著者

石田 喜美

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.50, no.3, pp.94-104, 2007-03

著者

深谷 達史 小山 義徳

出版者

日本読書学会

雑誌

読書科学

巻号頁・発行日

vol.55, no.4, pp.115-126, 2013

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<p>This study examined students' difficulties of explanation activity in university lecture class. Study 1 examined the students' impression to the explanation activities, and the result showed that most of the students thought the activity positive manner. However, the result also suggested that many students felt anxious of the activity because they were not sure how to explain. In Study 2, to reduce their anxiety, students were instructed to give examples for topics hard to understand and to check listeners' understanding. The results showed that although students' confidence to their explanation rose after the instruction, most of their examples just mimicked what on the texts, and some contained inappropriate examples. Based on these results, we discussed the way of effective instruction for explanation activity.</p>

著者

村田 夏子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.37, no.4, pp.p127-136, 1993-12

被引用文献数

2

著者

稲田 八穂 難波 博孝

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.57, no.3-4, pp.89-100, 2015-10-30 (Released:2017-01-12)

参考文献数

12

著者

福田 由紀 佐藤 志保

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.59, no.4, pp.161-171, 2017-12-22 (Released:2018-02-01)

参考文献数

28

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We read books for entertainment(Hirayama 2015). Reading is motivated by expectations of experiencing positive emotions. However, Fukuda (2016) failed to observe positive changes in the feelings of the participants of an experiment who read a short positive story. As that result may have been because the materials were too short for any emotional changes to occur,the present study investigates the effect of reading a long positive novel on readersʼemotions.In our sequence of experiments, the participants were university students. Two positive novels and two neutral textbooks about psychology were first selected in a pilot study. In the main experiment,we hypothesized that reading a long positive novel,but not a long neutral text,would elicit positive emotions within the readers. The results of a 2 x 2(valance:positive vs.neutral text x test period:pretest vs.posttest)mixed-design ANOVA revealed that participants felt better after reading the positive novels compared to reading the neutral texts. We discuss the implications of these findings for reading as a distraction strategy and for research on readersʼ emotions.

著者

石田 喜美 菊池 真衣

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.59, no.2, pp.80-93, 2017-05-22 (Released:2017-06-08)

参考文献数

20

著者

藤木 大介

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.59, no.2, pp.72-79, 2017-05-22 (Released:2017-06-08)

参考文献数

13

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Some readers are unable to accurately comprehend texts and tend to distort the meaning based on social or moral desirability. To investigate the characteristics of readers who avoid reading based on moral schema, this study administered the Reader Belief Questionnaire, a critical thinking disposition scale, and a task in which participants had to evaluate the appropriateness of concluding sentences in the following situations: (1) appropriate sentences which were derived from the earlier context, (2) inappropriate sentences, and (3) morally biased sentences. The results of the experiment indicated that readers who scored high on the “inquiry mind” factor of the critical thinking scale and had a critical thinking disposition could distinguish appropriate conclusions from the moral biased ones. This indicates that an inquisitive mind with the desire for a wider variety of information affects the process of evaluating information while deriving conclusions, and encourages unbiased and appropriate reading.

著者

永沢 幸七

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.5, no.2, 1960-09

著者

藤原 未雪

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.59, no.2, pp.43-57, 2017-05-22 (Released:2017-06-08)

参考文献数

14

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This study examines how advanced Japanese learners misunderstand the meanings of texts within Japanese novels. Four native Chinese speakers studying at a graduate school in Japan participated in the survey, which collected concurrent verbal reports. The results revealed two types of misunderstandings: (a) text cohesion-related misunderstandings, such as when readers make incorrect inferences about unmarked agents or speakers; and (b) misunderstandings related to the interpretation of words and sentences. Based on these observations, this paper suggests two practices that may be effective for reading Japanese novels: namely, (i) learning skills to improve comprehension for text cohesion and different sentences; and (ii) promoting readers' contextual interpretation of words and sentences.

著者

吉野 さやか 内田 伸子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.55, no.3, pp.78-89, 2013-07

著者

小林 斗志子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.47, no.4, pp.128-138, 2003-12

被引用文献数

1 1

著者

舛田 弘子

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.39, no.1, pp.p25-36, 1995-04

著者

岡村 幸代 平松 清志

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.55, no.1, pp.1-12, 2013-02

著者

岡村 幸代 平松 清志

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.55, no.1, pp.1-12, 2013

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<p>The aim of this study is to show, through its focus on changes of impressions, mood, and emotion, how reading aloud storybooks in places of child-raising support has a psychological effect on participating mothers.</p><p>The participants in the study were 106 mother/child pairs (106 mothers) who participated in classes held at community centers within a city (total of 4 locations). In terms of the study procedures, a survey was conducted after establishing the following groups: a "read-aloud with children" group (mothers participate in group storytelling with their children), a "read-aloud without children" group (only the mothers participate in group storytelling), and a "solo-reading" group (mothers are given storybooks to read by themselves). Both before and after the reading activity, the SD method was employed to measure impressions towards the activity, and the survey was carried out using a shortened Japanese version of Profiles of Mood States (POMS), as an index of mood and emotion. Moreover, after completing the activity, a newly-developed questionnaire―The Read-aloud Participation Scale―was administered as an index of degree of involvement in the activity, and a factor analysis was conducted.</p><p>Based on Read-aloud Participation Scale scores, two groups were created; an "Involved group" (with above average scores) and an "Uninvolved group" (scores lower than average). An analysis of variance for the three factors of "participation state," "activity context," and "involved/uninvolved" indicated a main effect for "activity context" for all scales apart from the POMS "vigor" subscale. A main effect for "involved/uninvolved" was only observed for the "vigor" subscale, where post-hoc analysis indicated higher scores for the involved group. No main effects of "participation state" were observed on any of the POMS scales. Interactions were observed for "participation state" and "activity context" for a POMS subscale of "tension/anxiety" and a Total Mood Disturbance (TMD) score calculated by subtracting the vigor scale from the sum of negative subscales. Post-hoc analysis showed that "tension/anxiety" scores were significantly lower for the "read-aloud without children" and "solo-reading" groups, indicating a shift towards lower tension and anxiety. No significant increases or decreases were observed in the "tension/anxiety" scores for the "read-aloud with children" group.</p><p>These results indicate that mothers can experience changes in impressions, mood, and emotion through participating in read-aloud activities. Furthermore, with regard to the involved/uninvolved contrast, more involved mothers tended to be more active. Considering type of participation, the "read-aloud with children" group had higher "tension/anxiety" scores compared to both the "read-aloud without children" and the "solo-reading" groups. This suggests an effect on general mood stability. One reason for this effect may be that in the "read-aloud with children" group, where the mothers engaged in the activity together with their children, the mothers may be more concerned for or pay greater attention to those around them, due to participating with their children.</p>

著者

立木 徹

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.36, no.1, pp.p1-10, 1992-04

著者

根本 正義

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.29, no.4, pp.p147-156, 1985-12