Updated on 2024/10/18

写真a

 
TERASAWA Takafumi
 
Organization
Faculty of Education Professor
Position
Professor
Homepage
https://edu.okayama-u.ac.jp/~shinri/terasawa/
Other name(s)
Terasawa, T.
External link

Degree

  • 博士(心理学) ( 筑波大学 )

Research Interests

  • 認知心理学

  • Educational Psychology

  • Education Technology

  • Memory and Learning

  • Cognitive Psychology

  • 教育工学

  • 記憶と学習

  • 異種通信システム融合技術

  • マイクロステップ計測技術

  • 感覚記憶の超長期持続性

  • 教育心理学：高精度教育ビッグデータ

Research Areas

  • Humanities & Social Sciences / Educational technology

  • Humanities & Social Sciences / Experimental psychology

  • Humanities & Social Sciences / Educational psychology

Research History

  • Okayama University   学術研究院教委学域   Professor

    2020.4

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  • Okayama University   大学院教育学研究科   Professor

    2008.4 - 2020.3

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Professional Memberships

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Committee Memberships

  • 日本教育心理学会   機関誌編集委員  

    2020.1 - 2021.12   

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  • 日本教育心理学会   機関誌編集委員  

    2004 - 2006   

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    Committee type：Academic society

    日本教育心理学会

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Papers

  • The Plactice Invited Reviewed

    TAKAFUMI TERASAWA, YAYOI WATANABE, TAKASHI KIRYU, TETSURO ITO, YASURO MIZUTANI, KIKUKO MIYAKE, ETSUKO T. HARADA

    The Annual Report of Educational Psychology in Japan   62   264 - 270   2023.3

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    Authorship：Lead author   Publishing type：Research paper (scientific journal)   Publisher：The Japanese Association of Educational Psychology  

    DOI： 10.5926/arepj.62.264

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  • Effects of e-learning and progression requirements on the English proficiency of university students: Reviewed

    Yasuhiro Yamamoto, Tomoe Masuoka, Yasuo Miyazaki, Takafumi Terasawa

    The Japanese journal of psychology   94 ( 4 )   308 - 318   2023

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    Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japanese Psychological Association  

    DOI： 10.4992/jjpsy.94.22009

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  • Implicit Memory and Big Data Change English Learning Methods: What Should Researchers do for DX in Education? Invited Reviewed

    Takafumi Terasawa, Tomoe Masuoka, Yasuhiro Yamamoto, Ayumi Yamagiwa, Akihiro Tanabe, Shingo Tsuda, Tamotsu Yamagami, Seiji Tsuda, Tsukasa Mao, Koumei Shimizu

    Computer&Education   53   43 - 51   2022.12

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    Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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  • Effect of communication function on learning behavior duration and the individual differences in learning application Reviewed

    Ikuo SAWAYAMA, Machiko SANNOMIYA, Takafumi TERASAWA

    15   印刷中   2020.12

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  • 学習アプリにおけるコミュニケーション機能による学習行動の継続促進効果およびその個人差（II）：追試報告

    澤山 郁夫, 三宮 真智子, 寺澤 孝文

    兵庫教育大学研究紀要   57   187 - 193   2020.9

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  • The effect of representations with high similarity on recognition

    益岡都萌, 西山めぐみ, 寺澤孝文

    日本認知科学会大会発表論文集(CD-ROM)   37th   2020

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  • The influence of motivation on learning performance and learning behavior in e-learning

    Ueda Ayaka, Suzuki Wataru, Sakuma Yasuyuki, Nishiyama Megumi, Terasawa Takafumi

    Proceedings of the Japanese Society for Cognitive Psychology   2019 ( 0 )   130 - 130   2019

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    Language：Japanese   Publisher：The Japanese Society for Cognitive Psychology  

    DOI： 10.14875/cogpsy.2019.0_130

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  • Monitoring Yet-to-mature Knowledge of Social Studies at Each Learner: Reliability and Validity of Self-evaluation by Junior High School Students Reviewed

    Ikuo SAWAYAMA, Akihiko TAKAMATSU, Takafumi TERASAWA

    Educational Information Research   34 ( 1 )   35 - 45   2018.7

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    Language：Japanese   Publishing type：Research paper (scientific journal)  

    DOI： 10.20694/jjsei.34.1_35

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  • Improve Self Efficacy by Study Feedback from Educational Big Data

    Niu Sice, Masuoka Tomoe, Nishiyama Megumi, Terasawa Takafumi

    The Proceedings of the Annual Convention of the Japanese Psychological Association   82 ( 0 )   3EV - 069-3EV-069   2018

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    Language：Japanese   Publisher：The Japanese Psychological Association  

    DOI： 10.4992/pacjpa.82.0_3EV-069

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  • Effects of visual long-term memory on change detection

    Tomoe Masuoka, Megumi Nishiyama, Takafumi Terasawa

    Shinrigaku Kenkyu   89 ( 4 )   409 - 415   2018

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japanese Psychological Association  

    Many previous studies have shown that visual memory plays an important role in change detection. Nishiyama &amp
    Kawaguchi (2014) focused on the visual long-term memory that was encoded before a change detection task, and they reported that the visual long-term memory affected the change detection performance. We investigated whether those results are reproducible. Participants performed two experiments consisting of a study phase, change detection phase, and indirect recognition phase (Nishiyama &amp
    Kawaguchi, 2014). They studied pre-change images of meaningless objects in both experiments. In Experiment 1, each image was studied five times, while in Experiment 2, each image was studied either five times or one time, and the change detection performance and results of the indirect recognition task were measured. The results of both experiments revealed that visual long-term memory could be retained in detail. However, these findings differed from those of Nishiyama &amp
    Kawaguchi (2014) and indicate the need for a more solid experimental procedure to clarify the effect of visual long-term memory on change detection.

    DOI： 10.4992/jjpsy.89.17327

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  • The effect of interconnections between learners on the duration of academic workload in e-learning for rote exercises Reviewed

    Ikuo SAWAYAMA, Takafumi TERASAWA

    Educational technology research   38 ( 1 )   21 - 34   2015.12

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

    <p>E-learning, which is intended to facilitate the memorization of knowledge such as English vocabulary, has been found to be problematic for continuous learning. Learners need to be highly autonomous to be able to use the e-learning system at any time. Meanwhile, group learning is currently widespread due to benefits such as its motivational effectiveness. Thus, we explored the idea of connecting learners to each other through e-learning. We then examined the effectiveness of the connecting system that learners used to interact with their peers. Learners were divided into two groups: One group used the connecting system, while the other group did not, and both used the e-learning system for one month. Consequently, it was found that the connecting system had an extended effect on the duration of learners' academic workload.</p><p></p>

    DOI： 10.15077/etr.39072

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  • ビッグデータのスケジューリング技術により見えなかった"学習効果"を可視化

    寺澤孝文

    月刊J-LIS（地方公共団体情報システム機構）   2 ( 4 )   32 - 37   2015

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    Language：Japanese   Publisher：地方公共団体情報システム機構  

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  • 視覚的長期記憶が変化検出過程に与える影響

    益岡都萌, 西山めぐみ, 寺澤孝文

    日本認知科学会大会発表論文集(CD-ROM)   32nd   2015

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  • 教育ビッグデータの大きな可能性とアカデミズムに求められるもの －情報工学と社会科学のさらなる連携の重要性－

    寺澤孝文

    コンピュータ＆エデュケーション（コンピュータ利用教育学会）   38   28 - 38   2015

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  • PA030 Web上での学習者間相互交流の仕組みがeラーニングに対する動機づけに与える効果(IV)(教授・学習・認知,ポスター発表A)

    澤山 郁夫, 三宮 真智子, 寺澤 孝文

    日本教育心理学会総会発表論文集   57   145 - 145   2015

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.57.0_145

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  • Assessment of Improvement in Vocabulary Learning with Longitudinal Big Data: Application of the Scheduling Principle Controlling Temporal Dimension Factors to Education

    Yuka Kawasaki, Takafumi Terasawa

    Conference on Educational Media and Technology (Ed-Media 2014)   2131 - 2139   2014

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  • The Effect of Connecting Learners to Each Other on the Transition of Academic Workload in E-Learning for Rote Exercise

    SAWAYAMA Ikuo, TERASAWA Takafumi

    Japan Journal of Educational Technology   38 ( 1 )   1 - 18   2014

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    E-learning which is intended to memorize the knowledge like English words has a problem for the learners to poorly keep on studying. It appears that learners need to have radical autonomy to use e-learning in this way. These days, group learning is closely watched on account of the motivation effectiveness and so on. We explored the idea of connecting learners to each other through e-learning, which has been assumed to be used individually. Then, we examined the effectiveness of the connecting system. To elaborate, the learners were divided into two groups, with one group using the connecting system and one group not using it, and made to use e-learning for a month. Consequently, it was found that the connecting system had an inhibitory effect on the decrease of the learners' academic workload.

    DOI： 10.15077/jjet.KJ00009357861

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  • PC008 eラーニング上の学習者同士の繋がる仕組みによって学習を回避してしまう者の特徴(教授・学習・認知,ポスター発表C)

    澤山 郁夫, 三宮 真智子, 寺澤 孝文

    日本教育心理学会総会発表論文集   56   359 - 359   2014

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.56.0_359

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  • Long-lasting implicit memory for unfamiliar faces revealed by an indirect recognition procedure

    Nishiyama Megumi, Terasawa Takafumi

    The Japanese journal of psychology   83 ( 6 )   526 - 535   2013

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    Language：Japanese   Publisher：The Japanese Psychological Association  

    We examined whether people can retain an implicit memory for unfamiliar faces over several weeks by using an indirect recognition procedure (Terasawa & Ohta, 1993). The procedure was composed of two sessions with a long-term interval. Two experiments using different intervals ─ 19 days (Experiment 1) and 7 weeks (Experiment 2) ─ were conducted. In each session, participants were presented with line drawings of faces and were asked to rate their preferences. The number of presentations varied for each condition in the first session. Participants were also asked to perform an unexpected recognition test for the faces presented after the rating task in the second session. Results from both experiments showed that the rates of correct and false recognition of faces increased significantly with the number of presentations in the first session. The findings indicate that long-lasting implicit memory can be formed for unfamiliar faces by incidental learning.

    DOI： 10.4992/jjpsy.83.526

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    Other Link： https://jlc.jst.go.jp/DN/JALC/10017892383?from=CiNii

  • 「附属学校園におけ る幼・小・中一貫教育の理論と実践－考える力を育てる言葉の教育－

    岡山大学教育学部一貫教育専門委員会報告書   13 - 34   2013

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  • 縦断的ビッグデータによる行動予測の本質的問題の解決；時間次元の要因を統制するスケジューリング原理の教育活用

    寺澤孝文, 吉田哲也, 太田信夫

    第12回情報科学技術フォーラム（FIT2013）講演論文集   557 - 564   2013

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  • PF-082 Web上での学習者間相互交流の仕組みがeラーニングに対する動機づけに与える効果(II)(教授・学習,ポスター発表)

    澤山 郁夫, 寺澤 孝文

    日本教育心理学会総会発表論文集   55   534 - 534   2013

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.55.0_534

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  • PA-090 Web上での学習者間相互交流の仕組みがeラーニングに対する動機づけに与える効果(教授・学習,ポスター発表)

    澤山 郁夫, 寺澤 孝文

    日本教育心理学会総会発表論文集   54   90 - 90   2012

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.54.0_90

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  • 入学初期の看護大学生が抱く看護師イメージの構造と職業的アイデンティティとの関連

    江口瞳, 片山はるみ, 寺澤孝文

    山陽看護学研究会誌   1 ( 1 )   21 - 30   2011.3

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    Language：Japanese   Publisher：山陽学園大学  

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    Other Link： http://search.jamas.or.jp/link/ui/2013302925

  • Guessing Bias for Negative Words in Individuals with High Trait Anxiety Reviewed

    Ueda Ayaka, Terasawa Takafumi

    The Japanese Journal of Personality   20 ( 1 )   53 - 56   2011

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    Language：Japanese   Publisher：Japan Society of Personality Psychology  

    Individuals with high trait anxiety show a tendency toward spontaneous generation of negative events. This study evaluated the relationship between guessing bias and trait anxiety in a word-fragment completion task without a study phase. College students (N=96) were asked to complete the word fragments in the absence of the study phase. Their guessing bias was calculated by subtracting the proportion of completion of neutral words from the proportion of completion of negative words. The results showed that the guessing bias was affected by trait anxiety, but not by dysphoria. Students who were higher in trait anxiety completed more negative words than neutral words.

    DOI： 10.2132/personality.20.53

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  • Detection of implicit memory for hard-to-encode tone sequences using an indirect recognition procedure

    Ueda Ayaka, Terasawa Takafumi

    The Japanese journal of psychology   81 ( 4 )   413 - 419   2010

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    Language：Japanese   Publisher：The Japanese Psychological Association  

    Two experiments, using an indirect recognition procedure (Terasawa & Ohta, 1993) as an implicit memory task, were conducted to examine implicit memory for random tone sequences. The indirect recognition procedure involved two sessions. The second session was a general recognition experiment consisting of learning and a recognition test phase. The effects of the learning during the first session were examined based on the recognition performance in the second session. The interval between the sessions was 10 weeks for Experiment 1 and 8 weeks for Experiment 2. In each session, participants were required to rate their liking for each of the sequences presented. In the second session, participants were required to respond to an old-new recognition test about the items just presented. The targets and distractors in the test consisted of stimuli presented or not presented in the first session. Analyses of the hits and false alarms showed an effect of the number of presentations in the first session. This result indicates an effect of long lasting implicit memory for tone sequences.

    DOI： 10.4992/jjpsy.81.413

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  • 高不安者の注意バイアスと記憶バイアスの検討

    上田紋佳, 猪原敬介, 寺澤孝文

    日本心理学会第73回大会   2009.8

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  • Unconscious Stage of Learning in the Acquisition of a Second Language : Experimental Designs in Long-Term Everyday Learning Situations Reviewed

    Takafumi Terasawa, Tetsuya Yoshida, Nobuo Ohta

    JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY   56 ( 4 )   510 - 522   2008.12

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：JAPANESE ASSOC EDUCATIONAL PSYCHOLOGY  

    The present research was conducted in the context of the view that implicit memory, may be involved in the process of learning general vocabulary. The present authors' research on implicit memory has showed that effects of repeated minimal studying are maintained for extended periods (e.g., Ueda & Terasawa, 2008). The prediction made in the present study was that effects of general learning Would continue to accumulate over time. The participants in the learning experiment were 15 high school students. The stimulus materials were over 1,000 English words. In the experiment, which continued for 8 months, the students studied English vocabulary words that usually take a long time to acquire. A new methodology was used that controlled the learning and test schedule in detail for each word. The students continued to Study at home using a computerized program that resembled vocabulary cards. Analysis of the very large amount of reaction data obtained illustrated how the effects of learning were accumulating at unconscious levels. This confirmed the effectiveness of the scheduling method used. The discussion deals with the possibility that vocabulary skills might not increase monotonically.

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  • 英単語学習における自覚できない学習段階の検出--長期に連続する日常の場へ実験法を展開する

    寺澤孝文, 吉田哲也, 太田信夫

    教育心理学研究   56   510 - 522   2008

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  • The effects of incidental learning for auditory stimuli on recognition judgments over long-term intervals

    UEDA Ayaka, TERASAWA Takafumi

    NINCHISHINRIGAKUKENKYU   6 ( 1 )   35 - 45   2008

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    Publisher：The Japanese Society for Cognitive Psychology  

    Using the indirect recognition procedure (Terasawa & Ohta, 1993), this study examines whether people can retain random tone sequences for long periods through two group-experiments. The participants participated in two sessions, where the second session was a general recognition experiment consisting of preference judgment and recognition test phases. The effects of exposure to the sequences in the first session are examined based on recognition performance in the second session. The intervals between the sessions are 4 weeks (Experiment 1) and 14 weeks (Experiment 2). In each session, participants were required to rate their preference for each sequence. In the second session, after rating preferences, the participants were required to judge whether they had heard each of the sequences presented in the preference phase (indirect recognition test). The results show that the hits and false alarms for sequences presented in the first session were much higher than non-presented sequences. These results indicate that humans can retain auditory information, which is difficult to encode, for long periods. Possible educational applications are discussed.

    DOI： 10.5265/jcogpsy.6.35

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    Other Link： https://jlc.jst.go.jp/DN/JALC/00353337761?from=CiNii

  • A Study on the Long-term Effect of Computer-Based Learning

    Yuka Kawasaki, Hironori Sasaki, Yumi Yamaguchi, Takafumi Terasawa, Haruhisa Yamaguchi

    Association for the Advancement of Computing in Education(E-Learn 2008)   2211 - 2218   2008

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  • Long lasting effects of auditory learning of random melodies: a preliminary research for educational application

    Bulletin of Research and Development Center for Educational Practice,Okayama University   8 ( 8 )   81 - 88   2008

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  • 看護学生の看護実践に対する自己効力感尺度の作成と信頼性・妥当性の検討

    江口瞳, 寺澤孝文

    広島国際大学看護学ジャーナル   5   15 - 25   2008

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  • 指導に生かせるテストと評価を目指して

    北尾倫彦, 池田 央, 寺澤孝文, 三宅貴久子, 太田信夫, 松宮 功

    教育心理学年報，46集，pp.19-21   46   19 - 21   2007

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  • 学習の効果は本当に積み重なっていくのか？－自覚できない学習段階がみえてきた－

    森 熊男, 稲田佳彦, 跡部鉱三, 安藤元紀, 寺澤孝文

    2006年度 学部・附属学校園相互乗り入れ授業報告   23 - 26   2007

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  • Factors Affecting Nursing Students Images of Nurses and Changes in Their Image Scores as They Advanced in Their Studies

    Eguchi Hitomi, Terasawa Takafumi

    Journal of Japan Society of Nursing Research   29 ( 4 )   4_71 - 4_80   2006

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    Language：Japanese   Publisher：Japan Society of Nursing Research  

    This article focuses on the image of nurses held by different age groups of nursing students with the aim of supporting them to establish their professional identity. Surveys were conducted by targeting students newly admitted to the threeyear nursing program as well as students who had completed each of their first, second and third years of study. Both crosssectional and longitudinal analysis were carried out on influencing factors which changed the subjects image of nurses as they moved through each year of study. The findings of earlier studies were two-fold: the image of nurses was either positive or negative as nursing students advanced year-to-year, thereby, making it difficult to interpret the data. Based on the analysis of the rating scores of 63 items regarding the subjects images of nurses, four factors were identified. Cross-sectional analysis results showed that the scores of images of nurses held by students completing their second year were lower than those of newly admitted students, as well as those of students who had just completed their first year. On the other hand, longitudinal analysis results showed that the scores of the students finishing their first year and second year were lower than their scores at the beginning of each school year but that the scores did not change in their third year. From this, it can be assumed that the somewhat vague image of nurses formed by students before they started the program became more realistic as their studies progressed, which, as a result, was reflected in realistic images of themselves as well as their scores.

    DOI： 10.15065/jjsnr.20060523008

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  • 指導に生かせるテストと評価をめざして(準備委員会企画シンポジウム4)

    北尾 倫彦, 池田 央, 寺澤 孝文, 三宅 貴久子, 松宮 功, 太田 信夫

    日本教育心理学会総会発表論文集   48   S16 - S17   2006

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.48.0_S16

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  • 一般性自己効力感と看護実践に対する自己効力感の学年間の相違

    江口 瞳, 寺澤孝文

    広島国際大学看護学ジャーナル   2005

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  • 看護師イメージの因子構造と学年の影響 －入学時と卒業時の比較－

    江口瞳, 寺澤孝文

    旭川荘研究年報   2004

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  • PD098 看護実践に対する自己効力感向上のための実験的検討 : イメージトレーニング導入の有効性(ポスター発表D,研究発表)

    江口 瞳, 寺澤 孝文

    日本教育心理学会総会発表論文集   46   442 - 442   2004

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.46.0_442

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  • 19 潜在記憶研究から英語教育への貢献 : 新しい学習効果測定法の可能性(自主シンポジウム)

    太田 信夫, 寺澤 孝文, 吉田 哲也, 前本 恭子, 松畑 煕一

    日本教育心理学会総会発表論文集   45   S56 - S57   2003

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.45.0_S56

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  • 絶対的個人差の測定-英単語学習のマイクロステップに現れる大きな個人差-(共著)

    寺澤 孝文, 太田 信夫, 吉田 哲也, 岩井 木綿子, 小山 茂

    日本教育心理学会第24回総会発表論文集   42 ( 399 )   399 - 399   2000

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.42.0_399

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  • 学習の効果は自覚できないレベルで蓄積されていく--英単語を材料とした長期学習実験--(共著)

    寺澤 孝文, 太田 信夫, 吉田 哲也

    日本教育心理学会第41回総会発表論文集   41   190 - 190   1999

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.41.0_190

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  • 熟知後に現れる英単語学習の積み重ねの効果(1)-長期学習実験3カ月月目のデータ-(共著)

    寺澤 孝文, 太田 信夫

    日本教育心理学会第40回総会発表論文集   40   298 - 298   1998

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.40.0_298

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  • プライミング効果とインターバルの関係-インターバルが長いほど顕著になる現象:レミニッセンス?-

    寺澤孝文

    日本心理学会第62回大会発表論文集   806   806   1998

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  • 中学生の漢字の熟知度評定に見られる学年の効果 -都市部の中学生を対象にして-

    寺澤 孝文

    日本教育心理学会第38回総会発表論文集   38   422 - 422   1996

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.38.0_422

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  • 中学生における15週間前の2秒の単語学習のシステマティックな効果

    寺澤孝文

    日本心理学会第59回大学発表論文集   790   1995

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  • 多試行自由放出実験事例における放出量の増加現象に関する研究

    寺澤 孝文

    日本教育心理学会第30回総会発表論文集   30   640 - 641   1988

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.30.0_640

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Books

  • 高精度教育ビッグデータで変わる記憶と教育の常識―マイクロステップ・スケジューリングによる知識習得の効率化―

    寺澤孝文, 山際あゆみ, 田邊彰洋（ Role： Joint author）

    風間書房  2021.3 

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  • 英語教育学と認知心理学のクロスポイント －小学校から大学までの英語学習を考える－

    太田信夫, 佐久間康之（ Role： Contributor ,  潜在記憶と学習の実践的研究）

    北大路書房  2016 

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  • マイクロステップ計測法による英単語学習の個人差の測定

    風間書房  2007 

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  • Dynamic cognitive processes

    Springer-Verlag  2005 

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  • 外国語学習での暗示的・明示的知識の役割とは何か

    鈴木 渉, 佐久間 康之, 寺澤孝文（ Role： Supervisor (editorial)）

    大修館書店  2021.9 

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  • 記憶の心理学

    放送大学教育振興会  2008 

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  • 記憶の心理学と現代社会

    2006 

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  • 理論からの心理学入門

    培風館  2005 

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  • 「生涯個別学習を可能にするデータ蓄積型ＣＡＩシステム―長期学習実験と記憶理論に基づく学習効果予測モジュールの開発―」（平成11〜13年度科学研究費補助金基盤研究（Ｂ）（２）研究成果報告書）

    2003 

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  • 認知科学パースペクティブ－心理学からの10の視点－

    信山社出版  2002 

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  • 社会的認知ハンドブック

    北大路書房  2001 

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  • 「認知心理学を語る① おもしろ記憶のラボラトリー」

    北大路書房  2001 

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  • 知性と感性の心理

    福村出版  2000 

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  • 頭の働きを理解する

    大日本図書  2000 

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  • Memory and problem solvings

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  • The mechanism of recognition judgment and the permanent nature of memory

    Kazama Shobou 

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  • 頭の働きを理解する

    松井豊(編著)高校生のための心理学大日本図書 

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  • 記憶と問題解決

    子どもの発達と学習,濱口佳和他編,北樹出版 

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  • 一度見た情報は決して忘れない-超長期的記憶現象-

    行場次朗・箱田裕司(編著)「知性と感性の心理」福村出版 

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  • Memory and problem solvings

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  • Familiarity of KANJI words

    Psychology and Education for words 

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  • 漢字の熟知度

    言葉の心理と教育,福沢周亮編,教育出版 

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  • 再認メカニズムと記憶の永続性

    風間書房 

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  • Familiarity of KANJI words

    Psychology and Education for words 

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  • The mechanism of recognition judgment and the permanent nature of memory

    Kazama Shobou 

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MISC

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Presentations

  • Possibility of highly precise educational big-data collected by controlling timing of learning/testing events. Invited

    Takafumi Terasawa

    The Institute of Electrical;Electronics Engineers;Incorporated;acting;through;IEEE Computer Society;he;IEEE  2020.12 

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    Event date： 2020.12

    Presentation type：Oral presentation (invited, special)  

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  • 呈示回数とインターバルが視覚的長期記憶に及ぼす影響―階層線形モデルを用いたメタ分析による検討―

    益岡都萌, 宮崎康夫, 山本康裕, 西山めぐみ, 寺澤孝文

    日本心理学会第86回大会  2023.9 

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    Event date： 2023.9.8 - 2023.9.11

    Language：Japanese   Presentation type：Poster presentation  

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  • 教育心理学におけるビッグデータ活用の実践と課題 Invited

    寺澤 孝文, 渡辺 弥生, 桐生 崇, 伊藤 徹郎, 水谷 泰朗, 三宅 貴久子, 原田 悦子

    日本教育心理学会第64回総会  2023.8.10 

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    Event date： 2023.8.10 - 2023.9.10

    Presentation type：Symposium, workshop panel (nominated)  

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  • Auditory memory for random tone sequences is retained over long durations.

    SARMAC XIV  2023.8 

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    Event date： 2023.8.9 - 2023.8.12

    Language：English   Presentation type：Oral presentation (general)  

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  • 縦断データによる研究の現在とこれから－教育心理学研究における企業や自治体等との連携の必要性と課題－ Invited

    寺澤孝文, 佐藤有耕, 宮本友弘, 岡田謙介, 小塩真司, 河村茂雄

    日本教育心理学会第65回総会  2023.8 

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    Event date： 2023.8 - 2023.9

    Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

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  • 目に見える科学的成果を個人に提供できる完全自動学習支援システム（マイクロステップ・スタディ）－英単語や漢字の学習支援は教師の仕事でなくなります－ Invited

    寺澤孝文

    オンラインラーニングフォーラム2022  2022.11.10 

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    Event date： 2022.11.3 - 2022.11.12

    Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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  • 大学生における短時間での語彙習得学習が総合的な英語力の向上に与える影響―マイクロステップ・スタディとGTEC得点による検討

    山本康裕, 益岡都萌, 宮崎康夫, 寺澤孝文

    日本教育心理学会第63回総会  2021.8 

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    Event date： 2021.8 - 2021.9

    Language：Japanese  

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  • 知識習得に人の関与は必須でなくなる－膨大な知識の形成的評価の完全自動化の実現－ Invited

    寺澤孝文

    オンラインラーニングフォーラム2023  2023.11.10 

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    Language：Japanese  

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  • 潜在記憶を基盤とするe-learningと高校生の英語力との関連―マルチレベルモデルによる縦断的検討

    山本康裕, 益岡都萌, 寺澤孝文

    日本心理学会第87回大会  2023.9 

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    Language：Japanese   Presentation type：Poster presentation  

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  • 漢字が読めない子を救えるｅラーニング－子どもの意欲を確実に上げられる支援の実現－ Invited

    寺澤孝文

    第8回関西教育ＩＣＴ展  2023.8.3 

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    Language：Japanese  

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  • 教育とデータサイエンスの融合が、人と企業と社会にもたらす新たなインパクト これからは“二刀流”の時代 Invited

    寺澤孝文

    「教育学×データサイエンスで人間・社会・文化の未来を拓く先駆者養成クロスプログラム」キックオフシンポジウム  2023.2.24 

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  • 潜在記憶を基盤とした語彙習得学習と総合的な英語力との関連―教育ビッグデータを活用したe-learningと英検得点のデータ解析

    山本康裕, 寺澤孝文

    日本心理学会第86回大会  2022.9 

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    Language：Japanese   Presentation type：Poster presentation  

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  • 学習中ユーザの可視化は効力期待の低い学習者の学習行動を促進する

    澤山 郁夫, 三宮 真智子, 寺澤 孝文

    日本パーソナリティ心理学会第29回大会  2020.9.11 

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  • A Study on the Long-term Effect of Computer-Based Learning

    Association for the Advancement of Computing in Education(E-Learn 2008)  2008 

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  • コンピューター画面上での英単語学習における長期持続的学習効果の研究

    日本教育工学会第24回全国大会  2008 

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  • 非シンボリック情報のみからシンボルは生成される ― 感覚情報を唯一の情報源と仮定する認識理論 ―

    日本理論心理学会第54回大会  2008 

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  • 新しいスケジューリング技術による客観的絶対評価の実現

    日本産業技術教育学会第23回情報分科会（岡山）研究発表会  2008 

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  • 聴覚の潜在記憶の音色による知覚特定性効果の検討

    日本心理学会第72回大会  2008 

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  • 不登校児の学習意欲を高めるマイクロステップ学習支援

    日本認知心理学会第6回大会  2008 

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  • 自覚できない潜在記憶を実感できる記憶教材の開発

    日本認知心理学会第5回発表論文集,6.  2007 

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  • 無意味な聴覚刺激の学習が2ヵ月後の再認実験成績に与える影響

    日本認知心理学会第5回大会発表論文集,199.  2007 

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  • 学習の効果は自覚できないレベルで確実に積み重なる：マイクロステップ計測により見えてきた微細な学習段階

    第34回全国英語教育学会  2007 

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  • 全ての英単語に客観的到達度評価を提供できる英単語学習ソフト ―最先端の測定技術を実装した任天堂DS専用英単語ソフトの開発―

    教育工学研究協議会（抄録はCD）  2007 

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  • ランダムなメロディの学習が2ヵ月後の再認判断に与える影響 ―音楽経験の効果の検討―

    日本心理学会第71回大会  2007 

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  • テストの測定精度を飛躍的に高める新しい測定技術 －任天堂DS用英単語学習ソフトによる実証研究－

    日本テスト学会第５回大会発表論文抄録集, pp.122-125.  2007 

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  • 長期インターバルがメロディの単純接触効果に与える影響

    日本認知心理学会第5回大会発表論文集,184.  2007 

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  • 準備委員会企画シンポジウム4 指導に生かせるテストと評価をめざして

    日本教育心理学会第48回総会  2006 

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  • 音刺激を用いて検出される顕著な潜在記憶現象

    日本認知心理学会第4回大会  2006 

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  • 無作為に作成されたメロディの記憶を人は2ヶ月間保持するのか

    日本認知心理学会第4回大会発表  2006 

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  • インターバルの違いが学習の長期的な効果に及ぼす影響 ―12週間インターバルと13週間インターバルの違い―

    日本認知科学会第23回大会  2006 

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  • メロディの偶発学習が２ヵ月後の再認判断に与える影響

    日本認知科学会第23回大会  2006 

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  • The Effects of 2-second Learning 12 weeks before on a Recognition Test: The Perspective of the Manner of Study

    5th International Conference of the Cognitive Science  2006 

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  • 文系的なアイデアを特許にするためには －超えなければいけない3つの壁－

    岡山大学地域共同研究センターセミナー  2006 

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  • 聴覚刺激を用いて示される長期的記憶現象

    日本認知心理学会第3回大会（発表論文集,p2-30）.  2005 

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  • Examining the applicability of the new method to measure long-lasting effect of learning.

    the 46h Annual Meeting of The Psychonomic Society  2005 

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  • dynamic testingによるe-learningの新展開

    日本教育工学会大会（抄録集,809-810）.  2005 

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  • OCRを使ったドリル学習支援システム

    日本教育工学会大会（講演論文集, 811-812）.  2005 

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  • Observed individual differences by controlling any timings of occurrences of vast study events.

    the 46h Annual Meeting of The Psychonomic Society  2005 

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  • マイクロステップ・テクノロジーによる実験計画法の日常場面への展開

    記憶・認知研究会（法政大学）  2005 

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  • 3ヶ月前の2秒の偶発学習回数が再認記憶の成績に与える影響

    日本認知心理学会第3回大会（発表論文集, p2-32）.  2005 

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  • 数ヶ月以前の聴覚刺激の呈示回数が再認成績に及ぼす影響

    日本認知心理学会第3回大会（発表論文集, p2-31）.  2005 

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  • 一般性自己効力感と看護実践に対する自己効力感の学年変化にみられる相違

    日本看護学教育学会第15回学術集会（誌, 73）.  2005 

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  • マイクロステップ計測法による次世代教育評価の実現

    日本テスト学会第2回大会（発表論文集,81-84）.  2005 

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  • 自己評定の個人データに見られる5分間英単語ドリル学習の効果

    日本認知心理学会第2回大会（発表論文集,o3-03.）  2004 

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  • Examining long-lasting effect of learning and individual differences in English word acquisition.

    Tsukuba International Conference on Memory  2004 

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  • 看護実践に対する自己効力感と看護師イメージの関連性の検討

    日本心理学会第68回大会（大会論文集, 199）.  2004 

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  • 看護実践に対する自己効力感の実態と学年進行による影響

    日本看護学教育学会第14回学術集会（誌, 117）.  2004 

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  • ドリル学習に対するやる気を高める新しい到達度評価の可能性

    日本教育心理学会第46回総会（発表論文集,458）.  2004 

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  • 看護実践に対する自己効力感向上のための実験的検討－イメージトレーニング導入の有効性－

    日本教育心理学会第46回総会（発表論文集, 442）.  2004 

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  • 個人データに見られる5 分間ドリル学習の効果－客観テストデータに関して－

    日本認知心理学会第2回大会（発表論文集,o3-04）  2004 

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  • 膨大な時系列データを生み出す新しい個人情報サービスの実現－時間次元の要因を考慮した実験計画法とデータベース技術の融合－

    日本認知科学会第21回大会（発表論文集, 44-45）  2004 

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  • 潜在記憶と人間の認知メカニズム：解決しなければならない新しい問題

    東芝研究開発センター研修会（講演会）  2004 

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  • 「経験」を変数化し解析対象にする－無数のスケジュールを生成し膨大な時系列経験データを収集するための原理－

    日本理論心理学会第50回大会（発表要旨集,6）.  2004 

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  • 無意味な音刺激を用いて示される長期的記憶現象

    日本心理学会第67回大会（発表論文集, 831）.  2004 

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  • 潜在記憶研究から英語教育への貢献―新しい学習効果測定法の可能性―

    日本教育心理学会第45回総会  2003 

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  • マイクロステップ計測法の方法論(2)―タイミング相殺法―

    日本認知心理学会第1回大会  2003 

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  • わずかな英単語学習の積み重ねで客観テストの成績は上昇するか

    日本心理学会第67回大会  2003 

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  • 英単語の５分間ドリル学習の継続が到達度に与える影響(1)―自己評定データに見られる５週間のドリル学習の効果―

    日本心理学会第67回大会  2003 

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  • マイクロステップ計測法の方法論(1)―種まき法―

    日本認知心理学会第1回大会  2003 

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  • Examining the relation between subjective evaluation and objective performance of word test in long-lasting English words learning.

    The 4-th Tsukuba International Conference on Memory  2003 

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  • Individual differences emerged in the study effect of 6-month learning of second-language words by using tightly controlled learning method.

    The 44th Annual Meeting of The Psychonomic Society  2003 

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  • Introducing the "Sowing Method" for controlling occurrences of a magnitude of events: A framework for Micro-Step Estimation.

    The 44th Annual Meeting of The Psychonomic Society  2003 

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  • Does five-minutes exercise in learning second-language words improve learner's lexical ability?

    The 4-th Tsukuba International Conference on Memory  2003 

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  • Fuzzy-trace theory and memory(Translated presentation for the invited speech of Dr. Charles Brainerd).

    The 4-th Tsukuba International Conference on Memory  2003 

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  • How long does it take to master 1,000 words in a second language perfectly?

    The third Tsukuba International Conference on Memory  2002 

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  • ニューロンレベルで記憶表象をとらえる －スキーマ，プロトタイプ，シンボルは何から作られるのか－

    日本心理学会第66回大会  2002 

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  • 大学受験に必要な英単語に関する調査データの解析

    日本認知科学会第19回大会  2002 

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  • 客観的絶対評価の実現にむけた学習－テストスケジュールの構築

    日本教育工学会第18大会  2002 

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  • 数ヶ月前の接触頻度が好意度評定に与える影響 ―イラスト刺激を用いて―

    日本心理学会第68回大会  2002 

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  • （招待講演）自覚できない学習到達度の測定－マイクロステップ測定法の英語教育への応用－

    京都大学教育学研究科教育認知心理学講座講演会  2002 

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  • Individual differences in time needed for mastering 1,000 words in second language.

    the 43h Annual Meeting of The Psychonomic Society  2002 

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  • 「経験の変数化」にむけて －膨大なイベントの生起タイミングを統制し効果を測定するための問題－

    日本教育工学会第18大会  2002 

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  • Examining the long-lasting font size effects in contingent recognition task by using Japanese Kanji words.

    2002 

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  • 単純接触効果に与える長期インターバルの影響－絵刺激に対する好意度が10週間前の遭遇回数に対応して変化する－

    日本認知科学会第18回大会  2001 

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  • 1000語の英単語をマスターするのに何ヵ月必要か ―６ヵ月までの学習データに基づく予測―

    日本教育心理学会第25回総会  2001 

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  • 半年間の英単語学習で単語テストの成績は上昇するか？

    日本教育心理学会第25回総会  2001 

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  • 英単語学習における客観テストの成績と自己評定の関係

    日本教育工学会第17回大会  2001 

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  • 長期インターバル後にみられる単純接触効果

    日本心理学会65回大会  2001 

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  • 半年間の単語学習における客観テストの成績の個人差

    日本心理学会65回大会  2001 

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  • 客観的絶対評価の実現にむけて－英単語学習の到達度に描き出されるマイクロステップ－

    日本教育工学会第17回大会  2001 

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  • 英単語一語の学習のために半年間で費やす時間 ―客観的絶対評価に向けた情報の収集―

    日本心理学会第65回大会  2001 

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  • ４ヵ月前の刺激との接触頻度が好悪判断に与える影響

    日本心理学会第64回大会  2000 

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  • 学習データの新しい蓄積・解析法－データ蓄積型ＣＡＩおよびフリーアキュムレーション法の提案－

    教育工学関連学協会連合第６回全国大会  2000 

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  • 絶対的個人差の測定－英単語学習のマイクロステップに現れる大きな個人差－

    日本教育心理学会第24回総会  2000 

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  • プライミング効果がレミニッセンス的特徴を持つ可能性

    日本心理学会第64回大会  2000 

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  • Long-term learning study of second language word acquisition.

    XXVII International Congress of Psychology  2000 

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  • Comparing brain activities for targets and distractors in list specific recognition judgments: An fMRI study.

    The 2nd International Conference on Cognitive Science  1999 

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  • 無意味なパターンと色の組み合わせ情報を人は２ヵ月保持できるか--Mu-Theoryの提案--

    日本心理学会第63回大会  1999 

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  • 学習の効果は自覚できないレベルで蓄積されていく--英単語を材料とした長期学習実験--

    日本教育心理学会第41回総会  1999 

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  • Effects of brief encounters with words continue to exist at least for 10 weeks

    The 40th Annual Meeting of The Psychonomic Society  1999 

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Awards

  • 第16回日本e-Learning大賞「文部科学大臣賞」

    2019.11   e-Learning Awards 2019フォーラム実行委員会、日本工業新聞社   高精度教育ビッグデータによる学力測定精度の飛躍的向上

    寺澤孝文・岡山大学

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  • 第12回日本e-Learning大賞「ニューメソッド部門賞」

    2015.11   e-Learning Awards 2015フォーラム実行委員会、日本工業新聞社  

    寺澤孝文・岡山大学

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  • 平成5年度データベース論文及びデータベースシステム システム部の佳作

    1994  

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    Country：Japan

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  • 第6回ソフトウェアコンファレンス優秀賞

    1990  

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    Country：Japan

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Research Projects

  • 英単語の語彙習得に関する潜在記憶の性質の解明と効果的学習方法の開発

    Grant number：23K02892  2023.04 - 2026.03

    日本学術振興会  科学研究費助成事業  基盤研究(C)

    益岡 都萌, 寺澤孝文

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    Grant amount：\4030000 （ Direct expense: \3100000 、 Indirect expense：\930000 ）

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  • タブレット上のアバターとの英会話練習における学習内容の長期記憶保持の検討

    Grant number：23K02133  2023.04 - 2026.03

    日本学術振興会  科学研究費助成事業  基盤研究(C)

    川崎 由花, 寺澤 孝文

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    Grant amount：\4550000 （ Direct expense: \3500000 、 Indirect expense：\1050000 ）

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  • 子どものインターネットの自律的使用態度・スキルの育成に関する研究

    Grant number：17K04863  2017.04 - 2024.03

    日本学術振興会  科学研究費助成事業  基盤研究(C)

    三宅 幹子, 竹内 和雄, 寺澤 孝文

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    Grant amount：\3510000 （ Direct expense: \2700000 、 Indirect expense：\810000 ）

    本研究では，子どもの自律的なインターネット使用のスキル・態度の育成に向けて，小・中学生のインターネット使用実態とそれに影響する要因を明らかにし，子どもの自律的なインターネット使用態度・スキルを育てるためのツール開発・環境づくりを進めることを目的としていた。
    2021年度は，出産・育児のため（産前産後の休暇、育児休業の取得）4月19日から研究を中断しており，また新型コロナウイルス感染症拡大の影響もあって，研究の進展は特にないが，小・中学生を対象として教育委員会が主催する，インターネット使用のスキル・態度の育成を目指す取り組みにオンラインで参加する等，本研究課題に関する実態把握や情報収を行った。

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  • Long-term development of second language knowledge: A large-scale longitudinal investigation

    Grant number：15H03222  2015.04 - 2019.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

    Suzuki Wataru

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    Grant amount：\16380000 （ Direct expense: \12600000 、 Indirect expense：\3780000 ）

    This study, using big data, attempted to examine how English proficiency improves when online English learning is continued for 5 to 15 minutes daily for one month. Approximately 1,500 university students participated in the study. The main findings of the study can be summarized as follows.First, the effects of short-time learning every day for a month were found to be cumulative microscopically. Second, daily learning was likely to be influenced by various factors such as English language skills, motivation, and language learning aptitude. Third, providing feedback to university students on the daily learning outcomes likely improved their motivation.

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  • Verification of the relationship between vocabulary level and conversational ability in the four English skills

    Grant number：26381245  2014.04 - 2018.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (C)

    Kawasaki Yuka

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    Grant amount：\4680000 （ Direct expense: \3600000 、 Indirect expense：\1080000 ）

    In this study, we aimed to clarify the relationship between vocabulary level and the four English skills, "listening," "speaking," "reading," and "writing." We examined the correlation between the English vocabulary levels and the skills of 1) listening, 2) speaking, 3) reading, and 4) writing of college students, using vocabulary that is the foundation of English proficiency as the experimental material. As a result, there were no significant differences in any case. In other words, the results showed that those with high vocabulary skills were not necessarily high in each of the four English skills.

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  • Structure Anaysis of Thinking Skils in Elementary School and Development and Evaluation of Learning Program of The Skills

    Grant number：23300312  2011.04 - 2015.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

    KUROKAMI Haruo, INAGAKI Tadashi, KISHI Makiko, TERASAWA Takafumi

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    Grant amount：\11570000 （ Direct expense: \8900000 、 Indirect expense：\2670000 ）

    Course of studies of Japanese, Math, Science, Social Studies, Living Environmental Studies and Integrated Studies were analyzed to find out "thinking verbs" required to accomplish learning activities. Finally 19 thinking verbs were extracted as thinking skills.
    These thinking skills appear in turn in each grade and sometimes multiple skills are related to the same learning activities. At the same time, some skills are logically more complex than others. The thinking skills were structured into a relation-map based on those relationships.
    On the other hand, a learning program was developed to train just important thinking skills. This program is focusing to the procedure of each skill and show learners the procedure using thinking tools. That program was implemented and examined in Kansai University Elementary School.

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  • New method for estimating causal relationship based on big data from large-scale longitudinal survey

    Grant number：22240079  2010.04 - 2015.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (A)

    TERASAWA Takafumi, OHTA Nobuo, YAMADA Tsuyoshi, YOSHIDA Tetsuya, MATSUDA Ken, SUZUKI Wataru, ITAGAKI Nobuya, SAKUMA Yasuyuki, KAWASAKI Yuka

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    Grant amount：\47710000 （ Direct expense: \36700000 、 Indirect expense：\11010000 ）

    Our method visualizes in detail improvements in the grades of individual children (where such improvements are not obvious in the field of education), making it possible to provide evident feedback even to children with low grades to convey the message, “If you try, you can do it.” In addition, our method allows making highly accurate scientific predictions on learning. Consequently, it is possible to construct highly accurate educational big data sets that aggregate various responses from many individuals on a yearly basis. The analysis of such data longitudinally visualizes not only learning but also consciousness states, such as feelings of self-efficacy and trends toward depression. Thus, it is now possible to conduct scientific discussions based on causal data, such as the visualization of at-risk children and practical assessments of the influence of teacher guidance.

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  • 新しいタイプの単純接触効果-クールな認知とホットな認知をつなげる理論基盤の構築-

    Grant number：17653088  2005 - 2007

    日本学術振興会  科学研究費助成事業  萌芽研究

    寺澤 孝文, 原 奈津子, 井上 祥治

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    Grant amount：\3300000 （ Direct expense: \3300000 ）

    月単位のインターバルを挿入して潜在記憶を 検出できる確実な実験条件と、同様に、長期インターバルを挿入して単純接触効果を検出できる実験条件の特定を目指し、研究を進めてきた。その結果、まず、意味を同定できないような、ランダムに作成された4秒程度の聴覚刺激を刺激として使った場合、その刺激との遭遇回数の効果を、1〜4ケ月の範囲のインターバルを入れて確実に、また頑健に検出できる条件を確立した。この事実は記憶や認知研究はもちろん、知覚研究等にも多大なインパクトを持つと考えられ、現在複数の雑誌に投稿し始めている。他方、このような聴覚刺激を用いた場合は、逆に、単純接触効果を検出することが非常に困難であることも明らかになった。そこで、長期インターバルをいれ、潜在記憶現象と単純接触効果の両者を同一実験事態で検出できる条件を、これまでの実験結果と独自の理論に基づき種々検討した。その結果、顔の線画のイラスト刺激を刺激とした場合に、好意度と潜在記憶の指標の両者に、1ケ月前の提示回数の効果が有意に検出されることが明らかになった。検出される単純接触効果のパターンも、予測通り、学習回数に対してU字型を示すパターンであった。これまでの研究成果を概観すると、長期インターバルを挿入して両者を同時に検出するために考慮すべき条件もかなり特定できた。潜在記憶の指標には符号化の難しい(もしくは経験量が少ない)刺激を用いることが有効であり、他方、長期インターバル後の単純接触効果を検出するためには、弁別性は高いが、類似した情報との遭遇量が多い刺激を用いることが有効である。顔のイラスト刺激は、その特徴を持った最適な刺激となろう。
    その他本研究で、コンピュータなどを使わず(集団実験として)、画像データを対象者一人ひとりにランダムに提示し、なおかつカウンターバランスを実施できる、実験冊子の印刷技術が2種類開発されたことも特記される。

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  • Realizing Objective Absolute Evaluation Using Experimental Design for "Coding of Experiences"

    Grant number：14209010  2002 - 2005

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (A)

    TERASAWA Takafumi, AOKI Tazuko, OHTA Nobuo, TOSHIDA Tetuya, YAMADA Tsuyoshi, HARA Natsuko

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    Grant amount：\48880000 （ Direct expense: \37600000 、 Indirect expense：\11280000 ）

    Until now, it has not been possible to scientifically measure a person's academic skills using scientific data, or, in other words, to realize objective absolute evaluations. In response, we developed a new measurement method which, unlike conventional evaluation methods that measure the effects of learning using tests only, also takes learning events into consideration. That is to say, we introduced a method of scheduling individual learning events and test events for extended periods according to each content of study, to see when and how these events occur, thereby accurately measuring a child's learning effects. This approach leads to a new educational evaluation method that is based on the new scheduling technique and which "integrates learning and tests." In our study, we applied this new approach to drill learning situations at the school setting, and fed back to individual students the effects of drill learning that cannot be perceived immediately even with studying (micro-steps). We also aimed at boosting children's motivation for learning. We conducted long-term learning experiments targeting such drill learning as studying and memorizing English words in high school, and reading Chinese characters in elementary school. Accumulation of the effects of daily learning, which are slight, was measured scientifically with extremely high precision, enabling us to illustrate the timeline changes in an individual student's learning attainment levels. Moreover, by feeding back the accumulation of such effects to individual students, we succeeded in increasing their motivation for learning. There currently are no other studies that carry out learning assistance of individually measuring the learning effects and feeding back the findings.

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  • Data storing CAI system that enables a lifetime individual learning : Developing a module on the basis of data from long-term learning experiments and the human memory theory to estimate learner's exam results

    Grant number：11559013  1999 - 2001

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

    TERASAWA Takafumi, YOSHIDA Tetsuya, OHTA Nobuo, AOKI Tazuko, SHIMAUCHI Yukio

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    Grant amount：\13000000 （ Direct expense: \13000000 ）

    The present study attempts (1) to accumulate data regarding learners' responses to a vast amount of study contents in long-term daily learning, and (2) to develop data storing CAI that can provide beneficial learning information feedback on the basis of gathered data. Our main aim here is to develop the module that can predict effective learning based on the learner's accumulated data.
    We conducted long term learning experiments by providing laptop computers to the high school students (learners) and asked them to study English words continuously for long tem at home. We analyzed the extensive data obtained from the experiments and discovered several new findings that have not been reported in previous studies so far, for example, the effect of learning is certainly accumulated even though the learner is not aware of it, and increased in the achievement of learning parallels with the study period. Moreover, from individual analyses of the learners, learning stages of individual is depicted to astonishing degree than we have expected.
    The achievement of individual is found to be rising steadily. Based on the achievement data that falls on simple regression line, we found that variation in the achievement can be predicted. Although the results indicate accomplishment of the research's goal, we found considerable individual differences beyond our prediction. Thus, we attempted to find out what leads to the large individual differences. As a result, we found the relation between substantial degree of achievement and the time spent for learning. A big individual difference exists in the achievement of English words learning that has been carried out widely and generally is totally new discovery.
    In addition, by means of conducting long term learning experiment, we develop English words database that is important and beneficial for the participants. From methodological perspective, the findings of the present study indicate possibility of a new experimental paradigm (i.e., micro-step estimation method) that can examine a time dimensional factor.

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  • Explicit and Implicit Memory in the aged : Searching for factors to prevent declining memory

    Grant number：08451024  1996 - 1998

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

    OHTA Nobuo, TERASAWA Takafumi, MORO Uji, TAKAHASHI Hideki

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    Grant amount：\4600000 （ Direct expense: \4600000 ）

    In the Experiment 1, we compared explicit and implicit memory in the aged with those in the young, in terms of perceptual priming, conceptual priming and recognition. We found that although the magnitude of priming for the aged and the young was similar in the case of perceptual priming, there were differences in the levels of conceptual priming. Conceptual priming in the aged showed faster decay compared to perceptual priming. In terms of explicit memory, performance for the aged was worse than for the young, especially when items were encoded at the conceptual or semantic levels.
    Experiment 2 dealt with procedural memory in the performance of problem solving tasks. The results showed that procedural memory in the aged is preserved at similar levels in the young. However, the quality of procedural memory in the young and the old differs, with procedural memory in the aged being based on motor-sensation processing, whereas this is based on cognitive-strategic processing in the young. In Experiment 3, although hypermnesia was found in the young, none was found in the old, however, it is uncertain why this was so.

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  • 記憶の超長期永続性の検討

    Grant number：08871011  1996 - 1997

    日本学術振興会  科学研究費助成事業  萌芽的研究

    寺澤 孝文

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    Grant amount：\2200000 （ Direct expense: \2200000 ）

    9個の白・黒の正方形(□,■)で作られた無意味な図柄の,■の数を数えるという偶発学習を披験者に行わせ,その2,3カ月後,間接再認課題を行うと,以前に呈示された図柄と呈示されなかった図柄を,被験者が無自覚的に弁別するという,驚くべき事実が昨年度までに確認された.本年度,この現象の再現性の検討に加え,パターン情報に色情報を組み合わせた刺激を作成し,より複雑な視覚情報を人間が長期に保持するか否かを実験的に検討した.非常に複雑な色パターン刺激を,実験条件に合わせて個人ごとに出力するためのプログラム開発に困難をきたしたが,購入したカラーレーザープリンターを用いて実験材料を作成し,約600人の被験者を対象に実験を実施した.実験1では,赤と青を色として,色の一致・不一致,および学習時に呈示されたか否かにより条件を統制した.インターバルは2カ月であった.実験の結果,学習時に呈示されたパターンで,なおかつ色も同じであった刺激に対する虚再認率が,学習時に呈示されなかったパターンのそれよりも有意に高くなることが明らかとなった.さらに,色が一致しない条件の虚再認率が,無学習と一致条件の間に落ちることが示された.実験2では,黄色と青を用いて同様の実験を実施した結果,今回はヒット率について実験1と同様の現象が観察された.長期的な効果が得られた指標が実験1と違う点は非常に興味深い.実験3では,赤,青,緑,黒を用い,先行学習の効果に与える色の効果を検討した.この実験では,色の効果は認められたが,長期的な学習効果に影響を与える色の効果は検出されなかった.一連の実験で,人間が無意味なパターン情報を少なくとも2カ月保持することはほぼ確実といえる.さらに,色情報が加わった複雑な色パターン情報についても,それを人間が長期に保持する可能性は極めて高いといえる.今後,色の波長と長期記憶に関する研究に新しい展開が見込める可能性が高い.

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  • Seminar in Learning Psychology　Ⅰ （2023academic year） 1st semester  - その他

  • Seminar in Learning Psychology　Ⅱ （2023academic year） Second semester  - その他

  • Special Studies in Psychology of Learning IA （2023academic year） Prophase  - その他

  • Special Studies in Psychology of Learning IA （2023academic year） 1st semester  - 水1,水2

  • Special Studies in Psychology of Learning IB （2023academic year） Prophase  - その他

  • Special Studies in Psychology of Learning IB （2023academic year） Second semester  - 水1,水2

  • Special Studies in Psychology of Learning : Seminar A （2023academic year） Third semester  - その他

  • Special Studies in Psychology of Learning : Seminar B （2023academic year） Fourth semester  - その他

  • Learning Psychology A （2023academic year） 1st semester  - 木5～6

  • Learning Psychology B （2023academic year） 1st semester  - 木5～6

  • Seminar in Teaching Profession Practice (Elementary school) （2023academic year） 1st-4th semester  - 水7～8

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2023academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2023academic year） Fourth semester  - 月1～4

  • Seminar in Educational Psychology （2023academic year） Fourth semester  - その他

  • Research Methods in Education and PsychologyEⅠ(Research Methods of Psychology1) （2023academic year） 1st-4th semester  - その他

  • Research Methods in Education and PsychologyEⅡ(Research Methods of Psychology2) （2023academic year） 1st-4th semester  - その他

  • Special Studies in Idea and Problems of Academic Training B （2023academic year） 1st semester  - 金1,金2

  • Research Methods in Eduational Science(Survey Method, Experimental Method) （2023academic year） Fourth semester  - 木3,木4

  • Project Research in Educational Science （2023academic year） 1st-4th semester  - その他

  • Approaches to Education （2022academic year） 1st semester  - 火1～2

  • Educational Psychology　A （2022academic year） Second semester  - 水1,水2

  • Educational Psychology AI （2022academic year） 1st semester  - 水1,水2

  • Educational Psychology AII （2022academic year） Second semester  - 水1,水2

  • Educational Psychology　B （2022academic year） Second semester  - 水1,水2

  • Educational Psychology BI （2022academic year） 1st semester  - 水1,水2

  • Educational Psychology BII （2022academic year） Second semester  - 水1～2

  • Educational Psychology Ｃ （2022academic year） Second semester  - 水1,水2

  • Learning Psychology (1) （2022academic year） 1st semester  - 木5,木6

  • Learning Psychology (2) （2022academic year） Second semester  - 木5,木6

  • Seminar in Learning Psychology (1) （2022academic year） 1st semester  - その他

  • Seminar in Learning Psychology (2) （2022academic year） Second semester  - その他

  • Seminar in Learning Psychology　Ⅰ （2022academic year） 1st semester  - その他

  • Seminar in Learning Psychology　Ⅱ （2022academic year） Second semester  - その他

  • Special Studies in Psychology of Learning IIA （2022academic year） Prophase  - 木2

  • Special Studies in Psychology of Learning IIA （2022academic year） 1st semester  - 木3,木4

  • Special Studies in Psychology of Learning IIB （2022academic year） Prophase  - 木2

  • Special Studies in Psychology of Learning IIB （2022academic year） Second semester  - 木3,木4

  • Learning Psychology A （2022academic year） 1st semester  - 木5,木6

  • Learning Psychology B （2022academic year） 1st semester  - 木5,木6

  • Learning Psychology Ｃ （2022academic year） 1st semester  - 木5,木6

  • Principles and Methods of Motivation for Learning A (1) （2022academic year） Fourth semester  - その他

  • Principles and Methods of Motivation for Learning A (2) （2022academic year） Fourth semester  - その他

  • Principles and Methods of Motivation for Learning B (1) （2022academic year） Fourth semester  - その他

  • Principles and Methods of Motivation for Learning B (2) （2022academic year） Fourth semester  - その他

  • Seminar in Teaching Profession Practice (Elementary school) （2022academic year） 1st-4th semester  - 水7～8

  • Seminar in Teaching Profession Practice (Elementary school) （2022academic year） 1st-4th semester  - 水7,水8

  • Introductory Seminar in Educational Psychology　Ⅰ （2022academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology　Ⅱ （2022academic year） Third semester  - 金5,金6

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2022academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2022academic year） Fourth semester  - 月1～4

  • Introduction to　Educational Psychology　A （2022academic year） 1st semester  - 水1,水2

  • Introduction to　Educational Psychology　B （2022academic year） 1st semester  - 水1,水2

  • Introduction to Educational Psychology Ｃ （2022academic year） 1st semester  - 水1,水2

  • Seminar in Educational Psychology （2022academic year） Fourth semester  - その他

  • Research Methods in Education and PsychologyEⅠ(Research Methods of Psychology1) （2022academic year） 1st-4th semester  - その他

  • Research Methods in Education and PsychologyEⅡ(Research Methods of Psychology2) （2022academic year） 1st-4th semester  - その他

  • Special Studies in Idea and Problems of Academic Training B （2022academic year） 1st semester  - 金1,金2

  • Research Methods in Eduational Science(Survey Method, Experimental Method) （2022academic year） Fourth semester  - 木3,木4

  • Project Research in Educational Science （2022academic year） 1st-4th semester  - その他

  • Educational Evaluation and Measurement A （2022academic year） Summer concentration  - その他

  • Educational Evaluation and Measurement B （2022academic year） Summer concentration  - その他

  • Educational Evaluation and Measurement Ｃ （2022academic year） Summer concentration  - その他

  • Approaches to Education （2021academic year） 1st semester  - 火1～2

  • Educational Psychology　A （2021academic year） Second semester  - 水1,水2

  • Educational Psychology AI （2021academic year） 1st semester  - 水1,水2

  • Educational Psychology AII （2021academic year） Second semester  - 水1,水2

  • Educational Psychology　B （2021academic year） Second semester  - 水1,水2

  • Educational Psychology BI （2021academic year） 1st semester  - 水1,水2

  • Educational Psychology BII （2021academic year） Second semester  - 水1～2

  • Educational Psychology Ｃ （2021academic year） Second semester  - 水1,水2

  • Learning Psychology (1) （2021academic year） 1st semester  - 木5,木6

  • Learning Psychology (2) （2021academic year） Second semester  - 木5,木6

  • Seminar in Learning Psychology (1) （2021academic year） 1st semester  - その他

  • Seminar in Learning Psychology (2) （2021academic year） Second semester  - その他

  • Seminar in Learning Psychology　Ⅰ （2021academic year） 1st semester  - その他

  • Seminar in Learning Psychology　Ⅱ （2021academic year） Second semester  - その他

  • Special Studies in Psychology of Learning IA （2021academic year） Prophase  - 水1

  • Special Studies in Psychology of Learning IA （2021academic year） 1st semester  - 水1,水2

  • Special Studies in Psychology of Learning IB （2021academic year） Prophase  - 水1

  • Special Studies in Psychology of Learning IB （2021academic year） Second semester  - 水1,水2

  • Special Studies in Psychology of Learning : Seminar A （2021academic year） Third semester  - 水1,水2

  • Special Studies in Psychology of Learning : Seminar B （2021academic year） Fourth semester  - 水1,水2

  • Learning Psychology A （2021academic year） 1st semester  - 木5,木6

  • Learning Psychology B （2021academic year） 1st semester  - 木5,木6

  • Learning Psychology Ｃ （2021academic year） 1st semester  - 木5,木6

  • Principles and Methods of Motivation for Learning A (1) （2021academic year） Third semester  - 火7,火8

  • Principles and Methods of Motivation for Learning A (2) （2021academic year） Fourth semester  - 火7,火8

  • Principles and Methods of Motivation for Learning B (1) （2021academic year） Third semester  - 火7,火8

  • Principles and Methods of Motivation for Learning B (2) （2021academic year） Fourth semester  - 火7,火8

  • Seminar in Teaching Profession Practice (Elementary school) （2021academic year） 1st-4th semester  - 水7,水8

  • Introductory Seminar in Educational Psychology (1) （2021academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology (2) （2021academic year） Third semester  - 金5,金6

  • Introductory Seminar in Educational Psychology　Ⅰ （2021academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology　Ⅱ （2021academic year） Third semester  - 金5,金6

  • Experiments in Educational Psychology (1) （2021academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology (2) （2021academic year） Fourth semester  - 月1～4

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2021academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2021academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2021academic year） Fourth semester  - 月1～4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2021academic year） Fourth semester  - 月1～4

  • Introduction to　Educational Psychology　A （2021academic year） 1st semester  - 水1,水2

  • Introduction to　Educational Psychology　B （2021academic year） 1st semester  - 水1,水2

  • Introduction to Educational Psychology Ｃ （2021academic year） 1st semester  - 水1,水2

  • Seminar in Educational Psychology （2021academic year） Fourth semester  - その他

  • Individual Study in Educational Psychology E (1) （2021academic year） special  - その他

  • Individual Study in Educational Psychology E (2) （2021academic year） special  - その他

  • Research Methods in Education and PsychologyEⅠ(Research Methods of Psychology1) （2021academic year） 1st-4th semester  - その他

  • Research Methods in Education and PsychologyEⅡ(Research Methods of Psychology2) （2021academic year） 1st-4th semester  - その他

  • Research Methods in Education and PsychologyEⅠ(Research Methods of Psychology1) （2021academic year） special  - その他

  • Research Methods in Education and PsychologyEⅡ(Research Methods of Psychology2) （2021academic year） special  - その他

  • Special Studies in Idea and Problems of Academic Training B （2021academic year） 1st semester  - 金1,金2

  • Research Methods in Eduational Science(Survey Method, Experimental Method) （2021academic year） Fourth semester  - 木3,木4

  • Project Research in Educational Science （2021academic year） 1st-4th semester  - その他

  • Special Studies in Adolescent Psychology : Seminar A （2021academic year） Prophase  - 金3,金4

  • Special Studies in Adolescent Psychology : Seminar B （2021academic year） Prophase  - 金3,金4

  • Educational Psychology （2020academic year） 1st and 2nd semester  - 水1,水2

  • Educational Psychology　A （2020academic year） Second semester  - 水1,水2

  • Educational Psychology AI （2020academic year） 1st semester  - 水1,水2

  • Educational Psychology AII （2020academic year） Second semester  - 水1,水2

  • Educational Psychology　B （2020academic year） Second semester  - 水1,水2

  • Educational Psychology BII （2020academic year） Second semester  - 水1,水2

  • Educational Psychology Ｃ （2020academic year） Second semester  - 水1,水2

  • Learning Psychology (1) （2020academic year） 1st semester  - 木5,木6

  • Learning Psychology (2) （2020academic year） Second semester  - 木5,木6

  • Seminar in Learning Psychology (1) （2020academic year） 1st semester  - その他

  • Seminar in Learning Psychology (2) （2020academic year） Second semester  - その他

  • Seminar in Learning Psychology　Ⅰ （2020academic year） 1st semester  - その他

  • Seminar in Learning Psychology　Ⅱ （2020academic year） Second semester  - その他

  • Special Studies in Psychology of Learning IIA （2020academic year） Prophase  - 木3,木4

  • Special Studies in Psychology of Learning IIA （2020academic year） 1st semester  - 木3,木4

  • Special Studies in Psychology of Learning IIB （2020academic year） Prophase  - 木3,木4

  • Special Studies in Psychology of Learning IIB （2020academic year） Second semester  - その他

  • Special Studies in Psychology of Learning : Seminar A （2020academic year） Third semester  - その他

  • Special Studies in Psychology of Learning : Seminar B （2020academic year） Fourth semester  - その他

  • Learning Psychology A （2020academic year） 1st semester  - 木5,木6

  • Learning Psychology B （2020academic year） 1st semester  - 木5,木6

  • Learning Psychology Ｃ （2020academic year） 1st semester  - 木5,木6

  • Principles and Methods of Motivation for Learning （2020academic year） 3rd and 4th semester  - 火7～8

  • Principles and Methods of Motivation for Learning A (1) （2020academic year） Third semester  - 火7,火8

  • Principles and Methods of Motivation for Learning A (2) （2020academic year） Fourth semester  - 火7,火8

  • Principles and Methods of Motivation for Learning B (1) （2020academic year） Third semester  - 火7,火8

  • Principles and Methods of Motivation for Learning B (2) （2020academic year） Fourth semester  - 火7,火8

  • Seminar in Teaching Profession Practice (Elementary school) （2020academic year） 1st-4th semester  - 水7,水8

  • Introductory Seminar in Educational Psychology (1) （2020academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology (2) （2020academic year） Third semester  - 金5,金6

  • Introductory Seminar in Educational Psychology　Ⅰ （2020academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology　Ⅱ （2020academic year） Third semester  - 金5,金6

  • Experiments in Educational Psychology (1) （2020academic year） Third semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology (2) （2020academic year） Fourth semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2020academic year） Third semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2020academic year） Third semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2020academic year） Fourth semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2020academic year） Fourth semester  - 月1,月2,月3,月4

  • Introduction to　Educational Psychology　A （2020academic year） 1st semester  - 水1,水2

  • Seminar in Educational Psychology （2020academic year） Fourth semester  - その他

  • Individual Study in Educational Psychology E (1) （2020academic year） special  - その他

  • Individual Study in Educational Psychology E (2) （2020academic year） special  - その他

  • Research Methods in Education and PsychologyEⅠ(Research Methods of Psychology1) （2020academic year） special  - その他

  • Research Methods in Education and PsychologyEⅡ(Research Methods of Psychology2) （2020academic year） special  - その他

  • Research Methods in Eduational Science(Survey Method, Experimental Method) （2020academic year） Second semester  - 木3,木4

  • Project Research in Educational Science （2020academic year） 1st-4th semester  - その他

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