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Masataka Umeda Wanseok Lee Courtney A. Marino Shelby C. Hilliard 《Journal of sports sciences》2016,34(5):467-476
This study examined the potential influence of moderate intensity physical activity (PA) levels and gender on central pain modulation using conditioned pain modulation (CPM) in healthy men and women. Twenty four individuals (12 men and 12 women) who reported engaging in the moderate intensity PA for 150 min or more per week and 24 individuals (12 men and 12 women) who reported engaging in moderate intensity PA for 60 min or less per week completed a self-report PA questionnaire and a 7-day PA assessment using an accelerometer. Furthermore, the participants completed the CPM testing to evaluate the efficiency of central pain modulation. The active individuals scored higher on the PA questionnaire and spent more minutes for light, lifestyle, moderate and vigorous intensity PA than the less active individuals. The active men and women exhibited comparable magnitudes of CPM, and showed a greater magnitude of CPM when compared to their less active counterparts. However, these beneficial effects of higher dose moderate intensity PA disappeared when time spent for vigorous intensity PA was statistically controlled for. These results suggest that the higher dose moderate intensity PA does not add to the benefits from vigorous intensity PA to further improve central pain modulatory systems. 相似文献
2.
When we consider the gap between mathematics at elementary and secondary levels, and given the logical nature of mathematics
at the latter level, it can be seen as important that the aspects of children's logical development in the upper grades in
elementary school be clarified. In this study we focus on the teaching and learning of “division with decimals” in a 5th grade
classroom, because it is well known to be difficult for children to understand the meaning of division with decimals, caused
by certain conceptions which children have implicitly or explicitly. In this paper we discuss how children develop their logical
reasoning beyond such difficulties/misconceptions in the process of making sense of division with decimals in the classroom
setting. We then suggest that children's explanations based on two kinds of reversibility (inversion and reciprocity) are
effective in overcoming the difficulties/misconceptions related to division with decimals, and that they enable children to
conceive multiplication and division as a system of operations. 相似文献
3.
Nobuo Masataka 《Early education and development》2002,13(2):187-200
The factor structure and scale characteristics of the shortened version of the Social Competence and Behavior Evaluation are presented for a Japanese sample, as well as age and gender differences in the prevalence of emotional and behavioral problems and social competence throughout the preschool years. Principal-components analyses identified three factors; 1) social competence (SC), 2) anger-aggression (AA), and 3) anxiety-withdrawal (AW). Each scale was shown to have high internal consistency. Overall, the results were extremely consistent with the previous findings on the U.S. and the Canadian samples. However, the scores were lower in the Japanese sample than in the U.S. and the Canadian samples on AA and AW. This feature is discussed in terms of the characteristics of the Japanese society as compared to Western societies. 相似文献
4.
Larry Nucci Judith Smetana Noriyuki Araki Masataka Nakaue Jessamy Comer 《Child development》2014,85(3):901-907
Adolescents' obligation to disclose and their actual disclosure about their activities to parents, justifications for nondisclosure, and strategies for information management were examined in different domains in 460 middle adolescents (Mage = 16.6 years) from working and middle‐class families in Japan. Adolescents felt most obligated to disclose prudential issues, but disclosed most about personal issues. Adolescents primarily justified nondisclosure with claims to personal choice and for prudential issues, concerns with parental disapproval. They rarely lied and mostly told parents if asked or avoided the issue. Findings revealed consistencies with prior work on disclosure with European and U.S. adolescents, as well as patterns specific to the Japanese cultural setting. 相似文献
5.
Peter LaFreniere Nobuo Masataka Marina Butovskaya Qin Chen Maria Auxiliadora Dessen Klaus Atwanger Susanne Schreiner Rosario Montirosso Alessandra Frigerio 《Early education and development》2002,13(2):201-220
A multi-national study using the Social Competence and Behavior Evaluation Inventory (SCBE-30) was conducted to investigate preschool children's social and emotional development across cultures. A total of 4,640 children from eight participating countries, including Austria, Brazil, Canada, China, Italy, Japan, Russia, and the United States were evaluated by their preschool teachers. The main objective of the study was to validate the SCBE-30 in each country and build a cross-cultural data set for the investigation of universals, as well as cultural differences, in the development of preschool children's social competence and the frequency and type of their behavioral problems. Results provide a clear case for the structural equivalence of the SCBE-30 across all samples, for universals in the structure of early social behavior, and possibly some differences that may be attributed to culture. The pattern of gender differences found in North American samples was found to generalize across cultural contexts as preschool boys were universally reported to be significantly more aggressive and viewed as less socially competent than girls. Age differences were also found in all eight samples reflecting increasing competence in older children, however age trends in the prevalence of behavior problems were culture specific. 相似文献
6.
Masataka N 《Journal of deaf studies and deaf education》2006,11(2):139-143
Previous research has demonstrated that both hearing adults and hearing children with no training in arithmetic successfully performed approximate arithmetic on large sets of elements. Here, the possibility is explored that the same phenomenon can be confirmed in deaf adults who have acquired a signed language as their first language. Results reveal that they can perform simple arithmetic subtraction on nonsymbolic numerosities. Their performance levels were even higher than those of hearing adults who participated in the experiment as a control group. On the other hand, the performance levels of subtraction of the deaf adults in the formal mathematics were lower than those of the hearing adults. The findings are argued in terms of the characteristics of cognitive capabilities the deaf adults acquired through their development. 相似文献
7.
Masataka N Ohnishi T Imabayashi E Hirakata M Matsuda H 《Journal of deaf studies and deaf education》2006,11(2):144-152
This paper reports a study designed to examine the neuronal correlates for comprehending the signs of American Sign Language representing numerals in deaf signers who acquired Japanese Sign Language as their first language. The participants were scanned by functional magnetic resonance imaging (fMRI) twice on the day of the experiment. The results of the measurements revealed that upon learning that the signs actually have numeric meaning, a network of brain areas is activated immediately. Many of these areas have been previously implicated in numerical processing. The similar neural network of brain regions responsible for numerical processing exists on a nonlinguistical basis and works to retrieve arithmetic facts from presented linguistic material regardless of the mode of the language. 相似文献
8.
Nobuo Masataka 《Child development》1992,63(5):1177-1185
Discriminant analysis was used to distinguish statistically between the comfort-state vocalizations uttered by Japanese infants following 5 different types of pitch contours of maternal speech. Ontogenetic changes of their vocal behaviors were investigated during the first 5 months of life. Structural variability in infant vocalizations across variants of maternal speech was found to be characterized by a set of quantifiable physical parameters. However, infant's age when a vocalization was recorded was not an important contributor. Successful attempts at cross-validation, in which the discriminant profiles derived from one sample of vocalizations were used to classify a second set of vocalizations, indicated that the result obtained was not an artifact of using the same data set to derive the profiles to test reclassification accuracy. Proportion of cross-validated vocalizations that were misclassified decreased as age increased. The results of the present study demonstrate that a statistically significant relation exists between acoustic features of maternal speech and those of following infant vocalizations, and that such a relation strengthens over age. 相似文献
9.
The future of higher education in Japan: Changing the legal status of national universities 总被引：3，自引：0，他引：3
Masataka Murasawa 《Higher Education》2002,43(1):141-155
Japanese universities have beentightly controlled by the Ministry of Educationand it has often been pointed out that theirautonomy has been ambiguous. In the late 1990s,however, the Japanese government started thedebate about introducing an IndependentAdministrative Institution system in order toderegulate its authority and to make therelationship between the government andnational universities clear. If this systemwere actually introduced, universities in Japanwould not only enjoy a great amount ofautonomy, but would also face financialproblems. The reality is unclear so far, butsome national universities have already startedto reform themselves radically in preparationfor the introduction. 相似文献
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