著者

西川 由紀子

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.38, no.2, pp.40-50, 2017 (Released:2018-03-15)

参考文献数

17

著者

別府 哲

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.39, no.2, pp.58-73, 2018 (Released:2019-01-26)

参考文献数

31

著者

生田 邦紘 赤木 和重

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.42, no.2, pp.90-111, 2021 (Released:2022-05-11)

参考文献数

27

著者

水野 君平 太田 正義 加藤 弘通

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.39, no.2, pp.1-8, 2018 (Released:2019-01-26)

参考文献数

17

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

田口 久美子

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.17, no.1, pp.19-37, 1995-03-31 (Released:2017-09-10)

著者

郷式 徹

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.28, no.2, pp.56-66, 2008-05-30 (Released:2017-09-10)

被引用文献数

3

著者

谷口 清

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.37, no.2, pp.38-47, 2016 (Released:2017-05-01)

参考文献数

47

著者

丸山 真名美

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.21, no.1, pp.1-16, 1999-12-30 (Released:2017-09-10)

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The purpose of this study was to examine the relationship between psychological features in puberty and "ijime(bullying)".In the prestudy, 7 college students(6 females and 1 male)were interviewed about experiences of "ijime" in puberty.The analysis of episodes suggested that 4 psychologigal features("selfcognition being influenced by other", "dependence on friends", "immature self-disclosure", "whether peer-relation is friendly")were related to "ijime" in puberty.In addition, it was assumed that there are general pubatal features("independence of adults", "lonliness in self-awareness")underlying "ijime" phenomenon.In the main study, the questionnaire was administrated to the 5th graders(N=120, 58 boys and 62 girls), the 8th graders(N=129, 70 boys and 59 girls)and the 10th graders(N=157, 83 boys and 74 girls).The questionnaire consisted of 24 items, two of which asked experiences of "ijime"("I think I'm being bullied by my friends"and "I think I'm bullying my friends.")and others of which were about psychological features in puberty and "ijime".Their responses were factor analyzed with varimax rotation.Consequently, six factors("self-esteem", "dependence on friends", "good relation with friends", "immature self-disclosure", "disobedience to adults", "self-cognition being inflenced by others")were gained.Six scales based on the extracted factors were analyzed with a age(3)×sex(2)analysis of variance.And these scales were examined in relation the differences of "ijime"experience.The main result were as follows.First, 8th graders "self-esteem"was lower than 10th graders', and their self-cognition was easily influenced by others.Second, students in puberty were more disobeient to adults than 5th graders, and friends were very important to them, but they could not disclose themselfves adequately to their friends.Therfore, relation with friends was unstable.Third, the number of attackers was the most in the 8th grade.Forth, the attackers were more disobedient to adults.Fifth, the suffrers were more dependent on their friends and their self-disclousers were more immature.Sixth, the number of those who were both attackers and sufferers had no significant differences both between ages and between sexes.

著者

浜谷 直人

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.31, no.1, pp.23-30, 2010-06-20 (Released:2017-09-10)

被引用文献数

1

著者

富田 昌平 本藤 沙也香

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.36, no.1, pp.40-53, 2015-06-25 (Released:2017-09-10)

著者

志村 久

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.39, no.2, pp.90-104, 2018 (Released:2019-01-26)

参考文献数

30

著者

木下 孝司

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.41, no.1, pp.17-35, 2020 (Released:2020-08-08)

参考文献数

85

著者

加用 文男 中本 奈穂美

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.27, no.2, pp.59-62, 2007-07-20 (Released:2017-09-10)

著者

白井 利明

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.19, no.1, pp.9-24, 1997-03-20 (Released:2017-09-10)

被引用文献数

6

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This paper attempts to illustrate the conflicts between adolescents and their parents in the perspective of adolescent psychology. Traditional adolescent psychology has indicated that the conflicts are normative in adoloscents' separation from their parents. However, contemporary emipirical studies have suggesuted that it is shown if familial system is inadequate to the increament in their autonomy and that adolescents-parents attachment promotes their independence. The self-reporoted descriptions by Japanese university and college students suggest that the conflicts are not always attributed to familial inadequacy and that familial inadequacy does not always bring the conflicts. Thus the third model is suggested.

著者

富田 昌平 高尾 昌代

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.35, no.1, pp.52-62, 2014 (Released:2018-03-15)

参考文献数

35

著者

加用 文男

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.37, no.2, pp.1-12, 2016 (Released:2017-05-01)

参考文献数

28

著者

稲垣 陽子

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.13, no.1, pp.44-46, 1991-06-15 (Released:2017-09-10)

著者

白井 利明

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.20, no.1, pp.68-70, 1998-02-25 (Released:2017-09-10)

著者

田中 浩司

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.27, no.1, pp.32-44, 2007-03-28

被引用文献数

2

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Previous research on the rule play has mixed the development of peer skill with rule with the approval process of tag play. This article reviews the literatures pertaining to the development of rule play in the infant period chiefly, and analyzes the role of nursery teacher from the view point of scaffolding. The review shows that preschoolers have much difficulty in organizing their play group, and they need some assistance of their teacher. The original concept of scaffolding is more applicable to the rule play with simple structure, whereas the enhancing concept of the scaffolding is more applicable to the rule play with complex structure, is suggested.