著者

阿曽沼 明裕 ASONUMA Akihiro

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.67, no.1, pp.17-35, 2020-09-30

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Functional differentiation of higher education institutions has long been discussed in Japan. Implicitly, it has been argued against a background of the problem of resource constraints. If there are resource restrictions, duplication of functions among various institutions is considered problematic. However, when discussing functional differentiation, the difference of financial bases among different institutions of higher education has been rarely examined in detail. We should consider how the revenue structure (income breakdown) varies depending on the diversity of higher education institutions. In this study we take the US higher education system as an example in order to better understand the relationship between the functional differentiation and financial basis of higher education institutions. The US higher education system is comprised of a great diversity of higher education institutions, differentiated further into various types of institutions. Fortunately, the “Carnegie Classification of Institutions of Higher Education” is very useful. Moreover, the IPEDS (Integrated Postsecondary Education Data System) provides the financial data that enables comparison of higher education institutions. In this article (part2) we discover some patterns of income structure within the various institutions of higher education and focus on the differentiation of public, private, and for-profit institutions, and the difference of institutional types as defined by the Carnegie Classification of Institutions of Higher Education. Accordingly, the group of institutions is divided into “Core RevenueDependent Type,” which largely depend on tuition fee income and state appropriations., and “Diversified Revenue type,” which depend on various financial resources: government research grants, investment income, hospital income, private funds, and so on. For example, the group of public institutions offering mainly associate’s degrees is categorized as “Core Revenue-Dependent Type.” In contrast, the group of institutions that offer many doctoral programs is categorized as “Diversified Revenue type,” and are dependent on research grants and hospital monies. These various types of income structures and the factors behind their differences are discussed.

著者

加藤 一晃 KATO Kazuaki

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.67, no.1, pp.61-75, 2020-09-30

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The aim of this paper is to illustrate the effect of quantitative changes that have occurred in the organization of the Japanese high school curriculum. It is well documented that the educational reforms of the 1980s brought greater diversification to the high school curriculum. Much research has focused on the qualitative changes to the curriculum without equal concentration on the impact of quantitative changes. This paper addresses this overlooked area of research. In the 1980’s, The Japanese Ministry of Education, Culture, Sports, Science and Technology created policies in order to reduce the amount high school students were expected to learn. The number of credits necessary to graduate high school was reduced, as were the standard number of class hours. Subsequently, from the 2000’s, the Ministry of Education policies began to change direction, and an increase in the amount of learning expected was implemented. This research examines to what degree the amount of learning content was affected by these policies. This paper analyzes the Curriculum Organization Survey, conducted by the Ministry of Education, as well as the influence of the international academic assessment test, PISA (Programme for International Student Assessment) conducted by the OECD. The following findings were secured:1. The amount of learning content expected in the 2000’s decreased further than what it had been in the 1980’s.2. In the 2000’s, the amount of learning content imposed during weekdays increased. 3. From 2003, class hours increased overall.4. From the 2000s, non-vocational high schools, whether prestigious schools or not, increased their class hours.In conclusion, class hours for high school students have expanded for a diversity of high schools. Further investigation into the effect that the expansion of class hours has on the overall curriculum of high school is suggested.

著者

竹井 沙織 小長井 晶子 御代田 桜子 TAKEI Saori KONAGAI Akiko MIYOTA Sakurako

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.65, no.2, pp.85-95, 2019-03-31

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The purpose of this paper is to clarify the dilemma of guaranteeing both “learning” and a “place of belonging” in a study support project, taking into consideration the logic of “education” and the logic of “inactivity.” This research illustrates what aspects of “learning” and a “place of belonging” were present in the project in X City. The findings of this study are as follows; The aim of the study support project in X City included support for study as well as an emphasis on creating a “place of belonging.” The logic of “education” and the logic of “inactivity” crossed intentions of supporting for “learning” and “place of belonging” in the project. Program supporters struggled to address the gap between the two logic behind their behavior. For example, where a child is guaranteed a “place of belonging,” the logic of “inactivity” prevailed. However, since the program was a study support project, an emphasis on learning suggests the importance of study, motivation, and empowerment. Consequently, supporters felt conflict between the logic behind desiring to promote “education” and that of allowing “inactivity.” How to address the underlying logical conflict between the logic of “education” and the logic of “inactivity” suggests the need to set goals that include “learning” and “place of belonging.”

著者

速水 敏彦 Hayamizu Toshihiko 木野 和代 Kino Kazuyo 高木 邦子 Takagi Kuniko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.51, pp.1-8, 2004-12-27

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A new construct "Assumed-Competence based on undervaluing others (AC is short for the construct)" was proposed to explain adolescents' behaviors in these days. AC was defined as the habitual feeling of competence that would be followed by one's criticizing or undervaluing others regardless of how much he/she had directly positive or negative experiences. To measure the individual differences of AC, the assumed-competence scale (ACS is short for the scale) consisting of 11 items was constructed. The purpose of this study was to examine the construct validity of ACS by showing the relations with several psychological constructs which have logical associations with AC. In the meanwhile, self-esteem (SE is short for it) mean true competence based on really positive and negative experiences. That is, SE could be clearly discriminated from AC. Thus, to make clear discriminating validity of ACS, SE was measured as well as AC when the relations with other psychologicl constructs were investigated. Seven psychological constructs we used here as criteria of validity were (1)locus of control, (2)public and private self-awareness, (3)loneliness, (4)sympathy, (5)emotion of anger. (6)pleasure and displeasure experiences (during lately three months) and (7)life satisfaction. Participants were 124 junior college students, 258 university students and 11 graduate students. Correlation coefficients between AC,SE and seven psychological constructs were calculated. The results were interpreted by focusing only significant correlations. Concerning self, although SE was related positively to internal control, AC was not, whereas positive relation between ACS and private self-awareness was shown. Next, regarding with interpersonal relationship, AS had positive relations to loneliness, that is, the persons whose AS are high thought that human could not understand each other and they were strongly aware of individuality. Also negative correlation was presented between AC and sympathy. In the meantime, SE had no relation to the variables of interpersonal relationships. In tern, emotion as a criterion of validity was examined. AC was related positively with trait-anger, expression of anger and displeasure experiences in academic and friendship situations. Furthermore, AC had negative relation to life satisfaction. On the contrary, SE was correlated positively with pleasure experiences and life satisfaction. Based on the results mentioned above, we judged ACS to have construct validity to some extent. Finally we suggested the possibility of classification of AC in the relation with SE.

著者

岩井 志保 IWAI Shiho

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.54, pp.135-142, 2007-12-28

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The purpose of this article was to overview researches of therapists in Japan. In this study, researches of therapists was surveyed from 3 points of view — (1) characteristics of therapists and therapists’ factors of treatment effects, (2) education and training for therapists, (3) professional growth of therapists. As a result, it was showed that there were not a lot of researches of therapists in Japan. In (1) field, the researches mostly reexamined ones in other countries. In (2) field, master therapists or educators discussed education and training for therapists, but there were a few researches to show training effects. In (3) field, therapists’ developing models in the USA were introduced, but the developing model of Japanese therapists was not proposed as yet. Finally, this study mentioned the tasks to overcome the existing problems and to development researches of clinical psychologists in Japan.

著者

二村 郁美 FUTAMURA Ikumi

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.61, pp.165-172, 2014

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This study examined about the consequences and expectation of consequences in several kinds of everyday prosocial behavior. Semi-structured interviews were conducted with 17 graduate students (6 men, 11 women). The interviews were about emotion, cognition, and behavior experienced in the following three real life scenes: giving a seat to elderly people on a train (train scene), reporting a lost belongings (lost belonging scene), and making a donation for charity (donation scene). The main findings were as follows: (1) prosocial behavior was more likely to be performed in lost belonging scene, train scene, and donation scene respectively. (2) In train scene, it was ambiguous whether performing prosocial behavior was helpful for the recipient, and negative emotion was experienced in both situations: the behavior had not been performed and when it had been performed but it had not been accepted. (3) In lost belonging scene, negative emotion was not likely to occur, and it was expected that performing the behavior would be helpful basically. (4) In donation scene, negative emotion was likely to occur, donors were not likely to be evaluated as positive, and non-donors were not likely to be evaluated as negative. From these findings, when performing prosocial behavior, there are several ambiguities about the consequences: ambiguity of recipient's need, ambiguity of the recipient's utilization of help, and ambiguity of evaluation to benefactor. It was suggested that those ambiguities were significant inhibition factor of prosocial behavior.

著者

青木 直子 AOKI Naoko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 (ISSN:13461729)

巻号頁・発行日

vol.52, pp.123-133, 2005-12-27 (Released:2008-02-21)

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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

天谷 祐子 AMAYA Yuko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 (ISSN:13461729)

巻号頁・発行日

vol.50, pp.29-47, 2003-12-25 (Released:2006-01-05)

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The purpose of this study was to overview and analyze ego-experience based on children's questions about themselves. Such questions as "Why am IT ?," "Why do I exist?," "Where did I come from?," and "Why was I born at this particular time rather than at a different point in time?," along with the feeling that one's appearance is strange, all were determined to reflect egoexperiences. In the first part of the study, the various "I"s were discussed grammatically, philosophically, psychologically and developmentally. Then previous studies of ego-experience were reviewed. As a result, a new aspect of " I" was suggested, and ego-experience was defined from this new aspect. Ego-experience, then, refers to questions about " I" that are independent of a person's physical and psychological identity. The three aspects of ego-experience were found to be as follows: "questions about one's existence," "questions about one's origin or situation," and "a sense of incongruity with oneself". Finally, we considered a method for examining ego-experience and the meanings of ego-experience.

著者

今下 美月

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

no.67, 2021-03-08

著者

木野 和代

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.50, pp.185-194, 2003

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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

近藤 孝弘

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.56, no.2, pp.41-53[含 英語文要旨], 2009

著者

坪田 祐基 石井 秀宗 野口 裕之 TSUBOTA Yuki ISHII Hidetoki NOGUCHI Hiroyuki

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.63, pp.47-56, 2016

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Perfectionism is the striving for flawlessness, and extreme perfectionists are people who want to be perfect in all aspects of their lives. It is known that perfectionism is related to a number of psychological and physiological problems, such as apathy, neurosis, alcoholism and anorexia nervosa. A number of studies have investigated the relationship between perfectionism and maladaptation. Recent studies have suggested that perfectionists have certain cognitive biases, including selective attention to failure, which is particularly problematic. The few previous investigations of this problem based on the social cognitive paradigm had the shortcomings that the used task was limited to the emotional Stroop task, and used stimulus words were only negative perfectionism-related words (failure-related words). In order to overcome these problems, relationships between perfectionism and selective attentions to success- or failure-related words were investigated with the dot-probe task. The result indicated moderate correlations between perfectionism and selective attention to both success- and failure- related words in males, whereas little correlation was found in females. However, success- and failurerelated words used in that study were associated with the task situation (e.g., "correct", "achieving," "mistake," and "error"), which are familiar to male, but not to female perfectionists. Therefore, it is still unclear if the above result was caused by the fact that female perfectionists did not pay attention to successes and failures, or that the words used were not familiar to females. In order to resolve this issue, this study employed the dot-probe task and words related to social situations and investigated relationships between perfectionism and selective attentions. Undergraduates (N = 100, 50 female and 50 male) were asked to perform the dot-probe task and complete self-report questionnaires. In the dotprobe task, participants first focused on a central fixation cross that was shown on a computer screen. It was replaced by two stimuli after 500ms, which were displayed one above the other. For example, the screen displayed a word related to success in social situations and a neutral word. These words disappeared after 500 ms, and a symbol appeared on the screen replacing one or the other word. Participants should respond to the shape of this symbol as fast as possible. If a participant had tendency to pay more attention to such words related to social situations, reaction time to the words would be shorter when the symbol replaced a word related to social situations compared to when it replaced a neutral word. Three kinds of stimuli were used. The first group was words related to successful social situations such as "compromise" and "closeness". The second group was words related to failures in social situations such as "isolation" and "friction". The third group was neutral words such as "pencil" and "weather. Self-reporting questionnaires were also administered: Self-Oriented Perfectionism (SOP) items in the Multidimensional Perfectionism Scale (MPS), the Multidimensional Self-oriented Perfectionism Scale (MSPS), and the Multidimensional Perfectionism Cognition Inventory (MPCI). Ratio of reaction time in neutral condition (neutral words vs. neutral words) to that in conditions including social situations related words (e.g., social situation failure- vs. neutral words) was computed as an index of selective attention. Pearson's product-moment correlation coefficients between this index and perfectionism scale scores showed almost no significant correlations in both males and females. These results suggest that perfectionists do not pay attention to success- or failure words in social situations. Sex differences in relationships between perfectionism and maladaptation in social situations would be caused by other factors such as behavior and consciousness.

著者

千賀 則史 SENGA Norifumi

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.63, pp.21-33, 2016-12-28

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The purpose of this study is to explore the diversity and possibility of psychological support in the field of child welfare by taking up the practice at a child guidance center and a child welfare institution as a subject for discussion. Since a clinical psychology in Japan has developed centering on psychoanalytic therapy, the primary emphasis is on individual psychotherapy in a room, which focuses on the internal world. However, in order to solve child maltreatment it is necessary to have the idea of improving daily life and the environment of children and parents by creating a social network because children are immature and strongly influenced by the external environment. Therefore, it is required for a child welfare psychologist, as a member of the multidisciplinary team, to go out of a room to approach not only the internal world but also the external world. The greatest characteristic of the support system at a child guidance center is a multidisciplinary team approach. The assessment and planning of all cases of a child guidance center are carried out collaboratively by the council system, in which a psychologist is expected to play a role in psychological assessment. Since child maltreatment became a social problem, a child guidance center has been asked to actively intervene in the family suspected of child maltreatment for the purpose of child protection. As a result, the workers at a child guidance center in Japan sought for a new approach, until safety oriented child protection frameworks such as Signs of Safety Approach (SoSA) and Partnering for Safety (PFS) were introduced from foreign countries. In the field of child welfare institutions, psychological support is provided in daily life instead of in a room. It is essential for a psychologist to approach not only an individual child by play therapy but also the environment surrounding a child by consultation for the care workers. A psychologist in a child welfare institution is expected to promote a therapeutic function of network support by bringing the perspective of clinical psychology. It is necessary for a child welfare psychologist to take an integrative approach based on daily life, which deals with both the internal and the external world because child maltreatment occurs when the bio-psycho-social multidimensional factors are complexly intertwined. With the diversity of clinical psychology increasing in this way, unique and innovative approaches such as Holonical Therapy and Open Dialogue have been established as a possibility of new types of psychological support. Although there are already many good practices in the field of child welfare, there are few academic theses which collect such clinical wisdom. It is an urgent task to construct the psychological support model which is effective in the field of child welfare.

著者

藤江 里衣子 FUJIE Rieko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.56, pp.29-38, 2009-12-30

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There is such experience as feeling incompetent in spite of one's outstanding accomplishments. Clance and Imes focused on this experience, and proposed a new concept "impostor phenomenon". In this study, researches on the impostor phenomenon were overviewed from the viewpoint of characteristics of the phenomenon, the trends of research before the proposal on it, its background, the relevant variables, and the measurement scales. As a result, it was revealed that there was ambiguity in the definition of the impostor phenomenon, in the significance of proposing this concept, and in the reality of it. In the future research, it is necessary to define the impostor phenomenon and to reveal the reality of it. Moreover, on the assumption that the impostor phenomenon as a state, its generation mechanism model was showed.

著者

内田 良 長谷川 哲也 上地 香杜 UCHIDA Ryo HASEGAWA Tetsuya KAMIJI Koto

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.64, no.1, pp.169-179, 2017-09-30

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This study seeks to examine the current state of affairs of public libraries in contemporary Japan, with regard to regional disparities in the availability of resources and their use. While libraries are established based on the principle of local autonomy, regional disparities present issues affecting access to resources and information, and guardianship of residents’ rights to learn. For local governments in Japan to establish individual libraries according to their respective abilities, it is necessary for them to gain an overview of the national library system as a whole. Unfortunately, this task has been neglected, with the result that there is an insufficient understanding of the actual situation of regional disparity in public libraries. In this study of public libraries, I examine regional disparities by comparing urban municipalities (cities and wards) with rural municipalities (towns and villages) in terms of the availability of materials and human resources. In my analysis, I use the latest available data, from the 2016 edition of Statistics on Libraries in Japan. I calculate the degree of dissimilarity between urban and rural municipalities respectively, in terms of total number of books, book circulation statistics, number of loans, service population, number of members, and number of full-time librarians. I then study regional differences by comparing these two target groups. The main findings are as follows. Firstly, in rural municipalities, disparities emerge in terms of the very existence of libraries, while in urban municipalities disparities emerge in the utilization of resources in terms of the number of loans. Secondly, no major difference exists in the number of full-time librarians in rural and urban municipalities. However, if the degree of difference among service populations is used as a reference standard, then rural municipalities could be said to have larger disparities than urban municipalities in terms of the relative number of full-time librarians. The ongoing challenge for public libraries is to find ways to cope with regional disparities in services and resource utilization.

著者

吉田 琢哉 YOSHIDA Takuya

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.54, pp.69-79, 2007-12-28

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There has been a number of research on emotion regulation, especially on anger regulation. However, the monitoring aspects of emotion regulation and response styles of anger regulation have been separately explored. Existing scales have taped various monitoring aspects, which would be extracted to four kinds of monitoring: monitoring skill of one's own emotion, monitoring orientation of one’s emotion, monitoring of others’emotion, and situation monitoring. Based on these perspectives, the present research examined the role of each monitoring aspect on use of anger regulation tactics in two different interpersonal relationships: non-intimate target with higher status and intimate target with equal status. In preliminary study, emotion regulation monitoring scale was established to cover four aspects of monitoring. Factor analysis confirmed four-factor structure and construct validity was also confirmed in relation to self consciousness, others consciousness, and self esteem. Then the relationship between these four aspects of monitoring and four types of anger regulation tactics: emotional anger expression, anger expression with target concern, suppression, and reappraisal. As predicted, results showed that situation monitoring suppressed use of emotional anger expression in both agent conditions. Toward non-intimate target with higher status, situation monitoring promoted use of reappraisal, which also supported hypothesis. Toward intimate target with equal status, however, situation monitoring had no effect on use of anger expression with target concern. As to other monitoring factors, skill of monitoring one’s emotion suppressed use of reappraisal toward non-intimate target with higher status. Neither orientation of monitoring one’s emotion and monitoring others’emotion showed any effect on anger regulation tactics. As no effect was found on anger expression with target concern, the role of interpersonal skill was discussed in relation to social information model.

著者

佐藤 暁子 金井 篤子 SATO Akiko KANAI Atsuko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.64, pp.111-117, 2017-12-28

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In recent years, studies on resilience have been increasing at home and abroad. One of the reasons of this increase is that resilience has attracted a lot of expectations because it is believed to enhance social adaptation. However, in the studies on resiliency so far, we have had no sole fixed definition for this concept of. In these studies, the term “resilience” was used in different ways, and the methods and the objects of these studies were different as well. Therefore, we have had a lot of confusion over this concept. In addition, the differences between the concept of resilience and the psychological stress model are not clear, either. In this paper, we will review how the resilience concept developed in studies of abroad. Also, we will cover the existing issues while providing the overview of the current status of resiliency studies in Japan.

著者

緒川 和代 OGAWA Kazuyo

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.61, pp.123-136, 2014-12-26

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This paper reviews 50 case studies of dissociative disorders in Japanese children and examines the feature from the standpoints of “age of initial diagnosis”, “gender”, “diagnosis”, “family background”, “life episode”, “symptoms”, “type of therapist”, “therapy style, technique and theory used”, “length of treatment”, and “convalescence”. Results clarified that, before reaching the age of 15, few children of dissociative disorders seek medical consultation despite showing signs of illness. Also it is possible that “an abusive growing environment”, “parents with hands-off policy or over-protective child-rearing attitude”, “a good boy/girl personality”, and “traumatic episodes such as being bullied or sexually abused” are some of the indicators used in identifying child dissociative disorders. The paper concludes that dissociative disorders among Japanese children should be identified earlier in life by assessing his/her growing environment, parents’ child-rearing attitude, personalities, and traumatic episodes, and professional personnel should refer these children to appropriate medical treatment as soon as possible.

著者

丸山 真名美

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.48, pp.131-140, 2001

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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

井手 裕子 IDE Yuko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.62, pp.57-65, 2015-12-28

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This paper focuses on mirroring as an intervention in language development and, through reconfirmation of its definitions and an overview of studies on approximate concepts, examines effects of the mirroring. The mirroring is defined as becoming synchronized with emotional conditions of infants and reflecting them like a mirror. This is considered to serve an important role in encouraging infants to increase their self-awareness by functions of giving feedback, controlling emotions, maintaining communication, and sharing feelings. During language development of a child, imitation by his/her mother plays a role in enhancing the child’s understanding of language and nurturing his/her sociality. The mirroring is always accompanied by the mother’s behavior for attracting the child’s attention. As preceding studies show, for drawing attention of young infants, more salient behavior is needed. The above-mentioned knowledge suggests that in order to make the mirroring more effective it is necessary to give guidance to attract children’s attention as well as recommending the mirroring itself. Therefore, further study on a role of the attention-attracting behavior in the mirroring is expected.