Psychology of Learning and Motivation, Vol. 18

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  2. Cognitive discrimination

Looks like you are currently in Finland but have requested a page in the United States site. Would you like to change to the United States site? Editor-in-Chief Hal Pashler , Ph. Volume Editor: Randy Gallistel , Ph. Permissions Request permission to reuse content from this site. Undetected location. NO YES. Selected type: Paperback. Added to Your Shopping Cart. This is a dummy description. As a result, it became evident that the studies on high school students, adults, and aged people were inadequate. Additionally, issues of sampling methods, sample sizes, replicability, and robustness in developmental studies of undergraduate students were examined.

Alternatively, an increase in the number of longitudinal studies and practical studies were evaluated as good trends. Lastly, the importance of theory-based studies and the bio-psycho-social model are discussed. This paper reviewed research on teaching and learning published in the Japanese Journal of Educational Psychology during the period between July and June and presented at the annual meeting held at the Nagoya Congress Center in The research can be divided into three types: Researches on relations a among variables regarding teachers, b among variables regarding learners, and c between teacher and learner variables.

Each study was reviewed, focusing on cognition, emotion, and behavior. It was found that many studies dealt with longitudinal or hierarchical data. While referring to these studies, this paper proposes other prospects for future research in the field of teaching and learning. The focus of this article is to provide an overview of research trends in social psychology studies within the field of educational psychology published between July and June , as well as to discuss some of the topics on school education.

In the first part of the paper, social psychology studies presented at the 59th annual meeting of the Japanese Association of Educational Psychology held in are reviewed. Frequent research themes were as follows: interactive learning, teacher's behavior toward students, and social skills. In addition, the articles published in The Japanese Journal of Educational Psychology during the aforementioned period are reviewed. In the second part of the paper, the topics focusing on interactive learning within classroom and teacher education are discussed from a social psychological perspective.

The main points of contention are as follows: a group structure and interactive learning within the classroom, b friendship and interactive learning within the classroom, and c reflective and collaborative practices in the field of teacher education. The current status and trends in personality research in the field of Japanese psychology between July and June were investigated. A total of journal papers and conference proceeding papers were extracted from personality-related research, and then classified and investigated from quantitative viewpoints.

Japanese personality-related research accounted for Statistical causal analysis methods characterized by SEM were widely employed in these studies. Trends in research themes and implications of the status of personality-related research on personality psychology and the science of individual differences are also discussed.

This paper reviews current trends in clinical psychological studies that were published from July to June First, based on the definition of "clinical psychology," a brief overview is provided of research published in the "clinical" category of The 59th Annual Meeting of the Japanese Association of Educational Psychology. The studies are classified by research subject, with characteristic keywords being cited and a summarization of the symposium being shown for the categories.

Second, the author reviews papers on clinical psychology that were published in four academic journals. Studies on college students include those dealing with "depression" and "interpersonal relationships," etc.

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Studies for elementary, junior high, and high school students included those on "stress," "bullying," "help-seeking," and "psychological education. Lastly, issues and perspectives on clinical psychology are discussed. This paper reviews educational psychological studies on special needs education that were conducted from July to June As a result of a numerical analysis of the published papers, it became apparent that the number of research studies in this field in recent years has been decreasing.

Next, the studies focusing on education for children with hearing impairment are reviewed. As a result, it is suggested that the method of utilizing speech at the early stage of development be reevaluated for learning spoken language. Studies on the cognitive development of children with hearing impairment and the psychology of families with deaf people are also reviewed, and future prospects based on these research results are discussed.

This paper provides an overview of domestic research trends related to school psychology carried out from July to June , with the aim of exploring future issues by summing up recent trends in school education. At first, we summarize the papers presented at The 59th Annual Meeting of the Japanese Association of Educational Psychology Nagoya University and classify the research subjects published in the field of school psychology. The journal papers are then classified according to three levels of psycho-educational services and the school stages of the surveyed subjects, with reference to policy and clinical trends of school education in recent years.

In the future, it will be necessary for research on the teacher as a helper to be conducted. This article reviews recent trends in measurement, evaluation, and research methods for educational psychology in Japan. The topics we discuss are classified into five issues: a use of statistical analysis, b educational evaluation, c examination and testing, d psychological scales, and e other research.

We point out the increased usage of confirmatory factor analysis and the multilevel model, as well as the problems of random item effects and dealing with missing data. The importance of developing evaluation literacy and its suggested future perspectives is also stressed.

Studies on learning motivation conducted during the past ten years in Japan are reviewed and directions for future research are suggested. As a theoretical framework, four factors cognition, emotion, needs, and environment are regarded as determinants of motivation, and three levels trait, domain, and state levels are regarded as categories related to the stability of motivation.

The following issues are considered important for investigating complicated processes of learning and motivation in the future: a simultaneously examining different factors related to cognition and emotion, b conducting empirical and theoretical studies with a special focus on state-level motivation, c designing practical studies that include interventional and developmental research and implementing them in educational settings, d utilizing experimental and observational methods in addition to the questionnaire method, and e adopting a multi-method approach combining various research methods, among others.

Moreover, it is important to renovate conventional perspectives of education that mainly aim to acquire knowledge and skills by setting up the class to instead aim to activate students' thinking and expressions based on learning motivation as the basis of studies on learning motivation. The present study reviews papers published in eight Japanese academic journals on behavioral psychology from First, articles were selected that met two criteria: a a participant was diagnosed as having Autism Spectrum Disorder ASD , and b the procedures included an intervention.

Second, articles were classified into the following seven categories: a attributes of authors and support practitioners, b field of support, c number of participants and age, d target behavior, e treatment and generalization, f design of research, and g contextual fit for support and social validity. Furthermore, a number of the articles were classified under the category "contextual fit for support and social validity.

The present study suggests the importance of evidence in the cooperation between concerned individuals, including teachers and parents.


An increasing number of educational research and practices regarding applied behavior analysis has been conducted in Japanese educational settings. However, few studies have addressed behavioral instruction for academic skills in Japan. This paper presents current applied behavior analytic studies for academic skills instruction. First, a behavior analytic account of academic problems is presented. Human Nature, February, Reprinted in Washington Post, Jan 22, Interference paradigms for meaningful propositional memory.

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Cognitive discrimination

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