The cultural background of the non‐academic concept of psychology in Japan: Its implications for introductory education in psychology

No research has empirically explored the non‐academic concept of psychology itself (implicit theories) in non‐Western cultures despite a widely held belief that this understanding differs cross‐culturally. This study examined whether the non‐academic concept of psychology among inexperienced Japanese students differed from the concept held by students of other countries. In Japanese, psychology is referred to as , which includes the ideographic character , literally meaning heart. This fact led us to hypothesize that psychology will be disproportionately associated with emotion among Japanese students. Indeed, our findings among Japanese students produced a J‐curve, indicating that our prediction was true. We posit that this issue has never been discussed in Japan because a majority of people share this concept of psychology. In our second study, we examined not only preference in students' association of intelligence or emotion but also heart or mind with psychology. Finally, we identified whether students' believe that psychology encompasses both the heart and the mind. We conclude with a discussion of the importance of explicitly defining the non‐academic concept of psychology in early psychology education in Japan.     

Acquisition process of typing skill using hierarchical materials in the Japanese language

In the present study, using a new keyboard layout with only eight keys, we conducted typing training for unskilled typists. In this task, Japanese college students received training in typing words consisting of a pair of hiragana characters with four keystrokes, using the alphabetic input method, while keeping the association between the keys and typists’ finger movements; the task was constructed so that chunking was readily available. We manipulated the association between the hiragana characters and alphabet letters (hierarchical materials: overlapped and nonoverlapped mappings). Our alphabet letter materials corresponded to the regular order within each hiragana word (within the four letters, the first and third referred to consonants, and the second and fourth referred to vowels). Only the interkeystroke intervals involved in the initiation of typing vowel letters showed an overlapping effect, which revealed that the effect was markedly large only during the early period of skill development (the effect for the overlapped mapping being larger than that for the nonoverlapped mapping), but that it had diminished by the time of late training. Conversely, the response time and the third interkeystroke interval, which are both involved in the latency of typing a consonant letter, did not reveal an overlapped effect, suggesting that chunking might be useful with hiragana characters rather than hiragana words. These results are discussed in terms of the fan effect and skill acquisition. Furthermore, we discuss whether there is a need for further research on unskilled and skilled Japanese typists.     

The Presence of a Weapon Shrinks the Functional Field of View

This study examined whether the functional field of view shrinks by the presence of a weapon or the increase of emotional arousal. In Experiment 1, participants viewed two types of pictures depicting scenes involving weapons or control objects and were asked to identify digits presented at the periphery when the pictures disappeared. The results showed that the presence of a weapon impaired identification of the peripheral digits, even when the pictures were equal with respect to emotional arousal level. In Experiment 2, participants viewed emotionally arousing pictures or neutral pictures, neither of which included weapons, and they were asked to identify digits presented at the periphery when the pictures disappeared. The results revealed that the increased emotional arousal did not impair identification of the peripheral digits. These results indicate that the functional field of view shrinks because of the presence of a weapon but not because of increased emotional arousal.Copyright © 2015 John Wiley & Sons, Ltd.     

Audiovisual tau effect

This study investigated how spatial intervals between successive visual flashes are influenced by the temporal intervals between auditory pure tones presented concurrently with the flashes. Three successive visual flashes defined two spatial intervals with different extents as well as two equal temporal intervals. The onsets of the first and third tones were temporally aligned with those of the first and third flashes, while the onset of the second tone was temporally offset to that of the second visual flash, resulting in shorter or longer temporal intervals between pairs of tones. Observers judged which of the first or second spatial intervals between flashes was shorter. The results showed that the shorter temporal interval between tones caused underestimation of the spatial interval between flashes. On the other hand, stimuli without the first and third tones did not result in underestimation of spatial intervals between flashes. These results indicate an audiovisual tau effect, which is triggered by a constant velocity assumption applied to moving objects defined by more than one modality.     

The cultural adjustment and mental health of Japanese immigrant youth

Interviews were conducted with eight Japanese immigrant youth about their experiences with respect to adjusting to life in the United States, dealing with discrimination, and coping with cultural challenges. They were also questioned about their mental health and family and peer relations. Results indicate that participants managed to maintain bicultural identities and to cope with the problems that they encountered. Nevertheless, they experienced the following difficulties: racism and prejudice, language barriers, and conflict regarding identity and values. In terms of coping, participants mostly relied on friends for support; only one had sought the help of a professional counselor. The implications of the findings are discussed in terms of working with immigrant youth from Japan.     

Development of a mentoring program for Chinese immigrant adolescents' cultural adjustment

The development and evaluation of a peer mentoring program for Chinese immigrant adolescents' cultural adjustment is described. Twenty-three high school students who recently immigrated from Mainland China participated in the year-long program and 4 high school students served as their peer mentors. Data analyses revealed that the students who participated in the mentoring program had significantly higher peer attachment-trust and need for closeness scores at post-test than at pre-test. Implications for working with adolescent immigrants are discussed.     

Invisible motion contributes to simultaneous motion contrast

The purpose of the present study was two-fold. First we examined whether visible motion appearance was altered by the spatial interaction between invisible and visible motion. We addressed this issue by means of simultaneous motion contrast, in which a horizontal test grating with a counterphase luminance modulation was seen to have the opposite motion direction to a peripheral inducer grating with unidirectional upward or downward motion. Using a mirror stereoscope, observers viewed the inducer and test gratings with one eye, and continuous flashes of colorful squares forming an annulus shape with the other eye. The continuous flashes rendered the inducer subjectively invisible. The observers’ task was to report whether the test grating moved upward or downward. Consequently, simultaneous motion contrast was observed even when the inducer was invisible (Experiment 1). Second, we examined whether the observers could correctly respond to the direction of invisible motion: It was impossible (Experiment 2).     

Attentional bias to direct gaze in a dot-probe paradigm

Previous research has suggested that a singly presented facial stimulus having a direct gaze holds spatial attention. This study examined whether facial stimulus having a direct gaze can also capture spatial attention in a relative dot-probe paradigm (facial stimulus having a direct gaze was presented concurrently with that having an averted gaze). The results showed that participants oriented their spatial attention to a facial stimulus having a direct gaze rather than to that with an averted gaze. This attentional bias depended on gaze-perception mechanisms as observed in the lack of attentional bias to a direct gaze from unnatural-looking eyes (i.e., white pupil/iris and black sclera). These findings raise the possibility that the attentional effect implicated in the perception of a direct gaze is induced regardless of the stimulus context.     

Parental Psychological Abuse and Control in the Personal and the Social Domains: Comparison of U.S. and Japanese Samples

The study cross-nationally examined to what degree parental psychological abuse (rejection, isolation, and emotional neglect) would be associated with control of adolescents' personal domain as opposed to prudential-conventional domain. Participants (ages 14–18) included 170 Americans, 125 Japanese from Akita Prefecture, and 320 from Tokyo. With all samples, abuse was linked to overcontrol. However, the link was domain specific, pertaining only to the personal domain (e.g., hairstyle) and not prudential (e.g., use of alcohol) or conventional (e.g., table manners) domains. Psychological abuse also predicted adolescents' desire of parental authority in different domains among cultures. U.S. adolescents, linked to abuse, desired more freedom within the overlap issues, whereas Akita adolescents desired greater parental authority for the personal. Tokyo adolescents' autonomous expression was in the middle between the U.S. and Akita samples. This study suggests control of the personal is a component of psychological abuse. Cultural effect on autonomous expression linked to abuse is discussed.     

What skilled typists don’t know about the QWERTY keyboard

We conducted four experiments to investigate skilled typists’ explicit knowledge of the locations of keys on the QWERTY keyboard, with three procedures: free recall (Exp.?1), cued recall (Exp.?2), and recognition (Exp.?3). We found that skilled typists’ explicit knowledge of key locations is incomplete and inaccurate. The findings are consistent with theories of skilled performance and automaticity that associate implicit knowledge with skilled performance and explicit knowledge with novice performance. In Experiment?4, we investigated whether novice typists acquire more complete explicit knowledge of key locations when learning to touch-type. We had skilled QWERTY typists complete a Dvorak touch-typing tutorial. We then tested their explicit knowledge of the Dvorak and QWERTY key locations with the free recall task. We found no difference in explicit knowledge of the two keyboards, suggesting that typists know little about key locations on the keyboard, whether they are exposed to the keyboard for 2 h or 12 years.