著者

揖斐 高 藤井 美保子 山口 旬 三浦 億人 高橋 昭男 藤川 玲満 日野 辰彦

出版者

成蹊大学大学院文学研究科

雑誌

成蹊人文研究 (ISSN:09191488)

巻号頁・発行日

no.19, pp.57-132, 2011-03

著者

藤井 美保子

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.47, no.1, pp.87-96, 1999-03-30 (Released:2013-02-19)

参考文献数

23

被引用文献数

5 1

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This study ontogenetically examined the relation between the ability of speech and gesture production. Four-year-old preschoolers, 5-year-old preschoolers, 1-3rd graders, 4th-6th graders, and university students (N=56) were instructed to explain a swing and a slide verbally. Their explanation was video-recorded and analyzed. The results showed that, although the total duration of speech production increased linearly as a function of age, the frequency of gestures changed tracing a U-shaped pattern. Gesture production decreased in school children but not in university students. Each group produced gestures different from those of other participants with regard to the pattern. Beats were produced only by university students while the viewpoint of gestures and speech-gesture relations differed between groups. Only university students produced gestures regarded to be profoundly related to language competence. Gestures produced during the early period of human development were considered complementary to language competence, while those produced by adults were seen as redundant to their speech.

著者

藤井 美保子

出版者

公益社団法人 日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

vol.68, no.3, pp.187-196, 1997-08-28 (Released:2010-07-16)

参考文献数

18

被引用文献数

3 2

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In this study, effects of self touching behavior on the performance of lexical retrieval were investigated. In Experiment 1, 52 women were required to retrieve Japanese idioms, and to recall them approximately 2 minutes after the retrieval. The participants were randomly assigned into two groups; in one group, they were tested with the restriction of their hand movement, whereas in the other group, they were allowed to move their hands freely. Results revealed that when the movement was restricted, their performance in the retrieval task was significantly deteriorated. In Experiment 2, after the presentation of tape-recorded verbal stimuli, 26 women were required to recall them either with an interval of 2 minutes or with an interval of 2 weeks. The self-touching behavior was found to occur more often when the recall was performed with the interval of 2 weeks than when it took place immediately after the stimulus presentation. Thus self-touching is considered to serve as a cue to retrieve information stored in the long term memory.

著者

揖斐 高 日野 俊彦 山口 旬 藤井 美保子 三浦 億人 高橋 昭男 重友 克夫 松原 梨佳 結城 俊治 デ・ロッシ アレッサンドロ

出版者

成蹊大学大学院文学研究科

雑誌

成蹊人文研究 (ISSN:09191488)

巻号頁・発行日

no.22, pp.111-208, 2014-03

著者

住田 正樹 藤井 美保 多賀 太

出版者

一般社団法人 日本教育学会

雑誌

日本教育学会大會研究発表要項

巻号頁・発行日

vol.51, 1992

著者

藤井 美保 孫 恩惠

出版者

熊本大学

雑誌

熊本大学教育学部紀要 (ISSN:21881871)

巻号頁・発行日

vol.64, pp.105-112, 2015-12-18

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The purpose of this research is to clarify the modes of understanding and attitude of classroom teachers who are put in charge of foreign students in Japanese elementary schools. In areas where there are few foreign children, the ways of accepting and guiding them as newcomers in the elementary schools are left to the classroom teachers. In many cases, these teachers have to struggle with the new types of challenges brought by foreign students without useful help and support. At the same time, adaptation of foreign students to Japanese school life depends on the classroom teachers' attitude and behaviors. The interviews of teachers and the observation of the school life of foreign students bring us the findings as follows: 1) classroom teachers recognized foreign children as a new type of student that they have not experienced and they have to struggle with acceptance and guidance of these students without suitable preparation, 2) the "barrier of language" is understood to be the source of most difficulties by classroom teachers and this understanding seems to make them ignore the other problems of foreign students, 3) classroom teachers have trouble with the conflict between cultural context and personal context when they face problems regarding the behavior of foreign students, 4) understanding of the support necessary for the learning of foreign students differs slightly among classroom teachers, so the support provided to these students is, in fact, not consistent, 5) classroom teachers need and demand support services and advisers which can help to resolve their problems in acceptance and guidance of foreign students.本研究では、外国人散在地域U市において実施した現地調査の結果から、小学校の学級担任教師のニューカマー児童に対する認識と態度を捉えようと試みた. 学校現場でニューカマー児童の受け入れと指導に苦慮している学級担任教師に共感しつつ、受け入れの過程でどのような困難や課題に直面するのか、また、それらの困難や課題にどのように対処しているのかを明らかにし、散在地域の学校現場における多文化教育の課題と今後のあり方を探る一助としたい.

著者

藤井 美保子

出版者

成蹊大学文学部日本文学科

雑誌

成蹊国文 (ISSN:03888819)

巻号頁・発行日

no.45, pp.136-145, 2012-03

著者

藤井 美保

出版者

大阪福祉事業財団

雑誌

福祉のひろば (ISSN:02874490)

巻号頁・発行日

vol.115, pp.9-12, 2009-10