Masamichi Yuzawa

The Effects of Social Cues on Confidence Judgments Mediated by Knowledge and Regulation of Cognition.

Abstract The relationships between knowledge of cognition and regulation of cognition and how they interact to mediate the effects of social cues on confidence judgments were investigated. The participants were asked to read 6 literature texts, answer corresponding multiple-choice comprehension questions, and rate the accuracy of their test performances. Subsequently, they were assigned to 4 different ability groups according to their knowledge and their regulation of cognition, assessed by means of a metacognitive checklist and by accuracy results on the tests, respectively. Knowledge and regulation of cognition conjointly played an important role in predicting performance and the magnitude and accuracy of confidence judgments. However, social cues affected confidence judgments of the participants as a function of their regulatory ability only. Results and educational implications are discussed.

The Effect of "Origami" Practice on Size Comparison Strategy among Young Japanese and American Children

Abstract This study explored the effect of origami practice on size comparison strategies among young Japanese and American children. Forty-six Japanese children and 48 American children, 4 to 6 years old, received three different treatments. Specific treatment children folded origami paper triangles, superimposing the paper shapes to achieve congruence; general treatment children folded traditional origami forms; and control children engaged in conversation with an experimenter. In each task of the pretest and the posttest, children in all conditions were asked to judge the relative sizes of two figures. It was found that the girls under the specific treatment condition increased their strategy of superimposition significantly more than those under the control condition. In addition, the number of children changing their dominant strategy to superimposition or adjustment by two dimensions after the specific or general treatment sessions was significantly larger than that of children changing their strate...

Young Children's Learning of Size Comparison Strategies: Effect of Origami Exercises

Abstract The authors examined the process of change in size comparison strategies among preschool-age children. Twelve 5- and 6-year-old children were provided with origami exercises and size comparison tasks for 5 days consecutively, and another twelve 5- and 6-year-old children received size comparison tasks only. Childrens strategies for the size comparison tasks were analyzed in terms of placement and adjustment. In contrast with the children in the control condition, the children who were provided with exercises in origami increased their use of superimposition and adjustment strategies by 2 dimensions across the 5 days. The authors argue that origami exercises helped the children connect their implicit understanding of relative size with the use of more effective strategies for size comparison.

Development of the ability to judge relative areas: Role of the procedure of placing one object on another

Abstract This study examined the role of the cognitive procedure of superimposition in the development of an area concept. Forty-five children from age 4 to 6 were presented with target squares or rectangles and asked to choose one that was equal to two standard rectangles in area. In the perceptual judgment condition, children compared these figures just by looking; whereas, in the manipulative judgment condition, they placed the standard figures on the targets. Children were also asked to compare the sizes of geometric figures, and their spontaneous strategies were observed. The children performed better under the manipulative judgment condition than under the perceptual judgment condition, and their performance was facilitated when one target could be overlapped completely with the standard figures. Each of these facilitating effects was found independently of the other only in children who used the strategy of superimposition spontaneously for comparing sizes.

How Could Education Psychology Contribute to the Formation of a “Team of School”?

湯澤正通 2017 年,学習指導要領改正の告知が公示され,新し い学習指導要領の解説が出された。それまで「審議の まとめ」(2016 年)等の中で改正の方向性が示されてき たが,以下の 3 点が繰り返し強調されてきた。(a)「主 体的・対話的で深い学び」の実現に向けた授業改善。 (b)学校全体としてのカリキュラムマネジメント。(c) (特別な配慮を必要とする)児童の発達の支援,家庭や地域 との連携・協働。これらの 3 点はまた,教育心理学が これまで理論的,実証的に研究を行ってきたテーマであ り,まさに教育心理学が教育に貢献すべき側面である。 2 年前の 2015 年 12 月,中央教育審議会では「チー ムとしての学校の在り方と今後の改善方策について(答 申)」を取りまとめた。そこでは,これらの 3 点が 「チーム学校」という用語で的確にまとめられている。 「学校が,複雑化・多様化した課題を解決し,子供に 必要な資質・能力を育んでいくためには,学校のマネ ジメントを強化し,組織として教育活動に取り組む体 制を創り上げるとともに,必要な指導体制を整備する ことが必要である。その上で,生徒指導や特別支援教 育等を充実していくために,学校や教員が心理や福祉 等の専門スタッフ等と連携・分担する体制を整備し, 学校の機能を強化していくことが重要である」。 第 1 に,「複雑化・多様化した課題を解決し,子供に 必要な資質・能力」とは,以前から,「生きる力」,「活 用力」,「PISA 型能力」などと表現されている教育の目 研究委員会シンポジウム 2

「森の幼稚園」の卒園児の体力・運動能力の推移

本研究では森の幼稚園を卒園した小学生（１～５年生）を対象に，小学校で行われる新体力テスト（８種目）の結果を質問紙で問い，その結果をまとめることで，森の幼稚園を卒園した小学生の体力・運動能力の推移を明らかにした。2010年度から2014年度までの卒園児162名を対象に，５年間分，通算293名分（同一児童のデータが異なる学年でカウントされている）のデータを収集した。その結果，入学後１年から数年の時点では森の幼稚園の卒園児は体力・運動能力が全国平均よりも高いが，学年が上がるにつれて平均的な成績になるという傾向が現れた。これは，久原ほか（2015）で提起された，森の幼稚園の卒園児の体力・運動能力は小学校入学後すぐには平均的であるが，数年を経てから平均よりも高くなるという仮説とは相反する結果であった。本研究では，特に1,2年生時点の平均値において，前出の久原ほか（2015）の３倍以上の標本数となっており，より信頼性の高いものであると考えられる。今後は，中・高学年においても標本数を増加させて，より信頼性の高いデータから，森の幼稚園の卒園児の体力・運動能力の推移を明らかにする必要がある。

YOUNG CHILDREN'S CHANGE IN STRATEGIES OF SIZE COMPARISON: EFFECTS OF STRATEGY EVALUATION '

This study examined how young children change their strategies for comparing sizes. 33 5- and 6-yr.-old children were asked to compare the sizes of geometric figures, and their strategies were observed. Children in experimental conditions were also asked to evaluate presented strategies for comparing geometric figures, and half of the children were provided with feedback on the evaluation. Analysis showed children provided with feedback on evaluation showed increased use of the strategy of placing one figure on another.

Where do “constraints” come from? A comparison between inferences in biology and in word learning

In this paper, as a commentary on the papers in this special issue, the nature of constraints is discussed in terms of the comparison between inferences in biology and in word learning. Young childrens inferences in biology could be constrained by three sources of information: factual knowledge, expectations based on a theory, and ontological knowledge. For example, young childrens inference about the length of noses could be constrained by the facts the children know about the animals, the similarity between the animals and humans, and the ontological distinction between living things and nonliving things. In the same way, young children might figure out word meanings by linguistic and pragmatic knowledge, expectations of word meanings (e.g., the whole-object assumption), and ontological knowledge. Interactions among these sources of knowledge are documented by the papers in this special issue and related studies. It is argued that learning biases such as the whole-object assumption could not be induced only by linguistic and pragmatic cues in a social context, but should be regarded as a product of the interaction between a social context and childrens theories.