著者

田渕 恵 三浦 麻子

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.84, no.6, pp.632-638, 2014

被引用文献数

4

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This study examined the effects of the reactions of younger adukts toward older adults on the psychological attributese and behavior of elderly. Participants were 34 older male adults aged 60-82 years. They completed a questionnaire on generativity before and after the experimental condition, and were also observed taking flyers on different topics after the experiment. They were assigned to the younger condition or the same generation condition. In both conditions, the participants were asked to talk to recipients about experiences from their youth and the wisdom they have gained. The recipients responded to the participants in either a positive or a neutral way. The results showed that generativity was promoted most when the younger recipients responded in a positive manner, whereas the neutral reactions of younger recipients led to the inhibition of generativity. Younger persons' positive reactions promoted the participants' helping behaviors, as indicated by the flyers they took. The present study shows increases in the generativity of the elderly following positive reactions from younger recipients not only on questionnaires but also in an experimental setting.

著者

篠原 恵介 畑 敏道

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.84, no.6, pp.618-624, 2014

被引用文献数

6

---

We investigated the effect of a post-training chronic infusion of <i>N</i>-methyl-<span style="font-variant: small-caps;">d</span>-aspartate (NMDA) receptor blocker on retention of spatial reference memory in rats. In Experiment 1, we trained 4 groups of rats for 4 days (4 trials/day) in the Morris water maze task. In a single probe trial after retention intervals of 1, 7, 14, and 28 days, the 1-day group showed more goal crossings than shown by the other 3 groups. In Experiment 2, a chronic infusion of the NMDA receptor antagonist <span style="font-variant: small-caps;">d</span>-2-amino-5-phosphonovaleric acid (<span style="font-variant: small-caps;">d</span>-AP5) or a control vehicle into the lateral ventricle was initiated 1 day after the training session, and continued for 6 days. In the subsequent probe trial (7 days after training), the rats that had received the <span style="font-variant: small-caps;">d</span>-AP5 infusion showed significantly more goal crossings than the controls. These findings suggest that an NMDA receptor blockade following acquisition facilitates retention of spatial reference memory.

著者

佐藤 德 杉浦 義典

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.84, no.6, pp.605-611, 2014

被引用文献数

7

---

Previous studies showed that incidental feelings of disgust could make moral judgments more severe. In the present study, we investigated whether individual differences in mindfulness modulated automatic transference of disgust into moral judgment. Undergraduates were divided into high- and low-mindfulness groups based on the mean score on each subscale of the Five Facet Mindfulness Questionnaire (FFMQ). Participants were asked to write about a disgusting experience or an emotionally neutral experience, and then to evaluate moral (impersonal vs. high-conflict personal) and non-moral scenarios. The results showed that the disgust induction made moral judgments more severe for the low "acting with awareness" participants, whereas it did not influence the moral judgments of the high "acting with awareness" participants irrespective of type of moral dilemma. The other facets of the FFMQ did not modulate the effect of disgust on moral judgment. These findings suggest that being present prevents automatic transference of disgust into moral judgment even when prepotent emotions elicited by the thought of killing one person to save several others and utilitarian reasoning conflict.

著者

髙坂 康雅

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.84, no.6, pp.596-604, 2014

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This study reports the development of The Scale of Social Interest for Elementary School Children and examines its reliability and validity. Elementary school students of fourth, fifth, and sixth grades responded to provisional items of the scale, as well as scales assessing mental health, adaptation to school, and sympathy. An exploratory factor analysis was conducted using the provisional items. The following three factors, which had also been identified by Kosaka (2011), were extracted: feelings of contribution, feelings of belonging to society and trust in society, and self-acceptance. Confirmatory factor analysis indicated sufficient fitness. The reliability of the scale was confirmed based on internal consistency and stability. The predicted relationships among the scale and mental health, school adaptation, and sympathy were demonstrated. Based on these results, the reliability and validity of the Scale of Social Interest for Elementary School Children were confirmed.

著者

下田 芳幸 石津 憲一郎 樫村 正美

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.84, no.6, pp.576-584, 2014

被引用文献数

1

---

The effect of self-evaluation of emotions on subjective adaption to school was investigated among junior high school students (<i>n</i> = 217: 112 boys, 105 girls) who participated in a questionnaire survey. Hierarchical multiple regression analysis indicated that for boys "Infringement and maladjustment" differed based on their self-evaluation of anger and anxiety. For girls, on the other hand, the self-evaluation of anger alleviated psychological stress, worsened the "Relationship with the teacher" and the "Relationship with the class", whereas self-evaluation of anxiety played a role in increasing psychological stress and deteriorating the "Relationship with the class." Furthermore, negatively evaluating either anger or anxiety heightened the "Motivation for learning" in girls. These results suggest that the evaluation of emotions is different in boys and girls and for different emotions.

著者

佐々木 真吾 仲 真紀子

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.84, no.6, pp.585-595, 2014

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This study examined the development of skills to report with different levels of exactness. A total of 62 first-grade children and 58 fourth-grade children were asked about numbers and lengths (numeral tasks) and colors and positions of objects (nominal tasks) with instructions suggesting different levels of exactness, "roughly" or "exactly". In Study 1, the instructions were given as a between-subjects factor. The results showed that when the "roughly" instruction was given, participants gave approximate answers more frequently than when the "exactly" instruction was given especially in the numeral tasks, and older children did so more frequently than younger children. In Study 2, the instructions were given as a within-subjects factor: a half of participants were given "roughly" and then "exactly" instructions, and the others were given the instructions in the opposite order. The results showed that younger children could change the levels of answers depending on instruction in the numeral tasks but not in the nominal tasks, whereas older children could do so in both tasks. The results suggest that the skills for reporting with different levels of exactness are related not only to cognitive development, but also to the linguistic context, such as the tasks and instructions.

著者

加藤 道代 黒澤 泰 神谷 哲司

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.84, no.6, pp.566-575, 2014

被引用文献数

7

---

We developed the Coparental Regulation Inventory to assess the regulatory behavior of the mothers in involving fathers with child rearing. We translated and modified the short form of the Parental Regulation Inventory (PRI) for Japanese couples in different stages of child rearing. An online questionnaire was conducted with mothers (<i>n</i> = 500) and fathers (<i>n</i> = 500) whose youngest child was less than 21-years-old. Exploratory factor analysis identified two factors, which were labeled "encouragement" and "criticism". The resulting Coparental Regulation Inventory (the modified PRI) had high internal consistency and test-retest reliability. The construct validity of the scale was supported by its correlation with parenting alliance, marital satisfaction, and the father's involvement. These findings suggest that the scale is an adequate instrument for identifying the behaviors of mothers related to coparenting. In addition, we examined the frequency of encouragement and criticism used by the mother in relation to the child-rearing stage using cross-sectional analysis. In the mothers' reports, mothers with infants and children encouraged fathers more than mothers with early and late adolescents. Mothers with late adolescents criticized fathers less than mothers with infants. In the fathers' reports, mothers gave more encouragement to fathers who had infants than at any other age, whereas the child's age was not related to mothers' criticism perceived by the fathers.

著者

伊藤 健彦

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.84, no.5, pp.488-497, 2013-12-25 (Released:2014-03-01)

参考文献数

23

被引用文献数

3

---

This study presents a new model of psychological processes to predict English communication behaviors of Japanese high school students. Various models have been proposed in Japan, based mainly on Canadian models, to predict second-language communication behaviors. This study shows problems with the previous models in Japan and introduces a new model from the perspective of “Expectancy-Value Theory”. Questionnaire Survey 1 compared the previous model and the modified models which suggested that a new psychological variable, “Value in English Communication”, was necessary to construct the new model. In Survey 2, the new model was further modified by incorporating into it various English learning values which the Japanese have. This study makes a significant contribution to studies and practices of teaching English as a foreign language in Japan.

著者

幸田 紗弥華 菅原 健介

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.80, no.2, pp.83-89, 2009 (Released:2012-03-06)

参考文献数

29

被引用文献数

6 7

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This study of 241 female college students examined the relationship among binge-eating, dieting, and stress, assessed at two different times. The results of path analysis showed significant paths both from binge-eating to dieting and from dieting to binge-eating were significant. In other words, binge-eating often results in dieting, and dieting often results in binge-eating, which becomes a vicious circle. The path from stress to binge-eating was significant, but not the path from binge-eating as a way of coping.

著者

榊 祐子 箱田 裕司

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.84, no.4, pp.396-407, 2013-10-25 (Released:2013-12-25)

参考文献数

26

---

This study provides evidence for the organization of bilingual conceptual representations in terms of second-language proficiency and the similarity between the two languages. Two bilingual groups (Japanese-English and Japanese-Korean) of participants were assigned a free recall task with a category list. The list consisted of 36 items from different levels of typicality, which were presented in the first or second language. The occurrence of category clustering varied according to typicality for the two groups. Among Japanese-English participants, Japanese representations were better organized than English items for participants with less-proficient levels of English, but this changed to a semantic network between the two languages with increasing second-language proficiency. Conversely, Japanese-Korean bilinguals established a semantic network with the two languages even at the beginner level with the second language. These findings indicate that both similarity between languages and second-language proficiency exert a strong effect in constructing a network in conceptual systems.

著者

畑中 佳子 藤田 哲也

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.74, no.6, pp.496-503, 2004-02-25 (Released:2010-07-16)

参考文献数

22

---

We investigated whether people can consciously remember type fonts of words by methods of examining explicit memory; source-monitoring and old/new-recognition. We set matched, non-matched, and non-studied conditions between the study and the test words using two kinds of type fonts; Gothic and MARU. After studying words in one way of encoding, semantic or physical, subjects in a source-monitoring task made a three way discrimination between new words, Gothic words, and MARU words (Exp. 1). Subjects in an old/new-recognition task indicated whether test words were previously presented or not (Exp. 2). We compared the source judgments with old/new recognition data. As a result, these data showed conscious recollection for type font of words on the source monitoring task and dissociation between source monitoring and old/new recognition performance.

著者

上総 貴美子

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.32, no.5, pp.279-288, 1961 (Released:2010-07-16)

参考文献数

21

被引用文献数

1

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The purpose of this report was to clarify the concepts of “generalization” and “differentiation” in verbal learning from the view of mediate process.The experimental design used was as follows: Each of the four conditions, ht, lt, hs and ls was learned to a criterion of 5 errorless trials [ht: each of two stimulus items (adjectives) which were high similar each other was paired with a common response item (nonsense syllable), hs: each of high-similar stimulus items was paired with each different response item, lt: each of two stimulus items which were dissimilar each other was paired with a common response item, ls: each of dissimilar stimulus items was paired with each different response item.]After the original learning (OL), each condition was immediately learned under 2 types (t′ and s′) of transfer learning (TL). (e.g., htt′ and hts′ was learned for ht in OL, in t′, two stimulus items were paired with a common response item (a letter of alphabet) and in s′, each stimulus item was paired with a different response item in paired associate learning.Experimental hypotheses: A) According to traditional uiew of “generalization” and “differentiation”, in OL, learning is easier in ht than in lt and also in ls than in hs. In TL, in the comparison of the number of correct response on the first trial, the difference between two conditions htt′ and ltt′, hst′ and lst′, hts′ and lts′, and hss′ and lss′ should not be expected. Because it may be generally considered that the performance by the criterion of 5 errorless trials brings out perfect learning. B) According to the view of mediate process, in OL, the same expectations as hypothesis A are made. But hypothesis B should be expected on the basis of mediate process on each stimulus item, that is, learning is more difficult in lt than in ht, because in lt the differential response (dr) on each stimulus item disturbs the establishment of new experimental response integration and also more difficult in hs than in ls, because the common dr on stimulus item disturbs the establishment of new differential response integration. In TL, according to hypothesis B, the transfer effects should be expected on the basis of the degree of response integration established in OL, therefore, transfer learning is easier in condition htt′ than in ltt′ and also easier in lss′ than in hss′.The main results were as follows: In OL, the results supported the expectations, and moreover a new remarkable finding was obtained, that is, learning by lt was not easier than ls, though ls had two times responses to be learned. It seems to me that traditional view of “generalization” and “differentiation” could not give the proper explanation about this finding. The most suitable explanation of the probable ones may agree with the view of mediate process. In TL, 1) In comparison of the numbers of correct responses on the first trial the results were not consistent with hypothesis A but were clearly consistent with hypothesis B. 2) In comparison of the saving score by [(OL-TL)/(OL+TL)]×100 we could obtain the remarkable finding that we did not find from the number of correct response on the first trial in TL, that is, the effect of OL in lt interfered transfer learning. This finding could not be explained from view of hypothesis A, even if we expand the concept to “semantic generalization”. The view of hypothesis B explained this finding in terms of the interference resulting from the weak response integration in OL, for in OL,

著者

雨宮 有里 高 史明 関口 貴裕

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.82, no.3, pp.270-276, 2011 (Released:2012-01-12)

参考文献数

14

被引用文献数

1

---

This paper compared the specificity of recollections of autobiographical memories where musical cues for events were varied. We used music which was popular in the past as cues which were related to a larger number of past individual events (frequent events cues) and music which was typically only sung at graduation ceremonies as cues which were related to a smaller number of events (rare events cues). In the instructed retrieval condition, participants were told to listen to the music and to recall past events, whereas in incidental retrieval condition, the instruction was only to listen to the music. Then participants were asked to describe what they recalled while hearing the music. When frequent events musical cues were played, the specificities of the recalled events were higher in the instructed retrieval condition than in the incidental retrieval condition. In contrast, when rare events musical cues were played, there were no differences in the specificities of the recalled events.

著者

玉井 紀子 中島 定彦 北口 勝也 今田 寛

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.71, no.6, pp.493-497, 2001-02-25 (Released:2010-07-16)

参考文献数

26

被引用文献数

3 4

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Renewal of conditioned fear by changing contexts after extinction was explored in an experiment with rats' lick suppression preparation. After repeated pairing of a tone with an electric shock in one chamber (Context A), conditioned fear to the tone was extinguished in the other chamber (Context B) on the water licking baseline. Return to the original chamber renewed the conditioned fear (ABA renewal effect). It was also found that shifting to Context B after both conditioning and extinction in Context A resulted in a brief recovery of the conditioned fear (AAB renewal effect). Implications for relapse of phobia after behavioral therapeutic treatments, such as flooding and systematic desensitization, were discussed.

著者

藤原 健志 濱口 佳和

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.84, no.1, pp.47-56, 2013 (Released:2013-07-01)

参考文献数

35

被引用文献数

4 2

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There are many studies about social skills and social skills training in Japan, most of which include listening skills among the target skills. Listening skills are important for adolescents because they are necessary to start and cultivate relationships with friends. The present study developed a revised version of listening skills scales for high school students, and confirmed their reliability and validity. Listening skills consist of two domains: cognitive skills and behavioral skills. Because these two domains are conceptually independent, a cognitive skills scale and a behavioral skills scale were constructed separately. Based on factor analyses, three cognitive and five behavioral subscales were constructed. These scales had sufficient internal consistency and showed positive relationships between empathy, social self-regulation, and other social skills scales. Further applications of these scales were discussed.

著者

島田 泉 高木 修

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.66, no.4, pp.269-276, 1995-10-25 (Released:2010-07-16)

参考文献数

11

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The purpose of this study was to analyze decision-making process in help-seeking behavior with the information monitoring method. Four simulated situations were prepared in which help became necessary. Eight categories of further situational information were explained, and 67 subjects were asked to indicate which categories of information they would like to see before actually seeking others' help in each of the four situations. The number and categories of information requested, together with their order, were recorded. Also, questions were asked concerning the difficulty, hesitation, and confidence they had felt during the task, and ratings were made regarding how adequate the eight information categories and how real the four situations were. Results suggested that (1) only two steps were taken before a help-seeking decision was made in every situation, and (2) it was made in a fairly fixed pattern in term of the help's possible cost and probable attibutitons of why it became necessary.

著者

西村 詩織

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.80, no.5, pp.381-388, 2009 (Released:2012-03-20)

参考文献数

21

被引用文献数

2

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“Aseri” is a Japanese term referring to an emotional state of “being impatient” or “feeling time urgency” that is experienced in everyday life. This study explored how people in early adulthood experienced aseri in their daily lives. Interviews were conducted with twenty young adults who recalled events or situations involving aseri. Grounded theory was referred in collection and analysis of data. The results showed that aseri developed in situations where there were several competing thoughts. Regarding the process in which aseri changed, two patterns were found: (a) when aseri was strongly experienced in the short term, it settled down easily; (b) when aseri was felt mildly in the long term, it gradually became latent. The theme of latent aseri reflected the developmental tasks of early adulthood that were considered significant for the participants including developmental tasks typically achieved in adolescence that were put off until early adulthood. Implications for aseri and directions for further research are discussed.

著者

日野 泰志 中山 真里子 宮村 しのぶ 楠瀬 悠

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.81, no.6, pp.569-576, 2011 (Released:2011-08-10)

参考文献数

28

被引用文献数

2 3

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In the present study, we examined the effects of orthographic and phonological neighborhood sizes for Japanese Katakana words using a lexical decision task. Kawakami (2002) reported an inhibitory orthographic neighborhood size effect along with a null phonological neighborhood size effect in his lexical decision tasks. In contrast, Grainger, Muneaux, Farioli, and Ziegler (2005) reported an interaction between orthographic and phonological neighborhood sizes in a lexical decision task. Therefore, we re-examined the effects of orthographic and phonological neighborhood sizes for low-frequency Katakana words in a lexical decision task. Consistent with Grainger et al., we found the interaction between orthographic and phonological neighborhood sizes, indicating that lexical decision performance for Katakana words is modulated by the nature of orthographic-phonological relationships.

著者

王 〓 阿部 純一

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.79, no.4, pp.342-350, 2008 (Released:2011-08-26)

参考文献数

20

被引用文献数

1

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This study investigates the relation between phonology and orthography in word recognition in college-level readers with different first languages (L1). It also examines whether word recognition processes in L1 influence those processes in the second language (L2), which was English in the study. Participants were divided into two groups according to their L1 (Japanese, Chinese), and were given semantic category judgment tasks in English in order to compare their degree of reliance on L1 phonology and orthography in L2 word recognition. The results showed that Japanese and Chinese L1 readers differed in using phonological and orthographic information in the L2 English task. The results suggest that reading for meaning in English is affected by prior literacy experiences in reading L1.

著者

伊藤 美加

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.83, no.2, pp.135-140, 2012 (Released:2012-11-20)

参考文献数

15

被引用文献数

1 1

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The influence of self-reference and emotionally valent material on list-method directed forgetting was investigated. Participants studied Lists 1 and 2, both of which consisted of positive, negative, and neutral trait adjectives. Each participant was randomly assigned to one of three experimental conditions: self-reference judgment, social desirability judgment, and control (no specific judgment). Half of the participants in each condition received the forget instruction telling them to forget List 1 and to remember List 2 (Forget group). The other half received the remember instruction telling them to remember both Lists 1 and 2 (Remember group). All participants were then asked to recall all the list words, including those that they were instructed to forget. Results indicated that the directed forgetting effect disappeared in the self-reference judgment condition: in the Forget group, List 1 recall was poorer than recall of List 2, and the Forget group participants recalled fewer List 1 words compared to the Remember group participants. Neither the emotional valence nor self-reference of the material modulated the magnitude of this effect. It is concluded that self-reference may modify directed forgetting.