Authorship：Last author,　Corresponding author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

CiNii Books

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

CiNii Books

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

CiNii Books

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Language：Japanese   Publishing type：Research paper (scientific journal)  

CiNii Books

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：国際言語平和研究所  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

In this study, we investigate factorial structure of the passive area scale and the unwillingness to attend school scale. A total participant is 298 undergraduate student (male is 106, female is 191 and unknown is 1). Our exploratory factor analysis data and confirmatory factor analysis data indicate that the passive area scale has a four-factorial structure in first analysis. Each factors are named 'passive school-life", "passive one's schoolwork", "passive learning", and ''inattention". The factors which are ''passive learning" and ''inattention" show low a coefficients. Therefore, it is need to be paid attention, when these factors are used In second analysis, our exploratory factor analysis data and confirmatory factor analysis data indicate that the unwillingness to attend school scale has a four-factorial structure. Each factors are named "aversion to school" and "desire to move out". A total of scale and both factors show adequate a coefficients.

DOI： 10.15027/39461

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00039461

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

The purpose of this study is to typologies college students' dislike of school and their tendency to neglect studies, and to understand the characteristics of each type. Hierarchical cluster analysis was used to develop the typology. The analysis extracted the following three types: I) Students who desired to transfer to a different university, 2) students who were inactive and negligent of their studies, and 3) students who adapted to college life. The group of students who desired to transfer to a different university not only did not actively interact with others during their college life, they also displayed the characteristic of feeling that there were no places where they belonged in the university (ibasho). The group of students who were inactive and negligent of their studies showed reduced desire to attend classes and do classwork; at the same time, they also displayed the characteristic of not disliking school so much that they wished to transfer out of it. The group of students who adapted to college life displayed the characteristic of being satisfied overall with college life. The above results suggest that in the case of students who desired to transfer to a different university, interpersonal relationships in college and the existence of places where they feel they belong have a greater influence on their dislike of school and intensity of the desire to transfer to a different university than does anxiety or dissatisfaction with college classes and study.

DOI： 10.15027/39462

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00039462

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

In this study, Minakochi, Takano, and Ikeda (in press) investigated the relationship between three types of students extracted from students' dislike of school and their tendency to neglect studies - (a) students who desired to transfer to a different university, (b) students who were inactive and negligent of their studies, and (c) students who adapted to college life - and ibasyo inside and outside the university. The subjects were 298 university students (106 men, 191 women, I unknown). One-way analysis of variance (ANOVA) was conducted with the three types of students as the independent variable and ibasyo inside and outside of school as the dependent variable. The results revealed that compared with other groups, (a) students who desired to transfer to a different university felt they did not have ibasyo within the school. Next, a x 2 test of the existence or absence of ibasyo outside school and the type of students was performed. No significant difference could be observed. This study suggests that support is needed to create ibasyo within the school for (a) students who desired to transfer to a different university.

DOI： 10.15027/39463

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00039463

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

We aimed to create a classroom atmosphere in which every child could participate in class activities. A previous study has suggested that some children struggle to understand classroom discussions and find it difficult to listen to other children's opinions particularly in mathematics classes. In this study, we conducted a working memory assessment for a group of children, asking them to evaluate their behavioral characteristics in class. We provided the children with support books describing their own working memory profiles and suggesting learning strategies appropriate to the profile and the child's behavioral characteristics. It was found that children with poorer working memories felt that they often struggled to understand classroom discussion. We expected that the support books would help the children to recognize the characteristics of their own working memories, allowing them to use learning strategies that would assist them in preparing for lessons and expressing their opinions in class.

DOI： 10.15027/37545

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00037545

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：信州大学全学教育機構教職教育部  

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Other Link： http://hdl.handle.net/10091/18071

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Science Education (JSSE)  

In this study we examined the relationship between the attitude of children with poor working memory and the characteristics of teachers' revoicing in mathematics classroom discussion. Three children with poor working memory and three children with average working memory were selected from each of two fourth-year classes by computer-based working memory assessment, and observed in mathematics classes by two teachers using different discussion-centered approaches. The classes were also videotaped and teachers' and childrens' utterances were transcribed. The following were the main results: In classes with one teacher (T1), the children with poor working memory listened carefully to the teacher's explanation and classmates' opinions at the same rates as the children with average working memory did, whereas in classes by the other teacher (T2), the children with poor working memory did not listen to the teacher's explanation and classmates' opinions as carefully as the children with average working memory did. When teachers' utterances were analyzed, T1 used more revoicing than T2 did. It is suggested that the teacher's revoicing helped children with poor working memory understand and follow the discussion in mathematics class.

DOI： 10.14935/jssej.38.97

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

DOI： 10.15027/35864

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of Developmental Psychology  

This research investigated the roles of verbal and visuo-spatial working memory among 2nd and 3rd graders (<i>N</i>＝160) when posing subtraction problems in "Combine" and "Compare" scenes. The problem in the Combine scene was concerned with the relationship between a set and a subset. The Compare scene problem was concerned with the relationship between two different sets. Children with higher scores for verbal working memory posed the subtraction problem with appropriate expressions and information congruent with the pictures presented in the Combine scene, in comparison to children with lower scores for verbal working memory. Children with higher scores for visuo-spatial working memory posed the subtraction problem with appropriate expressions and information congruent with the pictures presented in the Compare scene, compared to children with lower visuo-spatial working memory scores. These results suggest that verbal and visuo-spatial working memories play different roles for children's understanding of Combine and Compare scenes, and that different approaches are required to provide instruction on problems consisting of these two types of scenes.

DOI： 10.11201/jjdp.25.87

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of Developmental Psychology  

This study consisted of classroom observations of children with relatively poor working memory, and examined their behavioral characteristics in Japanese and mathematics classes to suggest ways to support their learning. Two classes of first graders received computer-based working memory tests, and 3 children with the poorest scores from each class were selected; 37 hours of observations were conducted in total for the children in Japanese and mathematics classes. Some children rarely raised their hands for teachers&rsquo; questions, and found it difficult to listen carefully to teachers&rsquo; explanation or to their classmates. There were exceptional situations in which those children raised their hands, when (a) teachers gave ample time for children&rsquo;s consideration before a question; (b) teachers repeated questions; and (c) teachers gave several alternatives as answers to a question. These findings suggest that in classes where individual differences in the development of working memory are inevitable a teacher could use questioning techniques to facilitate the learning of children with poor working memory.

DOI： 10.11201/jjdp.24.380

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of Developmental Psychology  

This study examined how Japanese preschoolers perceive and segment the sounds of English words, compared with Chinese preschoolers. Thirty-nine Japanese and 22 Chinese children performed memory span tasks in which they repeated aloud English words with five types of phonological structures: CV CVC, CVCV, CVCC, and CVCVC. The following were the main results. The memory span pattern among Japanese children was consistent with the Japanese rhythm of mora, whereas the pattern for Chinese children was not consistent with the Chinese rhythm of syllables. In addition, the duration of spoken words by Japanese children as a whole was longer than that of Chinese children. Finally, Japanese children exhibited more segmentation patterns for mora than did Chinese children. These results suggest that the Japanese rhythm of mora influences preschoolers' perception and segmentation of English sounds. In contrast, Chinese preschoolers may perceive and segment English sounds for whole words.

DOI： 10.11201/jjdp.24.171

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japanese Association of Educational Psychology  

&nbsp;&nbsp;The present study investigated influences of Japanese and Chinese students&rsquo; ability in a second language on their segmentation of English word sounds.&nbsp;&nbsp;In Study 1, Japanese students (24 monolingual students and 23 students pre-bilingual in Japanese and English) performed memory-span tasks in which the stimuli were English words with 5 different types of phonological structure.&nbsp;&nbsp;In Study 2, Chinese students (20 monolingual students and 24 students bilingual in Chinese and Japanese) performed the same tasks as in Study 1.&nbsp;&nbsp;The main results were as follows: (a) the memory span pattern in the monolingual Japanese students was consistent with the rhythm of mora in Japanese, whereas the memory span pattern in the pre-bilingual Japanese students was influenced by the rhythms of both moras and syllables; and (b) the memory span pattern in the monolingual Chinese students was not consistent with the rhythm of syllables in Chinese, whereas the memory span pattern in the bilingual Chinese students was consistent with the rhythm of mora in Japanese.&nbsp;&nbsp;These results suggest that the rhythm of mora in Japanese strongly influences the perception and segmentation of English word sounds, irrespective of whether Japanese was acquired as the first or second language.

DOI： 10.5926/jjep.61.67

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of Developmental Psychology  

This study examined how Japanese graduate and undergraduate students perceive and segment English sounds (consonants and vowels) with in words. Sixty students were provided with a memory span task in which they repeated aloud English words. There were words with five types of phonological structures: CV, CVC, CVCV, CVCC, and CVCVC. The followings were the main results: (1) Memory spans for CVC and CVCV which were on the same level, were longer than those for CVCC and CVCVC; (2) The duration of spoken words by students showing a segmentation pattern of mora tended to be lengthier than those of the original sounds, or those by students showing mixed segmentation patterns of mora and syllables; and (3) Students obtaining higher scores on the TOEIC showed more segmentation patterns of syllables. These results suggest that the Japanese rhythm of mora had an enduring influence on perception and segmentation of English sounds, among Japanese students who had studied English more than six years. The acquisition of segmentation patterns of syllables may be one key to improvement of English ability.

DOI： 10.11201/jjdp.23.75

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

DOI： 10.15027/32385

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00032385

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

DOI： 10.15027/32386

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00032386

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

The present study examined the relationship between lying and three specific components of executive function (EF) in young children (inhibitory control, cognitive flexibility, and working memory). Ninety children (three age groups : 3-4, 4-5, and 5-6 year olds ; n = 27, 33, 30, respectively) performed two lying tasks, three EF tasks, and the Picture Vocabulary Test-Revised (PVT-R). The lying tasks examined whether or not children were able to lie, requiring them to rescue a popular animated character by tricking his enemy ; that is, we tested whether or not children could tell a white lie. In the executive function tasks, three types of task (a red-blue task, a dimensional change card sort task, and a backward digit span task) were conducted. The results revealed the following : 1) More 4-5 year-olds than 3-4 year-olds were able to tell a white lie. 2) In the EF tasks and the PVT-R, 5-6 year-olds were more accurate than 3-4 year-olds and 4-5 year-olds. 3) There was no correlation between lying and EF when PVT-R score was controlled for. These results are discussed from the perspective of lying behavior in young children.

DOI： 10.15027/33675

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00033675

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

DOI： 10.15027/31310

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00031310

Event date： 2021.8

Presentation type：Poster presentation  

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Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Presentation type：Symposium, workshop panel (public)  

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Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Type：Other

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Type：Certification seminar

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Type：Seminar, workshop

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Type：Seminar, workshop

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Type：Seminar, workshop

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Type：Seminar, workshop

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Type：Certification seminar

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Type：Other

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Type：Certification seminar

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Type：Other

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Type：Certification seminar

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