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Volume 10 (1999)
- Issue 3 Pages 177-
- Issue 2 Pages 77-
- Issue 1 Pages 1-
Volume 10, Issue 2
Displaying 1-6 of 6 articles from this issue
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Keiko KosakaArticle type: Article
1999 Volume 10 Issue 2 Pages 77-87
Published: November 15, 1999
Released on J-STAGE: July 20, 2017
DOIhttps://njjn-jsjc-gov-cn-s-1416.res.gxlib.org.cn:443/rwt/1416/https/MSYXTLUQPJUB/10.11201/jjdp.10.77JOURNAL FREE ACCESSListening comprehension is thought to be closely related to the capacity for working memory (WM). The present investigation examined the effects of prior knowledge and WM capacity on the listening comprehension of young children. Preschool participants (ages 5 and 6) were first classified as either low-WM or high-WM, based on the results of a Listening Span Test. Sentence Verification Technique tests were then used to assess listening compre-henslon. In Experiment 1, low-WM children were more often able to respond correctly to text with normal scripts than with unusual scripts. In Experiment 2, both groups of children read texts consisting of novel statements arranged in either logical or random sentence order. High-WM children gave more correct responses to questions, regardless of statement ordering, whereas low-WM children failed to respond correctly to most questions. The listening comprehension of low-WM children clearly depended in part on their prior knowledge of text materials. The results of this study suggest that both WM capacity and prior knowledge affect listening comprehension.View full abstractDownload PDF (1182K) -
Satoshi BeppuArticle type: Article
1999 Volume 10 Issue 2 Pages 88-98
Published: November 15, 1999
Released on J-STAGE: July 20, 2017
DOIhttps://njjn-jsjc-gov-cn-s-1416.res.gxlib.org.cn:443/rwt/1416/https/MSYXTLUQPJUB/10.11201/jjdp.10.88JOURNAL FREE ACCESSProvocative behavior is problem behavior by which autistic children elicit react from others. This study examined the development of provocative behavior from the perspectives of social interactions and understanding of others' mind. A case study of a boy with autism was documented between 2;11 and 6;5 by utilizing his mother's diaries, teacher's diaries, and videotape records of his activities at a nursery school for special needs children. The results were as follows. Four levels of social interaction were extracted, i,e., "no interaciton" (Level 1), "passive interaction" (Level 2), "active interaction which elicits others' behavior" (Level3) "active interaction which elicits others' psychological states" (Lavel 4). In addition, provocative behavior was observed in Level 3, but disappeared in Level 4. Finally, the boy was aware of others as agents in Lavel 3 but until Level 4 could not understand others as possessing independent psychological states. Provocative behavior was interpreted with regard to cognition of others' mental states and to attachment relationships.View full abstractDownload PDF (1324K) -
Hiroko SakagamiArticle type: Article
1999 Volume 10 Issue 2 Pages 99-109
Published: November 15, 1999
Released on J-STAGE: July 20, 2017
DOIhttps://njjn-jsjc-gov-cn-s-1416.res.gxlib.org.cn:443/rwt/1416/https/MSYXTLUQPJUB/10.11201/jjdp.10.99JOURNAL FREE ACCESSThis investigation focused on the developmental change of emotional regulation in early childhood. 19 toddlers were observed in a mildly frustrating situation at both 18 and 24 months of age. They participated in a problem-solving task which required them to open a locked box without the active assistance of their mothers. Coping behaviors were evaluated in terms of coping styles (problem-focused vs.emotion-focused) and the targets of their coping behavior. According to the observations, problem-focused coping behaviors increased in frequency with age. More refined coping strategies were frequently exhibited at 24 months. In contrast, the amount of behavior directed at the mothers (help-seeking and comfort-seeking) decreased between 18 and 24 months. These results suggest that toddlers acquire greater autonomy in emotional regulation as they develop effective and organized coping behavior. Finally, several types of distraction behaviors were observed as facilitating emotion-focused coping, and the positive functions of distraction behavior we rereconsidered.View full abstractDownload PDF (1261K) -
Miho IwataArticle type: Article
1999 Volume 10 Issue 2 Pages 110-124
Published: November 15, 1999
Released on J-STAGE: July 20, 2017
JOURNAL FREE ACCESSThis study examined developmental changes in the internal state language of a young child, in relation to understanding of his younger brother's intentions. A 21 month-old boy and his newborn brother were videotaped at home in unstructured observations over a period of 17 months. There were 2 types of analyses. We first examined the boy's utterances about his self and about his brother's internal state language. Second, to consider developmental changes in comprehension of his brother's intetions, references to intentions and the context of intentions were analyzed. The results showed important age-related changes concerning mental states. Mental terms (e.g., verbs such as "know") appeared at 32 months about both self and the baby brother, and increased by 37 months. The acquisition of such terms enabled the boy to accurately grasp and report his brother's intentions. These observations suggest that emergence of mental verbs about self and others is highly correlated with understanding of intentions.View full abstractDownload PDF (1500K) -
Yasuhiko FujieArticle type: Article
1999 Volume 10 Issue 2 Pages 125-135
Published: November 15, 1999
Released on J-STAGE: July 20, 2017
JOURNAL FREE ACCESSThe present study explored differences between two children in communication styles, based on a content analysis and the target recipient of their speech. Observed in a 5th grade social studies class, their speech contents were investigated using an interpretive analysis. The results showed that one child's intent was to speak to the general classroom as a whole. This communication style was consistent with the child's own learning processes in that his speech contents referenced both academic information and daily life activities. In contrast, the second child spoke only to the teacher directly, responding only in reference to the academic subject matter. It was also observed that the first child's communication style was more flexible and included interactions with both the teacher and peers during classroom discourse. The second child was at ease only with the teacher and did not talk to his peers, virtually ignoring them in the classroom.View full abstractDownload PDF (1218K) -
[in Japanese], [in Japanese]Article type: Article
1999 Volume 10 Issue 2 Pages 137-138
Published: November 15, 1999
Released on J-STAGE: July 20, 2017
JOURNAL FREE ACCESSDownload PDF (281K)
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