ABSTRACT
THE JAPANESE JOURNAL OF DEVELOPMENTAL PSYCHOLOGY (2023, vol.34)

Vol.34No.1

◆Okamura, Eriko (Graduate School of Comprehensive Human Sciences, University of Tsukuba), Okazaki, Shinji (Faculty of Human Sciences, University of Tsukuba) & Dairoku, Hitoshi (NPO LD/Dyslexia Centre). Do Students with Autism Spectrum Disorder Feel Less Guilt When the Recipient Forgives Them? Moral Emotion and Behavior in Accidental Harm Situations. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.1, 1–10.

This study investigated how forgiveness from a victim of harm affects the moral emotions and behavior of persons with autism spectrum disorder (ASD) versus persons with typical development (TD). Accidental harm scenarios were presented to 15 people with ASD and 35 with TD from middle childhood to adolescence, and all were asked to evaluate their guilt and the cost of the compensatory behavior when a recipient forgives or does not forgive. The result shows that guilt was strongly aroused in both groups of participants whether or not the recipient forgave them. In addition, they considered that their compensatory behavior cost more when they were not forgiven than when they were. However, participants with ASD exhibited differences in the cost of compensatory behavior depending on the context. These results suggest that both individuals with TD and individuals with ASD feel guilty and have a common motivation for compensatory behavior but that people with ASD place more value on contextual information such as the importance of the outcome to the recipient.

yKeywordszAutism spectrum disorders, Accidental harm, Guilt, Forgiveness, Compensatory behavior

◆Nagai, Yuuya (Faculty of Education, Gifu Shotoku Gakuen University) & Kanazawa, Tadahiro (Faculty of Social Studies, Nara University). Role of Joint Attention in Children With Autism Spectrum Disorders for Reducing the Levels of Parenting Stress Among Their Mothers. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.1, 11–18.

This study examined the impact of joint attention in children with autism spectrum disorder (ASD) on the levels of parenting stress experienced by their mothers. The study recruited 57 pairs of children with intellectual disabilities and their mothers and divided them into three groups, namely, ASD diagnosis (n30), ASD trait (n14), and non-ASD (n13). We evaluated the ASD symptoms, development of joint attention, maladaptive behaviors in children and levels of parenting stress in their mothers. Furthermore, we analyzed the relationship among these variables. The results of mediation analysis revealed that the ASD symptoms of the children mediated the relationship between their development of joint attention and levels of parenting stress in their mothers. The mediating relationship remained the same even when the children's maladaptive behaviors, which are strongly related to parenting stress, were set as covariates. Thus, the study could confirm the robustness of the results. The findings suggested that the development of joint attention not only support the development and adaptation of children with ASD but also improve the mental health of their mothers.
yKeywordsz Autism spectrum disorders, Mother, Parenting stress, Joint attention, Maladaptive behaviors


◆Yamauchi, Hoshiko (College of Humanities, Chubu University), Sugioka, Masanori (The Student Support, Nagoya University), Suzuki, Kenichi (The Student Support, Nagoya University) & Matsumoto, Mariko (Psychological Support & Research Center for Human Development, Nagoya University). Mediating Roles of Difficulties in Life and Social Support in the Association Between Autistic Traits and Psychological Adaptation Among Adolescents. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.1, 19–28.

This study investigated the mediating roles of difficulties in life and social support in the association between autistic traits and psychological adaptation. This study assumed three mediating processes, namely, increased difficulties in life due to autistic traits decreases psychological adaptation, decreased social support due to autistic traits decreases psychological adaptation, and decreased social support due to autistic traits increases difficulties in life, which leads to decreased psychological adaptation. We analyzed data from 2,034 university students using structural equation modeling. The results demonstrated that difficulties in life and social support largely mediated the effects of autistic traits. In addition, difficulties in life primarily mediated the effects of autistic traits on three variables of psychological adaptation, namely, self-esteem, depression, and anxiety. Lastly, social support mainly mediated the effects of autistic traits on life satisfaction.
yKeywordszAutism spectrum, Adolescents, Psychological adaptation, Difficulties in life, Social support


◆Tanaka, Shun (Research Institute of Human Development, Kyoto International Social Welfare Exchange Centre), Goma, Amiko (Kyoto International Social Welfare Exchange Centre), Inoue, Kazuhisa (Faculty of Letters, Otani University), Ushiyama, Michio (Department of Special Needs Education, Kyoto University of Education), Shimizu, Satomi (Faculty of Pre-School & Elementary Education, Heian Jogakuin(St. Agnes')University), Ochiai, Rika (Faculty of Human Development and Education, Kyoto Woman's University), Ikeda, Timomi (Faculty of Nursing, Setsunan University), Kato, Toshihiro (Faculty of Rehabilitation, Kansai Medical University) & Goma, Hideyo (Graduate School of Nursing Science, Himeji University). Investigation of Early Concept Learning: Creating Riddle Tasks. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.1, 29–39.

This study investigated the development of concept learning in children aged 3–6 years using riddles. The contents of the riddles were animals, fruits, cars, vehicles, and objects in the house, where the questions highlighted the features and uses of the objects, e.g., “What animal has a big body and a long nose?” Young children solved riddles with greater ability with age. A difference was seen in skill with respect to difficulty level depending on the content, such that animal riddles were easier than vehicle riddles. It is suggested that solving riddles can be used to evaluate the development of concepts related to language ability and communication with others in young children.
yKeywordsz Young children, Concept learning, Riddles, Wordplay


Vol.34No.2

◆Itoh, Keiko (Institute of Special Needs Education, Jumonji University), Yasuda, Tetsuya (University of Tokyo, Graduate School of Arts and Sciences), Ikeda, Masami (Faculty of Education and Humanities, Jumonji University), Kobayashi, Harumi (School of Science and Engineering, Tokyo Denki University) & Takada, Eiko (Department of Pediatrics Saitama Medical Center, Saitama Medical University). Utilization of Pragmatic Information in Autism Spectrum Disorder Traits: Examination Using an Emotion Guessing Task. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.2, 45–58.

The study tested 13 individuals with autism spectrum disorder (ASD) and 12 individuals with typical development (TD) using video clips that depicted interactions between an adult actor (who played the “mother” role) and a child. This study aimed to examine the use of pragmatic and relevant information in terms of ASD traits. The results demonstrated that the number of cues used by the participants differed between the two groups in which 60% of the ASD group used only one cue, whereas the majority of the TD group used multiple cues. We then classified all participants into two groups based on the number of cues used. The results of the cue-based analysis illustrated that the single-cue group looked at the eye area of the “mother” less frequently than did the multiple-cue group. The single-cue group exhibited a higher total AQ score and higher subtest scores. These results suggested that a relationship exists between the use of pragmatic information and ASD traits. Thus, we need to consider that information integration may vary according to the degree of ASD traits.

yKeywordsz Autism spectrum disorder traits, Diversity, Utilization of pragmatic information, Eye gaze, Facial expression


◆Kubo, Yoko (The Study of Creative Childcare, Chiba Meitoku Junior College). Psychological Independence in Adolescents and Young Adults with Congenital Heart Disease: Comparison of Their Independence and Autonomy with Healthy Adolescents. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.2, 59–68.

Adolescents with congenital heart disease (CHD) are reported to be highly dependent on their parents, with some exceptions. Thus, this study measured the psychological independence of a sample of adolescents and young adults with CHD by using a two-dimensional dependency and autonomy scale. In the questionnaire survey, participants with CHD and those in the control group rated their dependency, autonomy, and psychological adjustment, including their self-esteem and feelings while asking for help from their parents; additionally, they rated their condition's subjective severity. Overall, the psychological independence-related analysis revealed a higher number of autonomous and dependent adolescents and young adults in the “lower subjective severity” CHD group, those who reported no limitations, as compared to the “higher subjective severity” CHD group, those who reported some limitations, and the control group. Multiple regression analysis revealed that regardless of the existence of CHD or the condition's subjective severity, dependence was significantly associated with feelings of self-growth and emotional stability, whereas autonomy was significantly associated with feelings of self-esteem, self-growth, emotional stability, and stunted growth. Adolescents with CHD make decisions as autonomously as adolescents without CHD. It is hoped that these results can change medical professionals' perspectives on the importance of autonomy over dependency.
yResearch Impactz
@For adolescents with a congenital heart defect (CHD), a tendency toward dependence on their parents is an issue. The importance of autonomy (self-determination) in psychological adjustment is also highlighted. Some CHD adolescents are autonomous as well as dependent on their parents. Therefore, autonomy is a crucial factor in addition to dependence that medical professionals consider while understanding a CHD adolescent's journey to independence.

yKeywordsz Congenital heart disease, Adolescent development, Psychological independence, Dependency, Autonomy


◆Futamura, Ikumi (Graduate School of Education, The University of Tokyo, Japan Society for the Promotion of Science) & Shima, Yoshihiro (Research and Education Assembly, Education, Law, Economics and the Humanities Area, Research Field in Education, Kagoshima University). Understanding of Reciprocal Behavior in Young Children. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.2, 69–76.

This study examined the understanding of reciprocal and non-reciprocal helping behavior in 4–6-year old children. A total of 65 children evaluated actors and their partners in conditions that addressed whether one could help the other. The results revealed no significant differences in evaluations of actors who helped their partners, regardless of whether the partner had previously helped the actor. However, actors who did not help their partners were more negatively evaluated if they had previously received help from their partners. This suggests that young children make judgments based on reciprocity when evaluating an actor who does not engage in helping behaviors. Furthermore, even young children with a certain understanding of reciprocity might not judge actors and partners based on reciprocity depending on the context.
yResearch Impactz
@Reciprocity is a mechanism that promotes and sustains cooperation, and its development has been focused on from an evolutionary viewpoint. Previous studies have reported contradictory findings regarding the understanding of reciprocity in early childhood. This study proposed a framework to facilitate the interpretation of these findings in an integrated manner and clarified children's understanding of reciprocity.

yKeywordsz Reciprocity, Helping behavior, Young children, Context


◆Sakagami, Hiroko (College of Education, Psychology, & Human Studies, Aoyama Gakuin University). Family Conversations on the Temporally Extended Self: A Questionnaire Survey on Mothers of Preschool-Aged Children. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.2, 77–86.

This study conducted a survey on 526 mothers of preschool-aged children to elucidate how the content of family conversations regarding the temporally extended self (TES) changes in children with the increase in age. The questionnaire included 15 items. The mothers rated the frequency of their children's participation in family conversations at home. The findings revealed that middle-aged (4–5 years) children engaged in conversations more about their infant self than older children did, while conversations about the future self and events at preschool and home were more frequent among older children compared with younger and middle-aged children. Furthermore, conversations about the past and future of the family were more frequent among older children. These results suggested that conversations at home expand to include a broad range of time and people as children grow, which aligns with the development of TES.

yKeywordsz Temporally extended self, Preschool children, Family conversation, Questionnaire Survey


Vol.34No.3

◆Maekawa, Keiichiro (Adachi child support center GENKI), Ogino, Masahide (Saitama Toho Junior College) & Tanaka, Yoshihiro (Osaka Shoin Women's University). Effects of Grade-wide Positive Behavior Support on Middle School Students in Japan: Data-based Decision Making Practices Using Student Instructional Records Based on Office Discipline Referral. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 105–118.

This study examined the effectiveness of data-driven grade-wide positive behavior support (GWPBS) in addition to the first tier of school-wide positive behavior support (SWPBS) for first graders. To make decisions about support, the study used data on the number of student instructional records (SIRs) based on the Office Discipline Referral in the United States. The GWPBS consisted of first-tier support for all first year students and second-tier support for some students. The second tier support was targeted at students with a high number of SIRs. To examine the effectiveness of the GWPBS, we also administered a questionnaire on student adjustment and maladjustment. The result of the GWPBS indicated that the number of SIRs in the first grade decreased. Specifically, the study observed a sufficient decrease in target behaviors, which were not sufficiently reduced by SWPBS alone. The questionnaire results indicated improvement in maladaptive indicators among first graders (GWPBS), which was not observed in other grades. The results implied that the GWPBS was effective for reducing inappropriate behaviors and improving the associated subjective maladjustment among students in the first grade.
yResearch Impactz
@This study examined the effectiveness of grade-wide positive behavior support (GWPBS), including data-based decision making, a standard practice in school-wide positive behavior support (SWPBS) in the United States. This is the first practical study on data-based GWPBS, and the results are important for the future dissemination and development of SWPBS in Japan.

yKeywordsz Grade-wide Positive Behavior Support (GWPBS), School-wide Positive Behavior Support (SWPBS), Student Instructional Records, Office Discipline Referral (ODR), Data-based Decision Making


◆Nonomiya, Kyoko (Kochi Treatment and Welfare Center) & Murayama, Yasuo (Institute of Human and Social Science, Kanazawa University). Parent Program Conducted by Nursery School Teachers and Public Health Nurses. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 119–130.

Poor parenting leads to psychosocial maladjustment in children. It is crucial to promote good parenting practices. Expanding support for maltreatment prevention is important. Some programs have proven effective in improving parenting, but few studies have examined their effectiveness when implemented by child-care professionals without specialized psychological skills, including nursery school teachers or public health nurses. We investigated the effectiveness of a parenting program, called the Parent Program, implemented by nursery school teachers or public health nurses engaged in child-care support. The participants were 12 mothers (aged 35.92±3.55) in two communities. The effectiveness of the program was demonstrated in all measured variables. Mental health showed a large effect size (η2p0.31), positive parenting behaviors showed a moderate effect size (g0.55), and negative parenting behaviors (g0.49) and child's maladjustment (g0.45) showed moderate to low effect sizes. These findings support previous studies where professionals with specialized psychological skills implemented this program, suggesting that it is effective for improving parenting even when implemented by non-specialized workers engaged in childcare support.
yResearch Impactz
@This study demonstrated that the Parent Program, implemented by public health nurses or nursery school teachers who did not possess advanced skills in clinical psychology or special needs education was as effective as the program implemented by professionals with such expertise. These findings suggest that effective support for parenting can be achieved through the Parent Program, even in communities where childcare workers without advanced professional skills are involved.

yKeywordsz Childcare support, Parent program, Parenting behaviors, Maternal mental health


◆Maekawa, Maiko (Hokkaido Asahikawa School for the Deaf) & Katagiri, Masatoshi (Hokkaido University of Education, Asahikawa Campus). Developmental Process of Social Interaction Between a Child with Hearing Impairment and a Teacher. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 131–144.

Young children with hearing impairment are typically at high risk of reduced access to rich communicative interaction during infancy. This study describes the social interaction between a child (A) and a teacher (first author) in the special education section of a kindergarten school across a period of eight months. This study aims to investigate the factors that elicit social interaction. The result indicates that the most frequent responses from A were imitative prompts and receptions in the early stage of activities. In the latter half, the study observes an improvement in the relationship between A and the teacher through intersubjective involvement. Nonverbal signs were used to signal responses and promote understanding of the intent of conversation, leading to an increase in responses to questions and other utterances from A. This result indicates the development of mutual negotiation. A possibility exists that these results can encourage social interaction that corresponds to the development level of the child through adults who become specific familiar others.
yResearch Impactz
@This study examines the relationship development support for infants with hearing impairment, which enriches interaction and elicits responses, and early language support using sign language and residual hearing. Studies that examine effective methods for interacting with infants with hearing impairment and that focus on the content of a signer's speech and nonverbal signs are scarce. The current study highlights the importance of the involvement of teachers in relationship development support and demonstrates the influence of intersubjective involvement on the developmental process of interaction.

yKeywordsz Signs, Specific familiar others, Intersubjectivities


◆Sunagawa, Mebuki (Faculty of Core Research, Ochanomizu University) & Yamada, Miho (Faculty of Core Research, Ochanomizu University). A Support Program for Parents and Autistic Girls: Trial Practice and Challenges. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 145–158.

This study examines the progress and changes in a trial practice of a child–parent support program for adolescent autistic girls (Amanatsu Charm). Four online individual sessions were conducted with an eight-year-old autistic girl and her mother. This practice aims to promote awareness of the physiological condition of the body and understanding of interpersonal relationships and communication. We analyzed drawings about the current internal state of the body and conducted a feeling check before and after each session as well as the contents of her comments during the sessions. Through the practice, the participant experienced difficulty in accurately understanding and expressing interoception. The categorization of her comments indicated the characteristics of her coping mechanism with the situation. Therefore, we examined the extent to which the features of the program met the practice's objectives and their use in future practices.
yResearch Impactz
@Adolescent autistic girls frequently experience specific difficulties in interpersonal relationships and aspects related to their body. This practical study examined the trial practice of approaching an adolescent autistic girl to promote awareness of the internal body and to help her acquire daily self-care skills. Furthermore, we presented suggestions for future practice based on the features of this program.

yKeywordsz Autism Spectrum, Girls, Interoception, Adolescence, Child–parent support program


◆Suzuki, Norio (Department of Psychiatry, Shiga Prefectural General Hospital). Practical Psychological Assessment for Dementia Diagnosis: MMSE Pentagon Copying Test. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 159–167.

In this study, we focused on the pentagon copying task of the Mini-Mental State Examination (MMSE) as a psychological evaluation for the diagnosis of dementia. We present a case of dementia with Lewy bodies (DLB) in which the patient drew extremely small figures as the disease progresses. In addition, 21 patients with Alzheimer's disease (AD) and 22 patients with DLB underwent the qualitative scoring MMSE pentagon test (QSPT) made by Caffarra et al. (2013) in which the area of the copied figure was measured. Compared with the AD group, the DLB group made significantly more basic gestalt errors, such as the number of corners and how they overlapped, and their copied figures tended to be significantly smaller. This suggested that errors in the basic gestalt may be related to visual attention and visual cognition, and the tendency to draw smaller replica figures small be related to micrographia, which often occurs in Parkinson's syndrome.
yResearch Impactz
@This study focused on the interpretation of dementia screening test results for the assessment of dementia, which is the most common task for psychologists working with patients in the developmental stage of old age. We compared the characteristics of DLB and AD associated with graphic reproduction, which is an important index for diagnosing dementia, and obtained useful information for diagnosing dementia.

yKeywordsz Dementia, Mini-Mental State Examination (MMSE), Figure copying


◆Aoki, Yuichi (Special Needs Education School, Tokyo Gakugei University) & Yoshii, Sadahito (Graduate School of Education, University of Yamanashi). A Development Facilitation Approach Focusing on Cooperative Activities, Role Reversal Imitations, and Active Engagement in Ternary Relations to Achieve a Shift from Understanding Intentions to Shared Intentionality in Children Diagnosed with Autism Spectrum Disorders and Attending a Special Needs Education School. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 168–182.

We used joint action routines for a child (mental age3 years) with autism spectrum disorder (ASD) at a special needs school to investigate developmental transitioning from understanding intentions to shared intentionality. We defined shared intentionality as involving cooperative activities, role reversal simulations, and active engagement in ternary relations. We employed joint action routines to improve cooperative activities and active engagement in ternary relations and conducted pre- and postintervention early social cognitive assessments. The participating child accomplished cooperative activities such as sharing goals and plans with peers and laying a tablecloth. Such actions were generalized in discrete situations. Active engagement in ternary relations increased during the end-of-the-day assessment based on declarative expressions and utterances that indicated initiative in social interactions, which was generalized. During the postintervention assessment, the participant successfully simulated a role reversal task that our intervention did not target, providing references to the faces of the testers. We thus determined the relevant factors involved in the transition from understanding intentions to shared intentionality in children with ASD.
yResearch Impactz
@This study is the first to implement joint action routines in a special needs education school rather than through laboratory instruction to investigate the development of shared intentionality in children with ASD. In addition to daily-life assessment, the resulting development was multidimensionally evaluated using structured pre- and postintervention assessments. The developmental process was thus identified, and the significance of joint action routines in daily life context was determined.

yKeywordsz Autism spectrum disorder, Shared intentionality, Early social cognition, Joint action routine


◆Yamadera, Aoba (Graduate School of Education, Tokyo Gakugei University) & Yoshii, Sadahito (Graduate Faculty of Interdisciplinary Research Faculty of Education, University of Yamanashi). Developing Coping Strategies in Interpersonal Conflict Situations for A Child with Autism Spectrum Disorder: Support Combining Problem-solving Scripts and Comic Strip Conversations. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 183–193.
This study determined the effectiveness of problem-solving scripts and comic script conversations in supporting an elementary-school student with autism spectrum disorder in the formulation and verbal communication of solutions in interpersonal conflict situations based on the feelings of others. A problem-solving script was enacted by two actors (an aggressor and a victim) to depict common conflicts in school life. The study participant recognized the feelings of the actor and suggested solutions verbally. The actors then enacted the suggested solution. Results revealed an increase in solution formulation with reference to the feelings of the aggressor and in the types of solutions offered, such as receptive and reciprocal, which consider the feelings of others. Further, the study noted a decrease in one-directional recommendation, which overlooks the feelings of others. In the generalization test, which featured conflict during play, the participant offered receptive and reciprocal solutions. When discomforted by his friend's words at school, the participant provided a reciprocal solution. The study further considered the factors that contributed to the achievement of this objective.
yResearch Impactz
@Using scripts and comic strip conversations, we provided support to a student with autism spectrum disorder in developing coping strategies during interpersonal conflict. The result indicated an increase in the number and types of solutions suggested by the participant that consider the feelings of others. This support method can be used without advanced specialized knowledge and skills; thus, it in various support sites such as education institutions.

yKeywordsz Autism Spectrum Disorder, Script, Comic Strip Conversations, Coping Strategies in Interpersonal Conflict Situations


◆Nogami, Keiko (Graduate School of Human Development and Environment, Kobe University/JPS research fellow), Taniguchi, Aya (Konan Institute of Human Sciences, Konan University) & Yamane, Takahiro (Graduate School of Human Development and Environment, Kobe University). Efficacy of Family Cognitive Behavioral Therapy for Anxiety Symptoms in Children with Developmental Disabilities and its Association with Maternal Anxiety at Pre-treatment: A Mixed Methods Study. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 194–207.

This study adopted a mixed-methods approach to examine the effects of maternal baseline anxiety symptoms on the efficacy of family cognitive behavioral therapy (FCBT) and the resulting qualitative changes in the participants. Mothers of children with developmental disabilities aged 6–12 years participated in an FCBT program for their children's anxiety symptoms. The participants were dichotomized into high (n5) and low (n19) anxiety groups and between-group differences were examined. Quantitative data analysis revealed no significant differences in the efficacy of the intervention between the groups. However, qualitative analysis showed differences regarding awareness and behavioral changes during the intervention. Quantitative and qualitative data were integrated to show changes in participants' environment, maternal mental and physical state, their relationship with their children, and their children's status after the intervention. Finally, interventions for anxiety symptoms in children with developmental disabilities were discussed considering the degree of maternal anxiety.
yResearch Impactz
@By including an intervention for maternal anxiety symptoms during the FCBT program, mothers with high baseline anxiety symptoms could engage in the program, resulting in increased efficacy for both groups. The results of this study suggest that intervention for anxiety symptoms in children with developmental disabilities should be tailored to the degree of maternal anxiety symptoms.

yKeywordsz Children with developmental disabilities, Anxiety symptoms, Family cognitive behavioral therapy, Maternal anxiety symptoms


◆Jikihara, Yasumitsu (Academic Assembly Faculty of Humanities, University of Toyama), Todo, Naoya (Faculty of Humanities and Social Sciences, Tokyo Metropolitan University), Aramaki, Misako (Faculty of Human Sciences, Mejiro University), Shiozaki, Naomi (Faculty of Integrated Arts and Social Sciences, Japan Women's University), Kubo, Takahiro (College of Education, Yokohama National University) & Ando, Satoko (Faculty of Human Sciences, University of Tsukuba)). The Interrelationship between Externalizing and Internalizing Problems Over Time and Prosocial Behaviors from Late Infancy to Late Childhood: A Developmental Cascade Study Using a Cross-lagged Panel Model with Eight Years of Longitudinal Data. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 208–218.

The aim of this study was to use a developmental cascade framework to examine the interrelationship between the externalizing and internalizing problems and prosocial behaviors of children from late infancy (age 3) to late childhood (age 10). A cross-lagged panel model was used to analyze the behavioral assessments of children made by 210 mothers. Their children were aged 3–10 years. Externalizing problems at all times negatively affected prosocial behavior, even when controlled for maternal depression. An externalizing problem at the age of 7 years positively affected an internalizing problem at 8 years. Prosocial behavior at the age of 9 years negatively affected an externalizing problem at 10 years. These results support the developmental cascade and show the importance of intervention in externalizing problems from infancy to childhood regardless of age.
yResearch Impactz
@This study is possibly the first in Japan to examine the interrelationship of children's behavior over time based on an 8-year longitudinal study within the framework of a developmental cascade. Results suggest that externalizing problems decrease prosocial behavior and children's behavioral problems may be related from early to late childhood.

yKeywordsz Externalizing problems, Internalizing problems, Prosocial behaviors, Developmental cascade, Cross-lagged panel model


◆Yamamura, Asayo (Kansai University of Welfare Sciences) & Nakaya, Motoyuki (Graduate School of Education and Human Development, Nagoya University). Perceptions of Overt and Covert Prosocial Behaviors in Elementary School Children: Developmental Differences. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 219–229.

This study defined indirect prosocial behaviors as covert prosocial behavior and investigated how such behaviors are understood by children. In particular, we used a questionnaire to examine developmental differences in evaluations of overt and covert social behaviors occurring in the same situation. Preliminary research provided four stories for this purpose. Our participants were fourth- and sixth-grade elementary school students, who were surveyed to determine whether a presented behavior was prosocial. The results showed no differences across age in the evaluation of overt behavior compared to covert behavior, and overt behavior was rated as more prosocial than covert behavior. The findings indicate that throughout childhood, children judged overt behavior to be more prosocial. Furthermore, the interaction between grade and behavior type was significant, with sixth-grade students having higher prosocial evaluations for covert behavior than fourth-grade students. This result showed developmental differences in the ability to recognize the prosocial intentions of those who engaged in covert behavior.

yKeywordsz Prosocial behavior, Covert behavior, Childhood


◆Okubo, Keisuke (The Center for Early Childhood Development, Education, and Policy Research, The University of Tokyo), Endo, Toshihiko (Graduate School of Education, The University of Tokyo) & Nozawa, Sachiko (The Center for Early Childhood Development, Education, and Policy Research, The University of Tokyo). Longitudinal Associations of Time Spent on Using Digital Media with Sleep and Emotional and Behavioral Problems in Infants and Toddlers. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 230–243.

This study examined longitudinal associations of the amount of time spent on watching TV/DVDs and using smartphones from ages 0 to 3 years with sleeping and waking times and emotional and behavioral problems scale scores at the age of 4 years. We analyzed the data collected from 1,678 mothers (mean age37.11 years) at five different time intervals. We performed a nonparametric test to determine differences among the scores obtained at different time intervals, used the growth mixture model to elucidate the trajectories of changes in screen time, and analyzed the partial correlation by controlling some demographic variables. Overall, prolonged time of using smartphones was associated with negative SDQ scores and delayed sleep and waking time. This study reported the association between sleep indices and time of using smartphones in children aged 0–1 years for the first time. This study provided important insights into the effects of using digital media on infants in Japan.
yResearch Impactz
@This study has significant practical and policy implications because it uses longitudinal data to demonstrate the effects of the duration of digital media use of each age group from 0 to 3 years on children's developmental outcomes. In the context of the shift toward children of younger ages using digital media, this study provides useful implications for the duration of digital media use among Japanese infants and toddlers.

yKeywordsz Digital media, TV, Smartphone, Infant, Longitudinal data


◆Yamazaki, Natsue (Graduate School of Education, Ohkagakuen University). Emotions of Mothers Raising their Daughters with Developmental Traits: Relationship between Mothers and Daughters. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.3, 244–254.

This study elucidates the feelings of mothers raising daughters while sensing their developmental traits, without clear diagnosis, by focusing on their relationship. We conducted semi-structured interviews with mothers who perceived that their first-grade daughters exhibited developmental traits. Based on their narratives, we found that the mothers find that raising daughters with these traits is easy; however, adapting to the behaviors of their daughters is “a hassle.” As their understanding of these developmental traits progressed, mothers viewed their daughters from a different perspective. When viewed from the same-gender perspective, the difficulties and troublesome relationships they experienced became a filter, such that the mothers treated their daughters as “girls with traits” and “traits plus girls” and provided preemptive support to enable their daughters to learn social skills for complex friendships in the future. Mothers who objectively considered their daughters to be the same as themselves could detect changes in their relationships, whereby the daughters emerged as full individuals in three dimensions. In this manner, the mothers and daughters became mutually supportive.
yResearch Impactz
@So far, mothers' feelings toward their daughters with developmental traits and the changes in mothers' self-understanding have not been adequately examined. Mothers' perceptions of their daughters' difficulties, which change from discouragement to providing security along with social support, and the transformation of their relationship with their daughters–resulting from understanding their daughters' traits–need clarification. This study recommends social support for mothers raising daughters with developmental traits.

yKeywordsz developmental traits, mother, same-sex daughter, self-understanding, intersubjectivity


Vol.34No.4

◆Okanami, Airi (Graduate School of Humanities and Sciences, Ochanomizu University, Research Fellowship for Young Scientists). Peer Conflict of Toddlers from the Perspective of New Materialism: Intra-action with Toys, Children, and Teachers. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 271-284.

This study investigates the perception of peer conflict in toddlers using the new materialist approach. It conducts participatory observation in a class for children aged 1 or 2 years in a children's center. Data were collected using a video observation tool called CAVScene. A clip of a peer conflict is microscopically analyzed using intra-active pedagogy. The result indicates the occurrence of intense shouting among the toddlers, which was viewed as emergent in the intra-action with toys, children, and teachers. The children underwent a state of becoming-with the materials in the event. The discomfort expressed was produced with the entanglement of the toys and the sound “bappa!” The bodily actions and utterances of the teachers were perceived as rearranging the assemblage of the event using the given circumstances. The study suggests that the teachers view the children as producers of positive differences instead of immature beings in need.

yKeywordszEarly childhood education and care, Toddlers, Peer conflict, Intra-activity, New materialism


◆Ito, Takashi (Faculty of Education, Hokkaido University). Ethnographic Description of Association between Children and Digital Technologies from the Sociomaterial Approach. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 285-297.

Drawing on actor–network theory (ANT) pioneered by sociologists, such as Latour, this study aims to propose a framework for elucidating the relationship between children and digital technologies. The theory employs a methodology that perceives social phenomena as associations between humans and nonhuman elements. Analysis was undertaken using video-recorded vignettes of the daily life of a family consisting of parents and a nine-year-old male child. Analysis focuses on instances in which the subject interacted with a voice recognition technology to turn a ceiling light on. We describe these scenes as collaboration between the digital technology, which considers human voices and ambient sounds as equal inputs for its voice recognition function, and the human counterpart, who could eliminate the electrical supply to the light to interrupt the automatic functioning. The scenes can be described as associated actors assigning a new meaning to each other. Lastly, the study discusses the developmental and psychological implications of delineating these associations between children and digital technologies based on ANT.

yKeywordszActor-network theory, Digital technology, Voice-recognition technology, Home, Observational study


◆Kishino, Mai (The United Professional Graduate School of Professional Development of Teachers, University of Fukui). Transformation of Children's Learning during the Transition to Elementary School: Agencies in the Learning Process of First-grade Students. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 298-311.

To ensure a smooth transition from kindergarten to elementary school, continuous learning and development is important for children, such that scholars and teachers have proposed various practices. Alternatively, children experience a significant transformation in their manner of learning during this transition period. The transformation of learning involves interactions in the physical, linguistic and textual, and symbolic and mathematical dimensions. This study aims to examine the interaction between people and objects and the emergence of each agency. The study conducted fieldwork for 12 months on a first-grade class in elementary school and analyzed the interrelationship between objects and people. The results indicated that children moved toward decontextualized logical and abstract thinking while going back and forth among physical, linguistic and textual, and symbolic and mathematical spaces. In these processes, the study noted the interrelation of the agency of objects, people, and structures of places.

yKeywordszTransition to elementary school, Transformation of learning, Agency

◆Kawatoko, Yasuko (Daito Bunka University, Professor emeritus.). Introducing the Concept of Agency in Developmental Studies: Sociotechnical Arrangements. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 312-322.

The Yuzuru party, a group of female weavers, fostered its agency to bear responsibility for ensuring that the next generation learns hand-weaving skills in producing traditional Matsusaka cotton. Through interactive activities with people, objects, machinery, and other communities regarding Matsusaka cotton, Yuzuru members have reshaped their agency. Based on ethnographic research, this study describes the process of the collective formation of agency, shaped by the hybridization of Yuzuru group members and sociotechnical arrangements. This study demonstrates that diverse forms of human agency are only understood through the dynamics of continuous reshaping brought about by the development of collective activities along with the reconfiguration of sociotechnical arrangements. Moreover, introducing the concept of agency and sociotechnical arrangements for developmental studies makes it possible to describe and analyze the details of the interactions among people, objects, and machinery in relevant cases.

yKeywordszMatsusaka cotton, Yuzuru party, Agency, Sociotechnical arrangements


◆Shiroma, Shoko (Faculty of Music, Okinawa Prefectural University of Arts). Collective Achievement of Student Agency in a Period of Integrated Study: Children's Bunraku Project as a Learning Environment Created with Diverse Actors. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 323-335.

This study examines the agency of elementary school students studying bunraku, a traditional puppet theater performance. They work on a year-long project to perform their own bunraku. Participatory observation and interviews reveal the formation of a new social network to support student learning. Specifically, the network includes not only school teachers and staff but also professional bunraku performers, alumni, parents, community members, and people working in the National Bunraku Theatre. Furthermore, analysis of the historical context of bunraku suggests multilayered and composite motives for professional performers to teach students bunraku. The historical situation of educational administration is also one of the preconditions that made a highly flexible project, such as children's bunraku, possible. Notably, student agency to learn bunraku is collectively achieved through the connection of diverse people, objects, and institutions. Finally, we discuss that collaboration between adults and students is essential for creating a positive learning environment to foster student agency.

yKeywordszStudent agency, Hybrid collectives, Exchange forms, Education of Traditional Culture, Educational outreach program


◆Kawano, Kenji (Colledge of Comprehensive psychology, Ritsumeikan University). Local Arts and Arrangements Indexing Absence in Reconstruction. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 336-343.

This case study used the perspective of sociomateriality to elucidate the role of culture in reconstruction. The researchers observed a community affected by the Great East Japan Earthquake and identified processes through which cultural experiences become associated with people and other societal phenomena. Using the stated approach, this study determined the types of agency that were elicited within people during the recovery process. Furthermore, it evaluated the role of culture in stimulating resilience. The secondary sources of this study comprised three research reports on the local performing arts of the Usuzawa community in Otsuchi Town, Iwate Prefecture. The analysis of these sourcesrevealed that (1) the cultural mechanisms or arrangements of people and objects that have sustained the traditional performing arts were transfigured directly into shelter management. The shelter became the backdrop for the local performing arts during the recovery process, empowering evacuees and village residents. (2) The celebration of cultural festivals evoked a relational subjectivity with the external world. (3) Finally, the collective agency is driven and manifested by arrangements of absence.

yKeywordszThe Great East Japan Earthquake, Local act, Festival, Relational Subjectivity, Absent arrangement

◆Shoji, Reika (Graduate School of Education, University of Yamanashi). Teacher Development from the Sociomateriality Approach: Homeroom Teacher System and Teacher Personnel Change. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 344-354.

The individualization and isolation of teachers continue to be a problem. This situation makes the healthy development of teachers difficult. This study uses the sociomateriality approach to offer solutions for such problems from the perspective of the arrangement of people, objects, and institutions. To describe this arrangement, we first reconsider teachers as educational staff. Moreover, we collect discourses on homeroom teachers and personnel changes in relation to individualization and isolation and examine the type of systems, facilities, and equipment related to these discourses. We referred to government statistics, documents from administrative agencies, and previous studies in fields apart from psychology, such as educational management, for the analysis. The results demonstrate that the facts that the basic unit of school education is the class, the system of personnel changes is unclear, and the workplace environment is not arranged on the premise of personnel changes demonstrate agency and that the problems continue to be repetitive.

yKeywordszTeacher, Homeroom teacher, Teacher personnel change, Educational system, Educational facilities


◆Kitamoto, Ryota (Hamamatsu Gakuin University Junior College) & Hirose, Takumi (Independent researcher). Exploring the Ongoing Process of Re-arrangement: Methodology for the Sociomaterial-based Approach to Intervention Research. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 355-367.

In the current rapidly evolving globalized society, traditional lifestyle standards are undergoing profound transformations, leading to increasingly diverse needs and necessitating adaptive living strategies. To address these challenges, the sociomaterial approach offers a valuable perspective. This approach rejects the presumption that the roles of humans, things, and institutions are self-evident; instead, it meticulously examines them as “effects of arrangement” . This study introduces a methodology for intervention research based on the sociomaterial approach, using specific cases. Two studies were conducted to detail the ongoing process of continuous arrangement: an intervention at a “local youth support station” (Study I) and an exploration of two dialogue practices derived from a doctoral dissertation based on Study I (Study II). The findings revealed that the intervention resulted in complex and diverse changes. Notably, although these changes did not efficiently resolve the challenges, they may act as an impetus for subsequent improvements.

yKeywordszSociomaterial approach, Intervention research, Rearrangement, Globalization, Youth employment support


◆Taniguchi, Aya (Konan institute of Human Science, Konan university), Nogami, Keiko (Graduate School of Human Development and Environment, Kobe University/ Japan Society for the Promotion of Science) & Yamane, Takahiro (Graduate School of Human Development and Environment, Kobe University). Effects of Parenting Style on Child Self-control and Problem Behavior: An Examination Using Dyadic Data. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 368–379.

This study had two purposes. First, it examined the effects of individual parenting styles (within level) and parenting styles of both parents (between level) on the development of problem behavior and self-regulation in children using dyadic data. Second, it investigated the relationship between problem behavior and self-regulation by typifying combinations of parenting styles. Multilevel structural equation modeling indicated that the effects on self-regulation and problem behavior differed within and between levels. Furthermore, positive rearing had an effect at all subscales of self-regulation within levels, and no effect was found between levels. The results of the cluster analysis suggested that the positive paternal encouragement, maternal reprimand, and difficulty raising a child were important factors for self-assertion and self-regulation. The different results for the within and between levels suggest that the individual and collective roles of parents may differ as per the relationship between parenting style and child's development.
yResearch Impactz
@This study empirically demonstrated effects of parenting style on children's problem behavior and self-regulation within and between levels, using multilevel structural equation modeling and longitudinal dyadic data. By examining combinations of parenting styles with fathers and mothers, it also showed effects among variables and suggested the possibility of complementary child-rearing styles.

yKeywordszParenting style, Problem behavior, Self-regulation, Dyadic data


◆Araki, Yukiko (Institute of Human and Social Sciences, Kanazawa University). Association of Work-related Stressors and Coping Strategies with Work Engagement among Japanese Nursery-school Teachers. The Japanese Journal of Developmental Psychology 2023, Vol.34, No.4, 380-394.

This study aimed to cross-sectionally examine the association of work-related stressors and coping strategies with work engagement levels in a sample of nursery-school teachers. Questionnaires regarding work-related stressors, coping strategies, and work engagement were administered to 270 teachers. The results of multiple regression analysis indicated that the levels of stressors regarding understanding children and compensation and the coping strategy of giving up were negatively associated with work engagement levels. Work engagement levels were significantly associated with the problem-solving coping strategy and stressors related to understanding children and differences between individual beliefs and school policies. Particularly, teachers adopting the problem-solving coping strategy to a greater extent exhibited a significant negative association between stressors regarding understanding children and work engagement levels. These findings suggested that the problem-solving coping strategy does not effectively enhance work engagement levels among teachers with greater work-related stressors regarding understanding children. Therefore, this strategy may not always be suitable for nursery-school teachers.
yResearch Impactz
@This study examines how nursery-school teachers should cope with work-related problems for work motivation. The results indicate that any coping strategies used by teachers with difficulty in understanding the behavior of children may be ineffective. Therefore, interventions should target the entire nursery school and individual teachers to increase work engagement.

yKeywordszWork engagement, Nursery-school teachers, Work-related stressor, Coping strategy