幼児における数直線上での数の位置の見積りに関する研究

内容の要約広島大学(Hiroshima University)博士(心理学)Philosophy in Psychologydoctora

A Longitudinal Study of Number Line Estimation in Young Children

The development of numerical representations plays a central role in a child’s mathematical abilities. Previous studies have reported that children’s numerical representations shift from logarithmic to linear ones and the slope of linear representation shifts from 0 to 1. In order to investigate the developmental process in detail, we carried out a longitudinal study. Thirty young preschoolers (mean age = 4 years, 1 month) and 47 middle preschoolers (mean age = 5 years, 1 month) received a number-to-position task (0-10) twice over nine months. According to our results, both groups were most suitable linear representations, but the slope of middle preschoolers’ performance was nearer 1 than the young preschoolers’ performance. However, the slopes of both groups were not much different when we divided the children in fitted or non-fitted function. For this reason, previous studies could not properly evaluate the development of slope. It is possible that the non-fitted representations are transformed into linear representations with slope away from 1 partly through logarithmic representations.本論文のデータの一部は，日本心理学会第79回大会において発表したものである

Study support to encourage the concept acquisition of fraction and decimal by hypothetical instruction and lesson induction

Cognitive counseling is one of a method to improve the cognitive problem. This study is a case report for a 5th grade student who has difficulty with fraction and decimal. To solve his problem, we supported his learning by hypothetical instruction and lesson induction which was cognitive counseling methods. As a result, hypothetical instruction helped concept acquisition about fraction, and lesson induction promoted to reflect his calculation of decimal. Finally, he could assessment himself about his answer and explanation in the case, but could not reflect the assessment on the final exam. In the future, we should support his assessment between some mathematical problems and generalize the methods

Gender stereotypes about intellectual ability in Japanese children

子どものジェンダーステレオタイプが生じる時期を解明. 京都大学プレスリリース. 2022-10-12.Japan has a large gender gap; thus, this study examined whether Japanese 4- to 7-year-old children exhibit a “brilliance = males” stereotype and whether parental attitudes toward gender roles were related to children’s stereotypes. We also explored whether the children exhibited such stereotypes in response to various stimuli. We showed children photos (Study 1) and stick figures (Study 2) of men, women, boys, and girls, asking them to attribute traits (smart or nice) to each. Study 1 revealed overwhelming in-group positivity in girls, whereas the results for boys were rather mixed. In Study 2, girls generally attributed nice to their own gender compared to boys. However, “brilliance = males” stereotypical responses were observed from 7 years of age, when boys began to be more likely to attribute smartness to their own gender compared to girls. The new data in Study 3 replicated results of Study 1 and parts of the results of Study 2. Moreover, merging the Study 3 data with that of Studies 1 and 2 confirmed their findings. Furthermore, it replicated the “brilliance = males” stereotype among 7-year-olds in the stick figure task. Parental attitudes toward gender roles were unrelated to children’s gender stereotypes. The results indicated that Japanese children may acquire “brilliance = males” stereotypes later than American children (6-years-old). Furthermore, the results were clearer when children were presented with stick figure stimuli

Issues of “education that integrates humanities and medicine” seen from the motivation for admission and the actual feeling of learning in new undergraduate students

本研究では，久留米大学人間健康学部の学生（1～4期生）を対象とした入学動機と学びの実感に関する調査データを用い，1～4期生における入学動機の差異を把握するとともに，1期生の学びの実感の変遷（4年間）を明らかにすることで，当該学部が目指す「文医融合」教育の課題を検討することを目的とした。その結果，1～4期生の入学動機は，各期において特異な入学動機要素（1期生「無目的」要素，2期生「大学の独自性」要素，3期生と4期生「偏差値との適合」要素）が確認できた一方で，1～4期生に共通した入学動機要素（「資格取得」要素）も存在することが明らかとなった。また，1期生の学びの実感（22項目）の変遷は，1～3学年と年次が上がるにつれて多くの項目で実感が低くなる傾向がみられたが，4年次に関しては，多くの項目で高まる傾向が明らかとなった。さらに，当該学部が目指す「文医融合」教育の課題としては，単なる資格教育に留まることなく，多様な学習機会（大学内外の教育活動）を通した教員と学生との関係性の構築が必要であることが示唆された

Collaboration between kindergarten teachers and researchers in practice research : The role of graduate students <Collaboration with the local community>

The aim of this study was to examine how the role of graduate students differs when university professors participate in collaborative research. The study method involved the researcher interviewing three kindergarten teachers who had participated in various forms of practice research. The teachers were aware of four roles of graduate students. The following was shown as four roles. (1) Graduate students sympathize with teachers, and give them a boost by acting in an approving manner towards the teachers’ practice. (2) Graduate students supplement and explain the words of the university professors, leading them to act as intermediaries. (3) Graduate students give their opinions to teachers in a positive way. (4) Graduate students also take on a guidance role by supporting teachers. When university professors participated in the research, the graduate students took on an intermediary role between the university professors and the kindergarten teachers. However, the students tended to take on a stronger guidance role when the university professors were not present. In other words, the role of the graduate students changed in the presence of university professors. Therefore, the various roles adopted by the graduate students contributed to the success of collaborative research between teachers and researchers

Collaboration between kindergarten teachers and researchers in practice research : Difference in recognition of practice research <Collaboration with the local community>

In practice research on early childhood care and education, collaboration between practitioners and researchers has been actively implemented. However, such partnerships have not always been successful. In such cases, it is necessary to consider the possibility of a difference in the recognition of practice research between the two parties. The purpose of this study was to clarify such recognition differences between kindergarten teachers and researchers. Interviews with kindergarten teachers and researchers who collaborated in performing practice research were qualitatively analyzed. Results showed that recognition of five items of research － research themes, scope, duration, results, and application possibilities － differed between researchers and kindergarten teachers. Teachers, being more practice oriented, prefer more concrete research themes and scope, whereas researchers lean more toward abstract themes and scope. In addition, teachers give little consideration to research duration, whereas researchers focus on the need to gather and analyze the data within the determined period. Moreover, neither of the parties is fully aware of these differences. Consequently, interaction in the collaboration may come to resemble a “tug-of-war” with both partners asserting their own viewpoints

Relationship between the actual feeling of learning and self-efficacy regarding career decision by the motivation for admission : from the time of entrance to post-graduation career decision

本研究では，入学動機の特徴を用い，1期生の学びの実感について1年次と3年次の変化，就職活動と進路決定との関連について検討した。その結果，1年次の入学動機の特徴は専門性高群，期待高群，無目的群，未決定群の4つに分類され，学びの実感は期待高群の得点が高く，未決定群が最も低い得点となった。3年次になると，学びの実感は全体的に減少し，カリキュラム構成等に関わる課題がある可能性が示唆された。一方，進路選択の自己効力感に関しては，入学動機の特徴間で差は見られず，概ね良好で，就職活動と卒業後の進路についても大部分の学生が4年後期には決定していた。以上の結果を踏まえ，当該学部の教育課題として，学年が上がるにつれて学びの実感が減少しないように専門科目のあり方を見直し，専門性を構築して興味関心や学修を深めていくことの実感につなげていけるような教育を行う必要があることが考えられた

The relationship between emotional understanding and social skills in young children <Research papers>

This study investigated the relationships between emotional understanding and social skills in young children. Participants were 111 children (4-6 years old), 59 of whom were boys and 52 were girls. The investigator told a story and asked each child to answer with what kind of emotion (happy, sad, or angry) the protagonist would feel. The results showed that there was a significant correlation between children’s emotional understanding and social skills in the elder age group (ages 61-72 months), but no equivalent significant correlation in the younger age group (ages 48-60 months). These results suggest that the relationship between emotional understanding and social skills in children could be distinguished according to age group

Disasters as Opportunity for Change: Tsunami Recovery and Energy Transition in Japan

Disasters may offer a window of opportunity, in which extraordinary circumstances create momentum for positive social change. While this potential is popularized through the concept of “building back better,” few studies have examined quantitatively the processes and drivers of broader social change in a post-disaster context. Using renewable energy transition (specifically, solar photovoltaic diffusion) as one measure of building back better, this study explores how pre-and post- disaster contexts, capacities, and policies affected recovery outcomes of 30 coastal communities nearly 5 years following the Great East Japan earthquake, tsunami, and nuclear disaster (Tohoku disaster). Our study shows that the disaster-affected communities adopted significantly more solar power than the rest of Japan following the introduction of the country's Feed-in-Tariff (FIT) system in 2012. The communities examined are highly diverse in their solar energy adoption as of 2015, and regression analysis was conducted to explain differences in overall solar energy diffusion as well as in adoption of very large scale mega-solar projects. The dynamic relationship between physical damage and subsequent solar adoption was found to be nonlinear, as was the relationship between degree of household relocation and solar energy adoption. Differences in communities’ mega-solar adoption were also explained by the variability in hazard zone designation and extent of physical damage. These findings suggest that a disaster may serve as an opportunity for positive community change when immediate impact (or the level of change involved in a reconstruction process) is high enough but not overwhelming. Overall, this study finds potentially complex relationships