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.3 of JJEP
Kazuyo TAKAMURA：
Process of Identity Transformation at Task Exploration.
[Not Worth Reading]
Fuyuhiko TANI：
Ego Identity and Anthropophobic Tendency in Adolescence.
[Not Worth Reading]
Nobuko NAKASHIMA：
The Role of Counterevidence in Rule Revision -- The Effects of Instructing Metaknowledge Concerning non Adhocness of Theory --.
[Not Worth Reading]
Toshihiko SHINDO & Toru TATSUKI：
The Characteristics of Objects Used as Landmarks and the Effects on Self-Orientation of a Map Aligned with a Real-Terrain.
Twenty-six female junior college students were left alone one by one at an unfamiliar subway entrance/exit in central area of Tokyo. Their task was to find out their exact location
and direction on the map. The main purpose of the study was to examine what objects would be used as landmarks. It also aimed to examine effects of orientation of the map in relation to the subjects. The results showed that larger objects tended to be used as landmarks more
frequently and that objects behind the subjects tended to be used less. They would also
suggest that spatial vacancies such as parks would not be suitable for landmarks.
On the Relations between Conflicts with the Hearing World and Deaf Identity in College Students with Hearing Impairments.
[Not Worth Reading]
Minako ITO：
A Study on the Opinions of Consulting Teachers at Elementary and Junior High Schools, and on Training Seminars for Teachers.
[Not Worth Reading]
Naohiro MATSUO & Kunijiro ARAI：
Effects of Emotion and Goal on Children's Behavior Selection.
[Not Worth Reading]
Rie SASAYA：
Inferring Others' Emotion from Facial and Situational Cues.
We can infer emotions of others by the situations they are involved in and/or their
facial expressions. It has been known that when these two cues, situational and facial ones,
are conflicting, young children tend to use either of the cues and only after reaching 6 or 7
years old can they integrate the conflicting cues. This study, using 140 subjects ranging
from 4-year-olds to adults, revealed that ability to utilize facial cues rather than
situational ones develops earlier. This would explain the former observations about
development of emotion inference from conflicting cues.
Sixth and Eighth Graders' Getting the Gist of a Text with Explicit Gist-Sentence -- Influence of Foretelling to Summarize --.
[Not Worth Reading]
Hiroki TOMIYASU：
Relationship between Career Decision-Making Self-Efficacy and Time Perspective in Undergraduates.
[Not Worth Reading]
Hitoshi YOSHIMURA：
Human Interactions in Extracurricular Athletic Clubs in Relation to School Adjustment Members -- The Importance of Self-Assertion --.
In Japan, large number of high school students belong to extracurricular athletic clubs
of their schools, and adjustment to the clubs plays a major role in school adjustment. In
this study, a questionnaire was administered to 494 club members, asking about their self-
assertive behaviors, and whether they were satisfied with their leaders, clubs, and schools in general. The results revealed that students with poor assertive behaviors tended to be less
satisfied with their leaders, clubs, and schools. Club members led by authoritarian leaders
were also less satisfied.
Spatial Cognition in the First Six Months of Infancy -- An Analysis of the Development of Fixation, Prereaching Movement and Vocalization --.
Three human infants from 10 to 24 weeks of age were longitudinally examined concerning
the development of visual fixation, prereaching movement and vocalization. At 17-18 weeks of age, just after they acquired head control, the duration of fixation and frequency of
prereaching increased gradually only when a target was placed within their reach. Vocalization tended to accompany prereaching for the target. These results suggested that the acquisition of head control had an important role in adjusting spatial orientation and activating vocalization in early infancy.
(For more information and inquiry; write to Masako MYOWA, Dept of Educational Psychology, Graduate School of Education, Kyoto University, Kyoto, Japan)
Yoko SAWAMIYA & Fujio TAGAMI：
Construction of an Optimistic Attributional Style Questionnaire.