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.46 No.1 of JJEP
Harumi KOBAYASHI：
Relationship between Adults' Actions and Young Children's Inferences about Word Meanings.
Thirty-six 4-year-olds and 33 6-year-olds participated in an experiment where the
experimenter presented a nonsense label with an unfamiliar object and performed an action on the object emphasizing either its shape or its material; e.g. rolling it or squeezing it,
respectively. Then, they were presented a pair of new objects and asked to choose the one
suitable for the label just learned. These new objects were similar to the former object either in shape or in material. The same procedure was repeated with 8 different labels and 8 sets of objects for each child. The results showed that the children of both age groups tended to choose the object that had the same characteristics emphasized during the learning phase,
revealing that they used the action information when they learned new labels. Six-year-olds
utilized the action information better than 4-year-olds.
The Cause of a Spacing Effect-- A Test on the Influence of Reactivation Amount--.
It has been known that learning goes better with intervals, i.e. spacing effect. A reactivation hypothesis of the spacing effect was introduced and tested using a repetition
priming experiment. It is hypothesized that working memory is activated upon presentation of an item and decays gradually after that. If the same item is presented before the
activation decays completely, reactivation is easily done, and it is this amount of reactivation that causes the spacing effect. The principle of repetition priming is that the processing time of succeeding stimulus is in inverse proportion to the activation level of the preceding stimulus; therefore, the amount of reactivation could be reflected in the processing time. In an experiment with presentation interval as an independent variable, the lexical decision time and free recall rate of each stimulus were measured. The results showed that lexical decision time as an index of the amount of reactivation and recall rate as an index of the learning correlated significantly, and they lend a strong support to the reactivation hypothesis.
Duration, Distance, and Speed Judgements of Two Moving Objects by 1st to 6th Graders-- Duration Judgements--.
One hundred and ninety-two 1st to 6th graders participated in duration judgement tasks in groups of 7 to 8. Two cars, red and green, ran on two parallel tracks on a CRT display in three different running patterns. The children were asked to judge which car had run the longer duration for each pattern, as well as which had started or stopped first. The main
results were as follows: (1) correct judgements tended to increase with grade level, but did
not reach the full score even among 6th graders. (2) Older children could judge correctly the
temporal synchrony of movements even if the starting or stopping locations were different, but many of them could not use the information logically to infer the equality of the duration.
Usefulness of 'Work Arrangements' in Assembling Jobs.
Two experiments with 71 junior high-school students showed that 'work arrangements' were effective in reducing both work-hour and error in the 'slow' type subjects.
(For further information; write to Kosaku DOI, Faculty of Education, Tottori University, Tottori, Japan 680)
Takahisa KASAI：
Cognition of Bullying(Ijime) by Primary and Secondary School Pupils.
[Not Worth Reading]
Kumi ENDO & Tsukasa HASHIMOTO：
The Effect of Sex-Role Identity on Self-Actualization in Adolescence.
[Not Worth Reading]
Rieko TOMO, Mari MASHIMA, & Tomoko NOMOTO：
A Content Analysis of Interpersonal Coping-Behavior in Japanese and British Primary School Textbooks.