Patterns of Social Relations and Psychological Adjustment Among Elementary School Children: Using the Picture Affective Relationships Test.
Two hypotheses, (1)there would be no differences in psychological adjustment between children who had mother-dominant and friend-dominant patterns of affective relationships, and (2)children who lack or underutilize human resources would have difficulties in maintaining their adjustment, were tested by administering the Picture Affective Relationship Test(PART) and three social adjustment questionnaires to 689 Japanese children from third and sixth grades. The results confirmed these hypotheses. For further detail of PART, read Takahashi & Sakamoto (in press) in International Journal of Behavior Development.
--An Analysis of the Process of Geometrical Problem-Solving.
Twenty-four university students were given a geometrical problem and their solving processes were videotaped for later analyses. At first, functions of writing and drawing in problem solving were extracted from the observation of free problem-solving sessions. Based on this observation, two functions were found: (1)expression of internal thought or idea, the primary function, and (2)feedback function to the internal thought from kinetic and visual information. In a following experiment, the possible roles of the latter function were examined in the following four conditions; (a)no-kinetic-feedback, where participants were not allowed to move their hands and the experimenter wrote and drew instead under their verbal command, (b)no-visual-feedback, where the problem was covered by a transparent sheet so that no trace was left, (c)no-kinetic-visual-feedback, where they were not allowed to write or draw at all, and (d)control, where they solved the problem under ordinary condition. The results showed that only the no-kinetic-visual-feedback condition severly
damaged the solution process. Although the participants in (a) and (b) managed to solve the problem, their solving process was changed so as to compensate the shortage of feedback information.
(For further information; fax to the author, Graduate School of Human-Environment Studies, Kyushu University, +81-92-642-3133)
Takeshi HASHIMOTO
Interpersonal Stress Events, Social Skills, and Interpersonal Strategies in Undergraduate Students.