著者

竹内 謙彰

出版者

心理科学研究会

雑誌

心理科学 (ISSN:03883299)

巻号頁・発行日

vol.16, no.2, pp.61-75, 1994-12-26 (Released:2017-09-10)

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Maccoby and Jacklin (1974) suggested that males generally perform better than females in spatial problem solving. The major aim of this article is to demonstrate that such a difference in spatial ability acccording to sex is not determined innately by examining both biological and psycho-social factors. While there has been no decisive evidence that biological factors, such as genes and/or maturity speed except hormonal-level in a fetus stage, affect individual differences of spatial ability, there are some psycho-social factors which siginificantly correlate spatial problem solving performance. The possibility that the psycho-social factors, such as sex-typed personality traits, affect the process of learning and solving spatial tasks is discussed.

著者

杉村 伸一郎 竹内 謙彰 今川 峰子

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.40, no.4, pp.340-349, 1992-12-30 (Released:2013-02-19)

参考文献数

12

被引用文献数

2

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This study aimed to examine three factors in the spatial perspective-taking problem (presented stimulus, response modes, and effects of experience), based on the premise that spatial cognition has two types of cognitive modes. Subjects were four-, six-, and eight-year-old children. The experiment was divided into three sessions (pre-test, experiential trial, and post-test). In the pre- and post-tests, children were asked to anticipate the visual percepts from the marker (a small doll). In the experiential trial, they were shown arranged objects rotated or moved to the marker so they could view arranged objects. Results were as follows: (1) In contrast to standard perspective-taking problems, even for four-year-old children most were easy to solve when object configurations were already separated from their surroundings.(2) Interactions between the response modes (object construction or photo selection) and viewpoints (oneself or the other) were seen.(3) There were some effects of experience overall, but no difference among the types of experience except for 6 year-old.

著者

竹内 謙彰

出版者

心理科学研究会

雑誌

心理科学 (ISSN:03883299)

巻号頁・発行日

vol.30, no.2, pp.11-22, 2010-02-20

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The turning point of development around the ages of 9 and 10 years is especially critical for high-functioning pervasive developmental disorders (HFPDD) children. In this study, in order to grasp their fundamental needs, their unique way to understand others' mind was considered in light of the type of mentalization and compensatory strategies. While typically developing children acquire the theory of mind around 4 years of age based on intuitive mentalization, HFPDD children achieved it at last around 9 years of mental age depending only on propositional mentalization. To compensate their lack of intuitive mentalization, HFPDD children manage to anticipate others' behavior using verbal ability. Propositional mentalization without intuitive mentalization make them possible to speculate others' mind, but also often let them to misunderstand others. As a result, it was suggested that there are three fundamental needs for HFPDD children: (1) to reassure themselves about their relationship with others, (2) to acquire a sense of achievement, and (3) to develop their communication competence. It was finally indicated that clarifying the form and role of their speech is the important challenge in order to understand their internal world.

著者

竹内 謙彰

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.40, no.1, pp.47-53, 1992-03-30 (Released:2013-02-19)

参考文献数

9

被引用文献数

7 28

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The purpose of this study was to construct Sense of Direction Questionnaire-Short Form (SDQ-S), and investigate its relationship with geographical orientation, personality traits and mental ability. 532 undergraduate students (female 373, male 159) were administered SDQ-S, and the results were factor-analyzed using the principal factor method and varimax rotation. Two factors, i.e., awareness of orientation Factor I, and memory for usual spatial behavior Factor II, could be identified from 17 items (9 items to Factor I and 8 items to Factor II). The reliability of the questionnaire was tested on the same subjects using internal consistency and split-half methods. The relations between sense of direction and geographical orientation based on 70 subjects suggested the concurrent validity of SDQ-S. Also, 47 subjects (female only) helped examining the influence of personality traits and mental ability on sense of direction.

著者

林 昭志 竹内 謙彰

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.42, no.2, pp.129-137, 1994-06-30 (Released:2013-02-19)

参考文献数

12

被引用文献数

1

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In this study, two experiments were conducted in order to reexamine Borke's task, based on the degeneration theory. The aim of Experiment 1 was to clarify the relationship among the three mountains task, Borke's turntable task and some subordinate abilities tasks. The result of this experiment suggested that Borke's turntable task was at the same level as the topological abilities tasks, but it differed from the three mountains task. In Experiment 2, which makes the turntable task easy, the object familiarity or the marker-object nearness were examined. Though all 19 children, aged 4-5, could solve the “near” tasks, some made errors on the “distant” task. The result of these two experiments proved that Borke's task did not measure the true perspective-taking ability.

著者

竹内 謙彰

出版者

立命館大学産業社会学

雑誌

立命館産業社会論集 = Ritsumeikan social sciences review (ISSN:02882205)

巻号頁・発行日

vol.51, no.1, pp.29-39, 2015-06

著者

加藤 弘美 加藤 義信 竹内 謙彰

出版者

一般社団法人 日本発達心理学会

雑誌

発達心理学研究 (ISSN:09159029)

巻号頁・発行日

vol.25, no.3, pp.302-312, 2014

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本研究では,ビデオ映像を用いて,マークテストとリーチングテストの達成の発達的関係を調べることによって,自己とモノの映像の性質に関する理解に2~3歳児では違いがあるか否かを明らかにすることを目的とする。実験では2歳6カ月から3歳7カ月の幼児43名を対象に,まず,マークテストを実施し,その後,前方リーチングテスト(隠されたモノが子どもの前方に出現する)と,後方リーチングテスト(モノが子どもの背後に出現する)を実施した。さらに,前方と後方の両方に同時につい立てを置き,どちらか一方だけにモノを置いた場合,子どもがモノの映像だけを見て正しい位置にリーチングするかどうかを見た。その結果,(1)後方リーチングテストはマークテストより通過が困難であること,(2)後方リーチングテストは前方リーチングテストより困難であること,(3)つい立てが前後両方に現れる課題では,モノが後方に置かれる場合には,実際の場所と反対を探索する「お手つき反応」がより多く出現することが示された。この傾向は,マークテストを通過できる子どもにも同じく認められた。以上から,自己映像を対象とするマークテストに通過できた子どもでも,モノの映像の十分な理解が,とりわけ映像空間内と実空間内でのモノの位置の対応関係の理解が,必ずしも可能となっているわけではないことが示唆された。