Development of mental state understanding during preschool years and elementary school years

• Project/Area Number: 15K17283
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Educational psychology
• Research Institution: Nagoya University (2018); Sugiyama Jogakuen University (2016-2017); Meiji Gakuin University (2015)
• Principal Investigator: Mizokawa Ai 名古屋大学, 大学院教育発達科学研究科, 准教授 (50633492)
• Project Period (FY): 2015-04-01 – 2019-03-31
• Project Status: Completed (Fiscal Year 2018)
• Budget Amount: ¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000); Fiscal Year 2017: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000); Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000); Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
• Keywords: 幼児期 / 児童期 / 言葉かけ / 動機づけ / 認知発達 / 保育 / 教育 / ほめ / 自他理解 / 児童 / 心の理論 / 幼児

Outline of Final Research Achievements

Children are exposed to diverse types of evaluative feedback in their social lives. Evaluations received from others are not always congruent with children’s self-evaluation. This research project examined developmental changes in children’s response to incongruent praise. The first two studies with children aged 4 to 12 years found that older children showed less positive emotion than younger children when they were praised in a failure situation. It was also found that there is a correlation between children’s theory of mind and their negative response to praise after failure. The third study with childcare workers and teachers found that their evaluative feedback depends on children’s characteristics and their own personality and mindset.

Academic Significance and Societal Importance of the Research Achievements

本研究では，失敗したにもかかわらず保育者・教師からほめられる場面における子どもの反応について検討を行い，自己の活動に対する評価に自他間で不一致が生じている場合に，幼児・児童が，他者からの評価をどのように受け止め，次の行動につなげているのかが明らかにされた。さらに，保育者・教師を対象に実施した質問紙調査からは，保育・教育現場における言葉かけの実態と，保育者・教師自身の特性と言葉かけの関連が示された。本研究により，子どもの発達をふまえた言葉かけを考える上での有用な知見が得られた。

Research Products

• [Journal Article] Association between children’s theory of mind and responses to insincere praise (2018)
  • Author(s): Mizokawa, A.
  • Journal Title: Frontiers in Psychology Volume: 9:1684 Pages: 1-9
  • Peer Reviewed / Open Access
• [Journal Article] 「日本の発達心理学」の発信：社会的文脈の中の子ども探究 (2018)
  • Author(s): 溝川 藍
  • Journal Title: 発達心理学研究 Volume: 29 Pages: 172-180
  • NAID: 130007958421
  • Peer Reviewed
• [Journal Article] Sensitivity to criticism and theory of mind: A cross cultural study on Japanese and Italian children. (2017)
  • Author(s): Mizokawa, A. & Lecce, S.
  • Journal Title: European Journal of Developmental Psychology Volume: 14 Issue: 2 Pages: 159-171
  • DOI: 10.1080/17405629.2016.1180970
  • Peer Reviewed / Int'l Joint Research
• [Journal Article] 他者理解と共感性の発達 (2016)
  • Author(s): 溝川藍・子安増生
  • Journal Title: 心理学評論 Volume: 58 Pages: 360-371
  • NAID: 130007397803
  • Peer Reviewed
• [Journal Article] Theory of mind and sensitivity to teacher and peer criticism among Japanese children (2015)
  • Author(s): Mizokawa, A.
  • Journal Title: Infant and Child Development Volume: 24 Issue: 2 Pages: 189-205
  • DOI: 10.1002/icd.1877
  • Peer Reviewed
• [Presentation] 比較文化研究から見る子どもの感情理解の発達 (2019)
  • Author(s): 溝川 藍
  • Organizer: 日本発達心理学会第30回大会
• [Presentation] 家庭の感情環境と社会性の発達 (2019)
  • Author(s): 溝川 藍
  • Organizer: 日本発達心理学会第30回大会
• [Presentation] Elementary school children’s response to teacher praise following failure (2018)
  • Author(s): Mizokawa, A.
  • Organizer: The 40th annual conference of the International School Psychology Association (ISPA)
  • Int'l Joint Research
• [Presentation] 関係性の中の心の理論: 比較文化的検討 (2017)
  • Author(s): 溝川 藍
  • Organizer: 日本発達心理学会第28回大会
  • Place of Presentation: アステールプラザ（広島）
  • Year and Date: 2017-03-27
• [Presentation] 幼児期における失敗場面での褒めに対する反応：心の理論の発達との関連 (2017)
  • Author(s): 溝川 藍
  • Organizer: 日本発達心理学会第28回大会
  • Place of Presentation: 広島国際会議場（広島）
  • Year and Date: 2017-03-26
• [Presentation] 母親の感情発話と幼児の感情語彙数および社会的行動の関連 (2017)
  • Author(s): 浜名真以・溝川 藍
  • Organizer: 日本教育心理学会第59回総会
• [Presentation] 幼児期における関係性攻撃：心の理論及び情動環境との関連の検討 (2017)
  • Author(s): 溝川 藍・浜名真以
  • Organizer: 日本教育心理学会第59回総会
• [Presentation] 日本・イタリアの幼児における他者からの批判的評価に対する反応 (2016)
  • Author(s): 溝川 藍
  • Organizer: 日本教育心理学会第58回総会
  • Place of Presentation: サンポートホール高松・かがわ国際会議場（香川）
  • Year and Date: 2016-10-09
• [Presentation] Children’s response to positive feedback after failure and Theory of Mind (2016)
  • Author(s): Mizokawa, A.
  • Organizer: The 31st International Congress of Psychology (ICP2016)
  • Place of Presentation: PACIFICO Yokohama, Kanagawa, Japan.
  • Year and Date: 2016-07-26
  • Int'l Joint Research
• [Presentation] Sensitivity to teacher and peer criticism in Japanese and Italian children (2015)
  • Author(s): Ai Mizokawa & Serena Lecce
  • Organizer: BPS Developmental Section & Social Section Annual Conference
  • Place of Presentation: The Palace Hotel, Manchester, U.K.
  • Year and Date: 2015-09-09
  • Int'l Joint Research
• [Book] 社会的認知の発達科学 (2018)
  • Author(s): 日本発達心理学会、尾崎 康子、森口 佑介
  • Total Pages: 310
  • Publisher: 新曜社
  • ISBN: 9784788515758
• [Book] 「心の理論」から学ぶ発達の基礎―教育・保育・自閉症理解への道 (2016)
  • Author(s): 子安増生（編）
  • Total Pages: 264
  • Publisher: ミネルヴァ書房
• [Book] 心の理論―第２世代の研究へ (2016)
  • Author(s): 子安増生・郷式徹（編）
  • Total Pages: 228
  • Publisher: 新曜社