Jewels among stones in Japanese Journal of Educational Psychology
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Issued Casually by Kazuo MORI@Shinshu-U
kazmori@gipnc.shinshu-u.ac.jp
http://zenkoji.shinshu-u.ac.jp/mori/kr/krhp-e.html
Contents of Vol.45 No.1 of JJEP
Kiyomi YAMADA：
The Role of Context that Makes Young Children's Memor
y Goals Meaningful.
[Not Worth Reading]
Kumiko FUJIOKA：
An Analysis on the Acquisition Process of Movement S
equence.
[Not Worth Reading]
Kyoko YAMAGATA & Maki SHIMIZU：
Development of Constructive Activity
in Early Drawing.
[Not Worth Reading]
Masae MIURA, Hironori SHIMADA & Yuji SAKANO：
Successive Changes of T
est Anxiety in Junior High School Students-- From the Viewpoint of
Psychological Stress--.
[Not Worth Reading]
Yoshifumi KUDO：
The Effect of Rule Instruction on Belief-Dependent Misreading of a
Science Text.
More than half of Japanese students believe that sunflowers move
around along the sun. This false belief tend to cause them to misread a
text stating the scientific fact that leaves of them move along the sun but
never the flowers themselves. This type of misreading was named as
Belief-Dependent Misreading. One hundred and twelve college students who
have the false belief were participated in a reading experiment under three
different conditions. The results revealed that to avoid BDM the reading
material should consist of both the fact and the false-belief with a
relating paragraph.
Influence of the 1995
Hanshin-Awaji Earthquake(Japan) Six Months Later -- Its Psychological
Changes and Coping --.
[Not Worth Reading]
Shinichi MIZOKAMI：
The Relationship between Regulating Factors of Se
lf-Evaluation and Self-Esteem -- Relationship between Inner and Outer Frame
as an Idiographic Approach --.
[Not Worth Reading]
Minako KATAOKA：
Effects of Mood Manipulation on Hostile Attribution
in Aggressive and Non-Aggressive Preschooler.
[Not Worth Reading]
Yumiko AMAGAI：
A Study on the Development of Trust in Adults and Eld
erly Individuals -- Effects of Supportive Feelings by Families and Friends
--.
[Not Worth Reading]
Miki SAKAMOTO：
Exploring Errors in the Process of Solving Word Probl
ems by Computer.
[Not Worth Reading]
Nobuko HOSHI, Emiko KUSANAGI, & Shing-Jen CHEN：
An Individual Style does not Exist for Different Emotional Expressions
in Laboratory Observations of Infants.
Fifty 19-20 month-old Japanese babies were observed individually
in seven episodes of Laboratory Temperament Assessment Battery (LAB-TAB;
Goldsmith & Rothbart, 1992) to assess their emotional expression
tendencies. A questionnaire was also completed by their parents
separately. The main findings were as follows: (1) almost all indices
relating to the facial and vocal expressions were intercorrelated within-,
but not across-, emotions; and (2) these results were not anticipated by
their parents who tended to answer that their babies would show the same
tendencies for fear and anger. The crucial importance of this study comes
from the fact that the researchers dared to conduct the LAB-TAB to fifty
babies with a proper informed-consent procedure. A questionnaire would be
much easier and less objection to conduct, but this study also revealed
that a questionnaire would not tell the fact.
Encoding Difficulty Effects on Incidental Learning.
Two experiments were carried out to test out which of the
following four hypotheses explains best the encoding difficulty effects on
an incidental free recall; cognitive effort, elaboration, distinctiveness,
and organization. Subjects were required to judge which of two targets
held a stronger associative relation to another word presented with them.
Unexpected recognition and free recall tests of the targets were followed
after the judgement phase. The results revealed that the recall scores were
positively correlated with the organization scores measured as mean cluster
sizes, showing that the organization hypothesis is most plausible.