@misc{oai:u-fukui.repo.nii.ac.jp:00020079,
 author = {佐々木, 綾子 and 小坂, 浩隆 and 末原, 紀美代 and 町浦, 美智子 and 定藤, 規弘 and 岡沢, 秀彦},
 month = {Jan},
 note = {Purpose:The aim of the present study was to identify the psychological and brain activation effects inadolescent males and females of a continuous learning experience during caring for infants.Methods:Nine male and 10 female adolescents participated in a learning experience of caring forinfants comprising study sessions at a nursery school once weekly to once a fortnight for a period of3months(the experienced group).Ten male and 10 female adolescents did not participate in sucha learning experience (the non-experienced group). Subjects were assessed before and after theintervention in the experienced group,and at the same time points for the non-experienced group,using 1) the scale of readiness for parenthood and 2)fMRI,to investigate the brain areas involved inthe development of parenthood skills.During the tasks,the subjects observed or listened to a video ofthe faces of crying infants.Results:ln the experienced group, readiness for parenthood scores were significantly elevated afterthe learning experience,while there was no signMcant difference in scores in the non-experiencedgroup.As compared with white noise,activation of the bilateral cingulate cortices,bilateral insulaeand bilateral middle frontal gyri while listening to a crying infant were significantly higher in theexperienced group after the learning experience.ln the non-experienced group, no significantdifferences were found in any regions.Conclusions:The accumuiation of iearning experience of caring for infants positively affe differences were found in any regions.},
 title = {親性育成のための基礎研究(3)青年期男女における乳幼児との継続接触体験の 知性準備性尺度・fMRIによる評価一},
 year = {2011}
}