Developmental Changes in Number Personification by Elementary School Children.

Children often personify non-living objects, such as puppets and stars. This attribution is considered a healthy phenomenon, which can simulate social exchange and enhance children's understanding of social relationships. In this study, we considered that the tendency of children to engage in personification could potentially be observed in abstract entities, such as numbers.

The stuffed animal sleepover: enhancement of reading and the duration of the effect.

Stuffed animal sleepover programs have been conducted by libraries worldwide. This study sought to (1) determine whether the stuffed animal sleepover program increased children's reading and (2) examine the duration of the effect. Forty-two children who attended preschool participated in the study.

[Construction of the Time Management Scale and examination of the influence of time management on psychological stress response].

We developed a scale to measure time management and assessed its reliability and validity. We then used this scale to examine the impact of time management on psychological stress response. In Study 1-1, we developed the scale and assessed its internal consistency and criterion-related validity.

Causes of difficulty in duration judgments: comment on Francuz and Oleś (2011).

In 2011, Okazaki and Matsuda showed in studies that college students could not correctly estimate the duration of movement of two objects. Fancuz and Oleś (2011) proposed two explanations of the observed task difficulty. First, they suggested that the cause of the difficulty for the duration judgments involved the experimental procedure, which may have overloaded the cognitive capacities of these students.

Verbal working memory and planning: learning to compare movement durations of objects.

Relations between duration judgments and verbal or visual working memory, between duration judgments and effect of learning to plan the processing of information about such judgments were investigated. A computer monitor was used to present images of two cars traveling in the same direction for various durations and distances. Participants (N=30) were asked to identify the car that had traveled for the longer duration.

[Making judgments of duration: effects of instruction and memory capacity].

Undergraduate students at two universities, designated as Groups A and B, participated in this study. The Mean scores on a visual memory span test and a visual working memory test of Group A were significantly higher than those in Group B. Participants individually watched a CRT display showing two cars that were moving in the same direction on two parallel tracks for various durations and distances.

Knowledge and strategies used by adolescents to compare duration of movement by two objects.

This study investigated the knowledge and strategies used by senior high school students to compare durations of movement by two objects. The developmental process during adolescence was also examined by comparing the results with those published for Grade 7 to Grade 9 students and university undergraduates. A cathode-ray tube monitor was used to present images of two cars traveling in the same direction for various durations and distances.