著者

続 有恒 塩田 芳久 秦 安雄 鈴木 康平 三輪 弘道 名倉 敬子

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.13, pp.43-58, 1967-03-25

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国立情報学研究所で電子化したコンテンツを使用している。

著者

続 有恒 荻野 惺 冨安 芳和 秦 安雄 梶田 正巳 永田 忠夫

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.14, pp.43-57, 1968-03-25

被引用文献数

1

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国立情報学研究所で電子化したコンテンツを使用している。

著者

依田 新

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要 教育心理学科 (ISSN:03874796)

巻号頁・発行日

no.19, pp.3-6, 1972

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国立情報学研究所で電子化したコンテンツを使用している。

著者

織田 揮準

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.14, pp.7-42, 1968-03-25

被引用文献数

5

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国立情報学研究所で電子化したコンテンツを使用している。

著者

柴田 淑枝 Shibata Yoshie

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要. 心理学 (ISSN:03874796)

巻号頁・発行日

vol.45, pp.161-173, 1998-12-25

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This paper is the review of the research for Wason's four-cards task, which was focused on the article from 1989 to 1995. In 1989,it has been argued about pragmatic reasoning schema (PRS) and social contract theory (SC). Although PRS and SC are different in their origin : The former is auquired from experience in everyday life, the latter is possessed by nature, both of them are deontic. And, deontic reasoning is largely explained by mental model. In non-deontic, i.e. dual processes, the cards of conspicious event are selected heuristically with belief bias or open context etc. The Piagetian has also accepted the dual processes in part, but they have interpreted the logical ability of human as developmental. In recent years, it has been suggested the synthetic theories such as Relevance theory by Sperber, et al. (1995) etc., which have attempted the discussion on the synthetic framework including deontic, PRS, SC, mental model or dual processes. These theories or models are examined in a place of the situated approarch.

著者

柴田 淑枝 Shibata Yoshie

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要. 心理学 (ISSN:03874796)

巻号頁・発行日

vol.44, pp.229-241, 1997-12-26

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This paper is the review of the research for Wason's four-cards task, which was focused on the research from 1980 to 1988. As to matching bias, in the case of the task that is not related to their experience such as abstract task, the subjects' solution were influenced by matching bias, while In the case of the concrete task such as "drinking age problem", their solution were influenced by their experience. As for drinking age problem, it was pointed out that its solving process was related to the effect of violation instruction, and This effect was discussed in connection with matching bias. As to thematic effect, it was denied that any concrete tasks could raise the rate of the correct response. Same as matching bias, it was suggested that the correct response was affected by whether the task is related to the subjects' experience or not. But it means not only direct but also indirect experience. It is important for the subjects to analogize the context of the task to their experience. And, the general rules or knowledge structures that is induced from the ordinary life experiences were termed "pragmatic reasoning schemas", it has been taken close up as the important factor for solving the 4-cards task.

著者

柴田 淑枝 Shibata Yoshie

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.43, pp.243-253, 1996-12

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This article is a review of the research of Wason's four-cards task, which was focused on the research from 1966 to 1979 as the first half of it. In the introduction, we described what was the background of the research and what is the four-cards task. In the chapter of "the dawn of the research", it was mentioned that the percentage of correct response by adults was very low, which was caused by the "confirmation bias". And, it was discussed that it was important to think logically for solving problems, and that it was effective (a) to give some hints to understand the logic of the problem and (b) to use the concrete theme in a rule (that is called "thematic effect") for logical reasoning. Especially, (b) was regarded as more important. In the chapter of "the mature period of the research", it is described that (b) was influenced by the relationship among terms in a rule, and that the response pattern of abstract task was varied with the expression of rules. "Matching bias", that arises by negation in a rule, was noteworhty because (a) response patterns of subjects could be predicted by it, and (b) it is applicable to abstract task. Then, it was tried to explain the process of thinking process as the "dual processes". It was pointed out, however, that (a) matching bias didn't contain the explanation about the process of solving concrete task, and (b) it is hard to appear in some rules. Then, especially for (b), it was discussed that some rule-expressions that agree with the order of human reasoning, is more effective.

著者

内田 照久

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.39, pp.33-44, 1992-12-25

被引用文献数

1

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国立情報学研究所で電子化したコンテンツを使用している。

著者

続 有恒 冨安 芳和 織田 揮準 荻野 惺

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.14, pp.71-85, 1968-03-25

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国立情報学研究所で電子化したコンテンツを使用している。

著者

林 文俊

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要 教育心理学科 (ISSN:03874796)

巻号頁・発行日

no.25, pp.p41-55, 1978-12

被引用文献数

4

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国立情報学研究所で電子化したコンテンツを使用している。

著者

速水 敏彦 西田 保 坂柳 恒夫

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.41, pp.9-24, 1994-12

被引用文献数

1

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国立情報学研究所で電子化したコンテンツを使用している。

著者

平野 光昭

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.40, pp.4-14, 1993

著者

森 久美子

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.41, pp.65-78, 1994-12

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国立情報学研究所で電子化したコンテンツを使用している。

著者

石田 勢津子

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.35, pp.57-66, 1988

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国立情報学研究所で電子化したコンテンツを使用している。

著者

村上 隆

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要 教育心理学科 (ISSN:03874796)

巻号頁・発行日

no.27, pp.p1-15, 1980-12

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国立情報学研究所で電子化したコンテンツを使用している。

著者

村上 英治

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.30, pp.iii-iv, 1983-12-24

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国立情報学研究所で電子化したコンテンツを使用している。

著者

若林 満 Gallagher Daniel G. Graen George B.

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要 教育心理学科 (ISSN:03874796)

巻号頁・発行日

no.35, pp.p1-20, 1988

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本論文においては, わが国産業組織における終身雇用制度を基調とした人材育成の問題点が, 客観的キャリアと主観的キャリアの2つの視点から問題とされた。客観的キャリアの視点は, 組織で働く人びとの職務・地位・部署など, 公式的な面での変化や異動を記述し説明することを目的としている。本論文ではこの客観的視点からの検討は, 大卒男子社員の管理職への昇進過程に関する13年間の縦断研究の資料に基づき行われた。そこでの問題は誰が, いつある地位に昇進していくか, またそれを規定する要因は何かという問題であったが, 分析の結果, 管理職へのキャリア発達は年功序列というよりは, かなり厳しいトーナメント型の競争過程であること。そして誰が, いつ昇進するかは, キャリア発達の初期段階(入社3年目ぐらいまで)の実績(業績評価と能力評定), およびそれまでの直属上司との対人関係(垂直的交換関係)のあり方によって規定されることが明らかとなった。この結果は, 管理職キャリア発達における早期分化の仮説を支持するものであった。次に, 主観的側面からのキャリア発達の研究として, 大卒および高卒者の仕事の満足感と組織へのコミットメントが分析された。筆者らの調査から得られた大量サンプルに基づく横断的研究の結果, 新入社員から中高年社員層の勤続年数グループ間での比較をみると, 満足度や組織との一体感は若年層と中高年層で高く, 中堅層(入社8∿10年前後)で最低となるU字型を呈していることが見出された。加えて, 他の研究をもとに, 日本の労働者と外国の労働者の仕事満足感を比較すると, 多くの研究がわが国労働者の満足感の低さを支持する結果を示していた。以上の分析から, 終身雇用制度のもとでのわが国従業員のキャリア発達は, 客観的側面では年功序列的というより競争的であり, 主観的側面では満足度が高く組織との一体感が高いという一般的予想とは, ほど遠い結果であることが明らかとなった。国立情報学研究所で電子化したコンテンツを使用している。

著者

吉田 俊和 Yoshida Toshikazu 安藤 直樹 Ando Naoki 元吉 忠寛 Motoyoshi Tadahiro 藤田 達雄 Fujita Tatsuo 廣岡 秀一 Hirooka Shuichi 斎藤 和志 Saito Kazushi 森 久美子 Mori Kumiko 石田 靖彦 Isida Yasuhiko 北折 充隆 Kitaori Mitutaka

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要. 心理学 (ISSN:03874796)

巻号頁・発行日

vol.46, pp.53-73, 1999-12-27

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Social annoyance was defined as any behavior which may bother, annoy, or irritate others, usually occurring between strangers. Social annoyance is aimed solely toward fulfilling one's own personal needs, at the sacrifice of inconveniencing others. This series of studies investigated social annoyance from a cognitive perspective. Study I examined the concept through three surveys. In Surveys 1 and 2,undergraduates (N=672) responded to questionnaires which included items which dealt with their attitudes toward social annoyance. These questionnaires consisted of attitude ratings of 120 annoying behaviors, along with various personality scales (e.g., Locus of Control (Kanbara et al, 1982), Social Consciousness (Wada & Kuze, 1990)). Factor analysis of the 120 behaviors revealed two factors, labeled "deviation from rules and manners", and "inconveniencing others." These attitudes showed positive correlations with the personality variables of "respect for norms", "philanthropic values" and "moral values". Survey 3 involved undergraduates (N=417) who responded to a questionnaire which included items asking for their perception of how they think others might feel toward the 120 annoying behaviors. Results indicated that subjects perceive the annoyance that others experience exceeds what they themselves experience. In Study II, social annoyance within two specific social events, i.e. weddings and funerals, were examined. Subjects were undergraduates and graduate students (N=136,mean age=21.0), along with their mothers (N=91,mean age=49.2). The questionnaire included items which dealt with : (1) attitudes toward 12 annoying behaviors, and means of coping; (2) the degree to which they perceive themselves as a social entity versus an individual entity (Social Consideration); and (3) their perception of how society should be (Belief about Society). Factor analyses showed that Belief about Society consists of three sub-scales : regulative, symbiotic and selfish belief. Furthermore, mothers scoring high on regulative and/oo symbiotic perceived annoyance the most, while students showed a positive correlation between Social Consideration and attitude toward social annoyance. These results suggest that belief about society and social consideration are important concepts toward examining social annoyance.

著者

中村 和彦

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.40, pp.183-202, 1993

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Recent studies in attitude structure are discussed in relation to the two areas of attitude strength and cognitive/affective divergency of attitude. With regard to attitude strength, two series of studies on attitude formed by elaboration and on attitude accessibility are discussed. Issues pertaining to attitude strength are pointed out, such as the one-component attitude perspective, implications of response latency, and necessity of a theoritical viewpoint on how to relate one attitude strength's index with the other. In the area of cognitive/affective divergency of attitude, studies which have examined the independency between cognition and affect toward the attitude object, and those which have indicated the difference between affectively-based attitudes and cognitively-based attitudes, are reviewed. Following the review of attitude base, problems in this area are discussed. Specifically, definitions of cognitively/affectively-based attitudes are divided into three types, and the difference between them are discussed.国立情報学研究所で電子化したコンテンツを使用している。

著者

若林 満 WAKABAYASHI Mitsuru 後藤 宗理 GOTO Motomichi 鹿内 啓子 SHIKANAI Keiko

出版者

名古屋大学教育学部

雑誌

名古屋大學教育學部紀要. 教育心理学科 (ISSN:03874796)

巻号頁・発行日

vol.30, pp.63-98, 1983-12-24

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The present study is aimed at exploring complex relationships between aspects of self concept, occupational attitudes and occupational choice itself. For this purpose, a set of instruments for measuring self concept and occupational attitudes were developed, based on subjects who were consisted of 875 female junior college students majoring in three different fields of professionalization: kindergartners (n=393), hospital nurses (n=227) and nonprofessional, humanity course students (n=255). They were asked to respond the questionnaire which contained 8 instruments stated as follows. (1) Occupational readiness included 30 statements regarding student's readiness for initiating her occupational life. Subjects rated each one by using a 4-point scale. A composite occupational readiness scale was created by combining 21 items selected by a series of item analyses. (2) The job orientation instrument consisted of 30 items which subjects might want to have as important goals or conditions for their occupations. They were asked to rate each one by using a 5-point scale. This instrument produced 3 orthogonal factors that were labelled as job challenge, human relations and working conditions respectively. (3) The student self-image included 23 adjectives each with a 7-point scale. This instrument produced masculinity and feminimity (M-F) scales by combining a set of adjectives identified to have a stereotyped masculine and a feminine character respectively. (4) Self-evaluated competence consisted of 22 ability dimensions considered to be necessary to lead an occupational life. Subjects were asked to evaluate themselves and to give ratings on each dimension by using a 7-point scale. This instrument produced 3 orthogonal factors labelled as competency, harmoniousness and reliability. (5) Occupational self-image was measured based on the 20 adjective pairs that were presented with a semantic differential format. This instrument was reduced to two composite scales, potency and affinity scales, by combining relevant SD scales. (6) The social-role attitude included 15 statements regarding roles of women in the society, and subjects were asked to rate each one by using a 7-point scale. All items were integrated into a single composite scale named equality in social roles. (7) Satisfaction with college life was measured by using 6 items based on a 7-point scale. (8) Career choice used a single item that asked subject's determination to continue an occupational career life. (9) Finally, the choice of occupation asked subjects to state occupational titles they wanted to be in after graduating from the college, together with the perceived probability (in percentage) of their actually engaging in those occupations. Major results of the analyses conducted by using composite scales described above can be summarized as follows. (1) Inter-correlations among 8 subscales of self concet (masculinity, femininity, competency, harmoniousness, reliability, potency, affinity, and equality in roles) were found all positive and mostly significant statistically. The same pattern of correlations was observed across three subject groups. (2) Correlation coefficients among 4 occupational attitude scales (occupational readiness, job challenges, human relations, working conditions) were found also high and statistically significant. However, the pattern of correlations for the nonprofessional, humanity course students showed an important difference compared to the students in other professionalized fields: kindergartner and nurse students. (3) Some aspects of self concept, particularly potency, mascurinity and role equality scales, showed a strong association with the achievement-oriented occupational scales, i.e., occupational readiness and job challenge. On the other hand, harmoniousness and affinity aspects of self concept showed significant correlations with human relations in job orientation. In addition, the femininity scale was found closely associated with orientation to working conditions. By cross-tabulating the dichotomized masculinity and femininity scales, the following 4 sex-role types were created: high masculinity - high femininity (M-F or androgynous) type, high masculinity - low femininity (Mf or masculine) type, low masculinity - high femininity (mF or feminine) type, and low masculinity and low femininity (mf of undifferentiated) type. Multiple comparisons were attempted based on these four groups with respect to aspects of self concept and occupational scales. Results of the analysis can be summarized as follows. (1) The androgynous, MF type students were shown as having the highest scores on both self conectp and occupational scales, while the undifferentiated, mf type students scored the lowest on these scales. (2) The MF and Mf type students showed the high scores on masculinity,'competency and potency scales, while the MF and mF type students showed high scores on femininity, harmoniousness, reliability and affinity scales. (3) The MF and Mf groups were found to have high scores on occupational readiness and job challenge scales, compared to their mF and mf type colleagues. These results suggest that the masculinity dimension within the female student's ego identity provides the strong basis upon which positive self concept and occupational attitudes can be developed. The relationship between self concept scales and occupational attitude scales was explored more extensively by using the canonical correlation analysis. Three canonical solusions were found statistially significant. The first canonical variate represented the interrelations between competence in self concept (masculinity) and self-actualization in occupation (high job challenge and occupational readiness). The second variate reflected close relationship between harmoniousness in self concept and human relations orientation in occupation. The third variate indicated an association between feminine self concept and orientation to the working conditions in one's occupational life. Additional analyses were attempted to further examine relationships between self concept and occupational attitude scales. First, on the basis of occupational readiness scores, subjects were divided into three subgroups: high, mid and low readiness groups. It was found that the high readiness group showed also high scores on job challenge orientation, masculinity, potent self-image and self-evaluated competency, followed by the mid and low readiness groups. Second, those who reported strong willingness to continue occupational lives were found to show the same pattern of results as exhibited by the readiness analysis. Third, on the basis of probability that the student would be engaged in the liked occupation, subjects were divided into the high, mid and low probability groups. Comparisons between these groups indicated that among kindergartener students the high probability group tends to show high occupational challenge, positive self-image and high evaluation of one's abilities. However, among non-professional, humanity students results were opposite: the low probability group showed high challenge and support for equality in social roles. In conclusion, results of the present study provided strong supportive evidence to the notion that there exists close relationships between aspects of self concept and occupational attitudes and orientations. However, the pattern of correlations between the two sets of scales were found somewhat different depending upon differences in the field of professionalization from which our female junior college subjects were derived. Therefore, it is suggested that to understand occupational choice processes among female college students, examination of the difference in contents of occupational socialization within the educational institution needs to be done, based on the longitudinal monitoring of choice processes over time.