Jewels among stones in Japanese Journal of Educational Psychology
KRKRKRKRKRKRKRKRKRKRKRKRKRKRKRKRKRKRKRKR
Issued Kazuolly 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.4 of JJEP
Jun SATO：
Effects of Learners' Perceptions of Utility and Costs, and Learning Strategy Preferences.
Questionnaires were administered to 426 Japanese students in grades 5, 6, 7, and 8 to examine why learning strategies were not used by some students. The results showed that those who did not use learning strategies tended to be more conscious of the cost rather than the effectiveness of the learning strategies. Therefore, they did not use them even though they recognized their effectiveness.
(For further information; write to Jun SATO, Dept of Psychology, Univ. of Tsukuba, Ibaraki 305)
Kenichi MAEDA：
A Longitudinal Study of Children's Loneliness and Changes in Behavioral Characteristics
-- Comparisons of Stable and Unstable Sociometric Status Groups--
[Not Worth Reading]
Ryoko OGATA：
The Relationship between Goal Orientation and Performance in Task Achievement Setting.
[Not Worth Reading]
Yukimasa MURAISHI & Hideki TOYODA：
Analysis of Standarized Achievement Tests by Classical Test Theory and
Genetic Factor Analysis Models.
[Not Worth Reading]
Hideya KITAMURA：
Are Attributes-- Strong or Weak Points of Self-- Highly Accessible in Person Perception?
[Not Worth Reading]
Hirohito CHONAN & Tomoyoshi INOUE：
Rehearsal Strategies of People with Hearing Impaired
-- On the Optimal Strategies for Discourse Memory--
Rehearsal strategies for discourse memory used by the hearing impaired were classified and tested for their effectiveness. Twenty-four deaf high school students were instructed to memorize discourses under spontaneous rehearsal conditions and the strategies used were observed and classified into the following four types; (1) vocalizing, rehearsal with voice, (2) mouthing, rehearsal by silent mouth movements, (3) sign-mouthing, mouthing rehearsal accompanied by sign language, and (4) silent reading, rehearsal without any overt movements. According to subjects' recall performance, the sign-mouthing strategy was assumed to be most effective because those subjects who memorized the discourse better tended to have used this strategy. To examine this hypothesis, an experiment with the same subjects was carried out that instructed each subject to use each of the four rehearsal strategies. The subjects were divided into two groups based on their former performance: high-performers and low-performers. The results showed that both high-performers and low-performers memorized best using the sign-mouthing rehearsal strategy. Though the results of high-performers did not show significant differences among the four strategies, those of low-performers using sign-mouthing were significantly better than those from the other strategies. This confirmed the effectiveness of the sign-mouthing strategy.
The Interaction between Learning Material Presentation Mode and Test Mode,
and Its Relation to Learner's Thinking-Artistic Cognitive Mode.
[Not Worth Reading]
Atsushi TERAO & Takashi KUSUMI：
A Review of Knowledge Acquisition Promoting Transfer in Mathematical Problem Solving.
[Not Worth Reading]
KR would recommend the following paper written by the same authors. Solution compression in mathematical problem solving: acquiring abstract knowledge that promotes transfer, in Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, LEA, Hillsdale, NJ, pp.733-738.