efforts, self-efficacy, self-actualization, anxiety, interpersonal relationship, and general adjustment. The results showed that more self-determined motivation was positively correlated with academic adjustment, and less self-determined motivation was negatively correlated with academic adjustment. In addition, learners with autonomous motivation style showed better academic adjustment than those with heteronomous motivation style.

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The purpose of the present study was to develop a scale for measuring motivation in school-based extracurricular activities/clubs based on organismic integration theory, and to examine the relationship between students’ motivation and instructors’ leadership. In study 1, 304 high school students completed the questionnaire. The results of an explanatory factor analysis identified 5 factors: intrinsic regulation, identified regulation, introjected regulation, external regulation, and non-regulation. In study 2, 870 high school students completed the questionnaire. The results of multilevel analyses indicated that the instructors’ leadership to maintain interpersonal relations and guide club members was positively correlated with students’ intrinsic regulation and identified regulation, and negatively correlated with their non-regulation. Furthermore, the results indicated that students’ perception of their instructors’ leadership to maintain interpersonal relations and guide club members was positively correlated with students’ intrinsic regulation and identified regulation, and negatively correlated with their non-regulation.

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Based on the self-determination theory, which is a framework for understanding motivation and adjustment, high self-determined motivation facilitates subsequent learning-related adjustment, which low self-determined motivation negatively affects learning-related adjustment. However, few studies have examined such effects of academic motivation in Japanese college students. The purpose of this study was to examine the effects by using longitudinal data. 　In total 206 college students (90 women and 116 men) took part in two questionnaire sessions (Time 1 and Time 2) separated by four weeks. They completed the academic motivation scale at Time 1 and the learning-related adjustment measures at Time 1 and 2, which comprised the learning satisfaction, learning efforts, learning self-efficacy, learning self-actualization, and learning anxiety scales, and the Japanese version of the Rosenberg Self-Esteem Scale. All the measures were anonymously administered by a teacher after classes. The data were analyzed using a hierarchical multiple regression analysis. 　The results showed that academic motivation had an effect on subsequent learning-related adjustment at Time 2, even after controlling for previous learning-related adjustment at Time 1. The effect seemed to be small on self-esteem as compared to that on other aspects of learning-related adjustment. There were negative and positive effects of amotivation and intrinsic motivation, respectively, on subsequent learning-related adjustment. Although extrinsic motivation exerted a significant effect on learning-related adjustment, of the regulation styles that constituted extrinsic motivation, external and introjected regulations had a negative effect, while identified regulation had a positive effect. Therefore, in most cases, controlled motivation and autonomous motivation had negative and positive effect on subsequent learning-related adjustment, respectively. The findings of this study supported the validity of the self-determination theory on its relationship to learning-related adjustment, and revealed that the dichotomy of controlled and autonomous motivation was more advantageous than that of extrinsic and intrinsic motivation.

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