Influences of Social Supports and Personality on Adjustment of Chinese Students in Japan

The present study longitudinally examined the effects of personality and social support on adjustment. Questionnaires were responded to over 4 periods of stay: just before arrival in Japan and three months, 9 months, and 21 months after arrival in Japan. Extraversion and neuroticism were measured in the 1st period; and needed, actual support, and adjustment in the 2nd, 3rd, and 4th periods. Thirty-three participants' completed data were analyzed. Three multiple regression analyses indicated that (a) needed support was a negative predictor and (b) actual support was a positive predictor of adjustment over all periods, while (c) extraversion was a positive predictor of the 4th period adjustment, and (d) there was no association between neuroticism and adjustment. The effects of support and personality on adjustment, which varied according to the period of stay, were discussed.     

Use of photic feedback as an adjunct treatment in a case of Miller Fisher syndrome

Photic Feedback treatment of a patient diagnosed with Miller Fisher syndrome has resulted in the rapid and permanent remission of symptoms. During Photic Feedback treatment, the CD20 appeared to be slightly increased. This may have been associated with changes in humoral immunity. The present clinical observation of a single patient suggests that Photic Feedback treatment should be investigated as a possible adjunct therapy for patients who suffer from polyneuropathies, such as Miller Fisher syndrome, within a carefully controlled clinical trial.     

Disorder in sequential speech perception: a case study on pure word deafness

We described disorders of a patient which were uniquely restricted to speech perception of syllable sequences after brain damage. The results of series of experiments using syllable sequences showed "negative recency effect," in which the subject's repetition performance at the latter syllable position was remarkably poor. Experimental analyses suggested that the "negative recency effect" could be due to dual factors: the lower rate of processing of speech sounds and the memory load of holding processes of preceding syllables imposed on the succeeding phonological processing. The results also suggested that the holding processes which imposed the memory load on the succeeding auditory phonological coding processing were modality nonspecific.     

Intracerebroventricular effects of angiotensin II on a step-through passive avoidance task in rats

A wealth of evidence indicates that angiotensin II (Ang II) is involved in learning and memory. However, the precise role of this peptide in these cognitive processes is still controversial, with data indicating either an inhibitory or an enhancing action. The present study was designed to further investigate the effects of intracerebroventricular injections of Ang II (0.5, 1 or 3nmol/5microl) on a step-through passive avoidance task in male adult Wistar rats. When administered pretraining, Ang II did not affect the acquisition of passive avoidance, but markedly improved avoidance performance when given before the retrieval test. The latter effect was observed in retest sessions performed up to 72h after training. Administration of the peptide five minutes after training impaired retention of inhibitory avoidance. Therefore, Ang II may exert opposite effects on passive avoidance memory according to its interference with brain mechanisms leading to the storage or retrieval of this aversively motivated task.     

Stress,health, and reciprocity and sufficiency of social support: the case of university students in Japan

The authors examined the effects of reciprocity and sufficiency of social support on the mental and physical health of 488 Japanese university students with different levels of stressors. The questionnaire included items that measured support provided for, requested by, requested of, and received from others. It also addressed negative affect associated with support relationships, as well as the levels of stressors and mental and physical health. The participants' support relationships with others were fairly reciprocal. Although being overbenefited (i.e., receiving more support than one provides) was related to stronger feelings of indebtedness, being underbenefited (i.e., providing more support than one receives) was related to stronger feelings of burden. In sum, when the participants received less support than they requested and when they provided less support than others requested, they tended to become less mentally and physically healthy. Reciprocity of support appeared to have both direct and buffering effects; however, the effects of sufficient support on health did not vary with levels of stressors.     

A comparison of four causal factors of embarrassment in public and private situations

In this study the authors investigated which of 4 causal factors of embarrassment is most characteristic in public and in private situations. University students (N = 288) were presented with 2 scenes representing public or private situations and were asked to rate 17 items related to the 4 factors causing embarrassment. The results indicated that in the public situation the causal factors were ordered as (a) disruption of social interaction, (b) apprehension of social evaluation, (c) inconsistency with self-image, and (d) loss of self-esteem, and in the private situation causal factors were ordered as (a) loss of self-esteem, (b) inconsistency with self-image, (c) apprehension of social evaluation, and (d) disruption of social interaction. From these results, new models for the mediating mechanism of embarrassment are proposed.     

Stereotypical Attitudes Toward Gender-Based Grade-Level Assignment of Japanese Elementary School Teachers

In Japanese elementary schools, principals and vice-principals determine the assignment of teachers to lower, upper, or middle grades. In this study, we examined principals' and vice-principals' attitudes toward gender in grade placement of teachers. The results showed that an overwhelming majority of principals and vice-principals held the stereotypical attitude that women are best suited to teach lower grades and men are best suited to teach upper grades. Moreover, we assumed that this attitude was related to perceptual distortions or stereotyping by principals and vice-principals regarding women's teaching preferences and women teachers' leadership ability.