日本語韻律的単位が言語的短期記憶における英単語音声分節化に及ぼす影響

広島大学(Hiroshima University)博士(心理学)Philosophy in Psychologydoctora

The relationship between aversion to school, tendency to neglect one's schoolwork and ibasho in undergraduate students: Typology based on dislike of school and tendency to neglect studies

The purpose of this study is to typologies college students' dislike of school and their tendency to neglect studies, and to understand the characteristics of each type. Hierarchical cluster analysis was used to develop the typology. The analysis extracted the following three types: I) Students who desired to transfer to a different university, 2) students who were inactive and negligent of their studies, and 3) students who adapted to college life. The group of students who desired to transfer to a different university not only did not actively interact with others during their college life, they also displayed the characteristic of feeling that there were no places where they belonged in the university (ibasho). The group of students who were inactive and negligent of their studies showed reduced desire to attend classes and do classwork; at the same time, they also displayed the characteristic of not disliking school so much that they wished to transfer out of it. The group of students who adapted to college life displayed the characteristic of being satisfied overall with college life. The above results suggest that in the case of students who desired to transfer to a different university, interpersonal relationships in college and the existence of places where they feel they belong have a greater influence on their dislike of school and intensity of the desire to transfer to a different university than does anxiety or dissatisfaction with college classes and study

The relationship between aversion to school, tendency to neglect one's schoolwork and ibasyo in undergraduate students: ibasyo inside and outside the university

In this study, Minakochi, Takano, and Ikeda (in press) investigated the relationship between three types of students extracted from students' dislike of school and their tendency to neglect studies - (a) students who desired to transfer to a different university, (b) students who were inactive and negligent of their studies, and (c) students who adapted to college life - and ibasyo inside and outside the university. The subjects were 298 university students (106 men, 191 women, I unknown). One-way analysis of variance (ANOVA) was conducted with the three types of students as the independent variable and ibasyo inside and outside of school as the dependent variable. The results revealed that compared with other groups, (a) students who desired to transfer to a different university felt they did not have ibasyo within the school. Next, a x 2 test of the existence or absence of ibasyo outside school and the type of students was performed. No significant difference could be observed. This study suggests that support is needed to create ibasyo within the school for (a) students who desired to transfer to a different university

The relationship between aversion to school, tendency to neglect one's schoolwork and ibasho in undergraduate students : The factorial structures of passive area scale and unwillingness to attend school scale.

In this study, we investigate factorial structure of the passive area scale and the unwillingness to attend school scale. A total participant is 298 undergraduate student (male is 106, female is 191 and unknown is 1). Our exploratory factor analysis data and confirmatory factor analysis data indicate that the passive area scale has a four-factorial structure in first analysis. Each factors are named 'passive school-life", "passive one's schoolwork", "passive learning", and ''inattention". The factors which are ''passive learning" and ''inattention" show low a coefficients. Therefore, it is need to be paid attention, when these factors are used In second analysis, our exploratory factor analysis data and confirmatory factor analysis data indicate that the unwillingness to attend school scale has a four-factorial structure. Each factors are named "aversion to school" and "desire to move out". A total of scale and both factors show adequate a coefficients

Influences of the belief in being observed and theory of mind on young children's lying behavior

本研究では,幼児の自己防衛的嘘における,他者認識と心の理論獲得の影響について検討した。年少児35名,年中児35名,年長児38名を対象とし,実験者不在の際に,箱をのぞいてはいけないと約束したにもかかわらず,のぞいてしまった幼児が嘘をつくかを検討した。その際,他者認識として,カメラ有り条件とカメラ無し条件を設定した。また,心の理論課題を実施して獲得の有無を調べた。その結果,以下の3点が明らかとなった。1)カメラによる他者認識は嘘をつく行為にではなく,"箱の中をのぞく"という自己制御に影響を及ぼした。2)心の理論を獲得している幼児の方が,未獲得幼児よりも嘘をつく割合が多かった。3)年長児において,心の理論を獲得した幼児は,カメラ有り条件では"のぞかない",カメラ無し条件では"嘘をつく"といった状況に応じて異なった行動選択を行った。以上の結果から,幼児期の自己防衛的嘘を含めた一連の行動過程に他者認識と心の理論が関連していることが明らかになった。一方で,状況場面に応じて異なった言動を行うには,心の理論の獲得以外の要因が関連している可能性が示唆された

An investigation of children's positive attitudes to children with developmental disorders

本研究では, 発達障害児が在籍する通常学級の中から, 発達障害児と接触頻度の高い健常児である接触頻度高群(16名), その他の健常児である接触頻度低群(129名), および発達障害児群(10名)を選出し, 架空の物語場面を用いて健常児と発達障害児の交流態度について比較検討した。架空の物語場面では, 問題の原因が健常児側にある場面と発達障害児側にある場面の2場面を呈示し, その後で登場人物の発達障害児に対する印象評定と行動評定を求め, 3群間で比較した。その結果, 印象評定では2つの場面とも, 3群間に有意差は見られなかった。しかし, 行動評定では接触頻度高群が最も好意的態度を示した。発達障害児と日頃接触している接触頻度高群でも, 発達障害児の唐突な言動に対しては好意的印象を持たないこと, しかし発達障害児と一緒に勉強する・遊ぶなどの交流行動では寛容的であることが明らかになった

View and behavior of Japanese university students toward people with developmental disabilities : Effects of contact experience, affiliated faculties and volunteer experience

本研究は,大学生を対象として質問紙調査を実施し,大学生における発達障がい者への認識・態度に,過去の接触経験,現在の所属学部,ボランティア経験がどのように影響を及ぼすのかについて検討を行った。その結果,過去の接触経験の有無に関しては,接触経験がある学生の方が,発達障がい者との具体的な行動場面においてより抵抗感を感じる傾向が示された。他方,過去の接触経験と個人属性(所属学部,ボランティア経験)の影響に関しては,過去の接触経験に関係なく,教育学部の学生と発達障がい者へのボランティアを行っている学生の方が発達障がい者への認識・態度がより肯定的であることが示された。以上の結果より,過去の接触経験それ自体が影響を及ぼしているわけではなく,そのことで個人が何を感じ,どのような進路選択を行っていくのかがその後の発達障がい者への認識・態度と関連していることが示唆された

The relationship between white lie and executive function in young children

The present study examined the relationship between lying and three specific components of executive function (EF) in young children (inhibitory control, cognitive flexibility, and working memory). Ninety children (three age groups : 3-4, 4-5, and 5-6 year olds ; n = 27, 33, 30, respectively) performed two lying tasks, three EF tasks, and the Picture Vocabulary Test-Revised (PVT-R). The lying tasks examined whether or not children were able to lie, requiring them to rescue a popular animated character by tricking his enemy ; that is, we tested whether or not children could tell a white lie. In the executive function tasks, three types of task (a red-blue task, a dimensional change card sort task, and a backward digit span task) were conducted. The results revealed the following : 1) More 4-5 year-olds than 3-4 year-olds were able to tell a white lie. 2) In the EF tasks and the PVT-R, 5-6 year-olds were more accurate than 3-4 year-olds and 4-5 year-olds. 3) There was no correlation between lying and EF when PVT-R score was controlled for. These results are discussed from the perspective of lying behavior in young children