Updated on 2022/06/29

写真a

 
OKAZAKI Yoshihiro
 
Organization
Faculty of Education Associate Professor
Position
Associate Professor
External link

Degree

  • Psychology ( Hiroshima University )

Research Interests

  • 教育心理学

  • 認知科学

  • 認知発達

  • 認知心理学

  • 発達心理学

  • エビデンスに基づいた教育

  • 社会疫学

Research Areas

  • Humanities & Social Sciences / Educational psychology  / 認知発達・発達心理学

Education

  • Hiroshima University     大学院教育学研究科

    2009.4 - 2012.3

Professional Memberships

 

Papers

  • The Effect of Positive Feedback from Stuffed Animal on Changing Clothes for a Child with Intellectual Disabilities Reviewed

    OKAZAKI Yoshihiro, TANJI Takayuki, KOUGE Shinsuke, TSUCHIDA Kenta, KAIHATA Yuko, ONO Naoki

    Japan Journal of Educational Technology   44 ( 0 )   101 - 104   2021

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    Authorship:Lead author   Language:Japanese   Publisher:Japan Society for Educational Technology  

    DOI: 10.15077/jjet.S44055

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  • 児童用時間管理尺度の開発と信頼性・妥当性の検討 Reviewed

    井邑 智哉, 岡崎 善弘, 高村 真広, 徳永 智子

    時間学研究   11   57 - 64   2020.12

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  • ducation in institutions evidence of characteristics T Reviewed

    Japanese Journal of Evaluation Studies   20 ( 2 )   77 - 88   2020.7

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  • Developmental Changes in Number Personification by Elementary School Children Reviewed International journal

    Eiko Matsuda, Yoshihiro S. Okazaki, Michiko Asano, Kazuhiko Yokosawa

    Frontiers in Psychology: Developmental Psychology   9   2214 - 2214   2018.11

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

    Children often personify non-living objects, such as puppets and stars. This attribution is considered a healthy phenomenon, which can simulate social exchange and enhance children's understanding of social relationships. In this study, we considered that the tendency of children to engage in personification could potentially be observed in abstract entities, such as numbers. We hypothesized that children tend to attribute personalities to numbers, which diminishes during the course of development. By consulting the methodology to measure ordinal linguistic personification (OLP), which is a type of synesthesia, we quantified the frequency with which child and adult populations engage in number personification. Questionnaires were completed by 151 non-synesthetic children (9-12 years old) and 55 non-synesthetic adults. Children showed a higher tendency than adults to engage in number personification, with respect to temporal consistency and the frequency of choosing meaningful answers. Additionally, children tended to assign unique and exclusive descriptions to each number from zero to nine. By synthesizing the series of analyses, we revealed the process in which number personification diminishes throughout development. In the discussion, we examined the possibility that number personification serves as a discrimination clue to aid children's comprehension of the relationships between numbers.

    DOI: 10.3389/fpsyg.2018.02214

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  • ぬいぐるみを用いた読書活動の促進効果と子どものファンタジー傾向の関係 Reviewed

    岡崎 善弘

    チャイルドサイエンス   14   33 - 38   2017.10

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  • プログラミングの体験形式がプログラミング学習の動機づけに与える効果 Reviewed

    岡崎善弘, 大角茂之, 倉住友恵, 三島知剛, 阿部和広

    日本教育工学会論文誌   41 ( 2 )   169‐175   2017.9

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  • The stuffed animal sleepover: enhancement of reading and the duration of the effect Reviewed

    Yoshihiro S. Okazaki, Atsushi Asakawa, Kentaro Ishii, Yuki Yamada

    Heliyon   3 ( 2 )   e00252   2017.2

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Elsevier Ltd  

    Stuffed animal sleepover programs have been conducted by libraries worldwide. This study sought to (1) determine whether the stuffed animal sleepover program increased children's reading and (2) examine the duration of the effect. Forty-two children who attended preschool participated in the study. The results indicated that the number of children who read picture books to stuffed animals increased following the program, but the program's effect decreased within three days. One month later, the children were reminded of the stuffed animal sleepover program. The number of children who read picture books to stuffed animals increased again after the reminder. The results suggest that (1) stuffed animal sleepover programs can positively affect children's reading of picture books, (2) the duration of the program's effect can be short, and (3) reminding children of the program can be an effective strategy to revive and sustain their interest in picture books. These results are discussed in terms of the psychological characteristics of childhood.

    DOI: 10.1016/j.heliyon.2017.e00252

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  • Developmental Changes of Synesthesia Observed in Japanese Elementary School Children Reviewed

    Eiko Matsuda, Okazaki Yoshihiro, Froese Tom

    INTERNATIONAL JOURNAL OF PSYCHOLOGY   51   1014 - 1015   2016.7

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

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  • Construction of the Time Management Scale and examination of the influence of time management on psychological stress response Reviewed

    Tomoya Imura, Masahiro Takamura, Yoshihiro Okazaki, Satoko Tokunaga

    Shinrigaku Kenkyu   87 ( 4 )   374 - 383   2016

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

    We developed a scale to measure time management and assessed its reliability and validity. We then used this scale to examine the impact of time management on psychological stress response. In Study 1-1, we developed the scale and assessed its internal consistency and criterion-related validity. Findings from a factor analysis revealed three elements of time management, "time estimation," "time utilization," and "taking each moment as it comes." In Study 1-2, we assessed the scale's test-retest reliability. In Study 1-3, we assessed the validity of the constructed scale. The results indicate that the time management scale has good reliability and validity. In Study 2, we performed a covariance structural analysis to verify our model that hypothesized that time management influences perceived control of time and psychological stress response, and perceived control of time influences psychological stress response. The results showed that time estimation increases the perceived control of time, which in turn decreases stress response. However, we also found that taking each moment as it comes reduces perceived control of time, which in turn increases stress response.

    DOI: 10.4992/jjpsy.87.15212

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  • The effect of stuffed animal sleepover and children's reading habits

    岡崎 善弘, 浅川 淳司, 大田 紀子

    研究集録   ( 162 )   41 - 46   2016

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    ぬいぐるみお泊まり会の効果とぬいぐるみお泊り会に参加を希望する子どもの読書活動傾向について調べた。参加する子どもは公募で集められた。読書活動の増加量を参加群と非参加群で比較した結果,2群間の増加量に有意な差はなかった。さらに,事前の読書活動傾向を2群間で比較した結果,参加群の読書活動傾向は非参加群よりも有意に高かった。本研究の結果は,読書活動傾向の高い子どもがぬいぐるみお泊り会に参加しやすい傾向にあることを示しており,読書活動傾向が高くない子どもが参加できる募集方法の必要性を示唆した。

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  • The relationship between time management style and academic performance in elementary school students

    岡崎 善弘, 徳永 智子, 高村 真広, 井邑 智哉

    発達研究 : 発達科学研究教育センター紀要   30   29 - 40   2016

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    Language:Japanese   Publisher:発達科学研究教育センター  

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  • The relationship between time management and academic performance in sixth grade

    岡崎 善弘, 徳永 智子, 高村 真広

    発達研究 : 発達科学研究教育センター紀要   29   153 - 157   2015

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    Language:Japanese   Publisher:発達科学研究教育センター  

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  • CAUSES OF DIFFICULTY IN DURATION JUDGMENTS: COMMENT ON FRANCUZ AND OLES (2011) Reviewed

    Yoshihiro S. Okazaki, Matsuda Fumiko

    PERCEPTUAL AND MOTOR SKILLS   115 ( 3 )   725 - 728   2012.12

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:AMMONS SCIENTIFIC, LTD  

    In 2011, Okazaki and Matsuda showed in studies that college students could not correctly estimate the duration of movement of two objects. Fancuz and Oles (2011) proposed two explanations of the observed task difficulty First, they suggested that the cause of the difficulty for the duration judgments involved the experimental procedure, which may have overloaded the cognitive capacities of these students. This study presents results that indicate there was no overload. Second, because the training was intended to improve response accuracy, but it failed to significantly increase accuracy rates, Fancuz and Oles (2011) suggested there was insufficient time for learning about the task. With respect to these results, Fancuz and Oles (2011) are correct in pointing out that the training duration could be an issue.

    DOI: 10.2466/22.PMS.115.6.725-728

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  • Type of time management in elementary school students : Home works during winter vacation

    広島大学心理学研究   ( 12 )   263 - 267   2012

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    Language:Japanese   Publisher:広島大学大学院教育学研究科心理学講座  

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  • The Trend on the Time Management Literature Reviewed

    OkAZAKI Yoshihiro

    Time Studies   2 ( 0 )   45 - 53   2012

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    Language:Japanese   Publisher:日本時間学会  

    The literature on time management studies was reviewed and research perspectives on this topic were described. The literature on time management studies have two paradigms: the effects and the ability of time management. The effects of time management have been classified according to three standpoints: (a) the relationship between the Time Management Scale and other scales, (b) the time management process model, and (c) the effects of time management training. In the studies on the potential of time management, time estimation studies were reviewed. Further research is need on (a) the additionally congregative process model of time management, (b) differential effects on participants, and (c) practical research.

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  • VERBAL WORKING MEMORY AND PLANNING: LEARNING TO COMPARE MOVEMENT DURATIONS OF OBJECTS Reviewed

    Yoshihiro Okazaki, Fumiko Matsuda

    PERCEPTUAL AND MOTOR SKILLS   111 ( 3 )   863 - 871   2010.12

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:AMMONS SCIENTIFIC, LTD  

    Relations between duration judgments and verbal or visual working memory, between duration judgments and effect of learning to plan the processing of information about such judgments were investigated. A computer monitor was used to present images of two cars traveling in the same direction for various durations and distances. Participants (N = 30) were asked to identify the car that had traveled for the longer duration. Then, participants learned how to solve Piagetian tasks logically. After the learning, they tried to solve the duration judgments task again. Finally, their verbal and visual working memory capacities were assessed. Results indicated the following: (a) numbers of correct answers on the Piagetian tasks were correlated with verbal and visual working memory capacity; (b) the correlations did not significantly decrease after the participants learned how to solve the Piagetian tasks.

    DOI: 10.2466/04.10.22.PMS.111.6.863-871

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  • Making judgments of duration: Effects of instruction and memory capacity Reviewed

    Yoshihiro Okazaki, Fumiko Matsuda

    Shinrigaku Kenkyu   80 ( 2 )   138 - 144   2009

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

    Undergraduate students at two universities, designated as Groups A and B, participated in this study. The Mean scores on a visual memory span test and a visual working memory test of Group A were significantly higher than those in Group B. Participants individually watched a CRT display showing two cars that were moving in the same direction on two parallel tracks for various durations and distances. They were asked to identify the car that had traveled for the longer duration and to explain the reasons for their decision. Then, they completed an instructional booklet that taught about planning to make judgments of duration for movement. Finally, they did the duration judgment tasks for the car's movements again. The following are the main results. (a) The number of undergraduates who answered correctly increased after their learning experience. (b) The rates of correct responses were significantly related to the memory test scores. Furthermore, the data suggested that larger memory capacity could compensate for poorer planning. (c) The two groups differed in strategies for the duration judgment tasks.

    DOI: 10.4992/jjpsy.80.138

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  • Knowledge and strategies used by adolescents to compare duration of movement by two objects Reviewed

    Yoshihiro Okazaki, Fumiko Matsuda

    PERCEPTUAL AND MOTOR SKILLS   106 ( 2 )   609 - 626   2008.4

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:AMMONS SCIENTIFIC, LTD  

    This study investigated the knowledge and strategies used by senior high school students to compare durations of movement by two objects. The developmental process during adolescence was also examined by comparing the results with those published for Grade 7 to Grade 9 students and university undergraduates. A cathode-ray tube monitor was used to present images of two cars traveling in the same direction for various durations and distances. 30 Grade 12 students were asked to identify which of the cars had traveled for a longer duration and why. Analysis suggested that the strategies develop during adolescence in a sequence. Initially, comparison of durations was based on the relative distance traveled by the two cars. Then the comparison was based exclusively on knowledge that "duration=temporal starting point-temporal stopping point." Finally, the two types of knowledge were used appropriately according to the characteristics of the specific task.

    DOI: 10.2466/PMS.106.2.609-626

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Books

  • 小学校の先生のためのWhy!?プログラミング (PROGRAMMING) 授業活用ガイド : 学年別・教科別に実践

    阿部, 和広, 豊福, 晋平, 芳賀, 高洋

    日経BP社,日経BPマーケティング (発売)  2018.12  ( ISBN:9784822254513

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    Total pages:147p   Language:Japanese

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  • ワーキングメモリと日常: 人生を切り拓く新しい知性 (認知心理学のフロンティア)

    T.P.アロウェイ, R.G.アロウェイ, 湯澤 正通, 湯澤 正通, 湯澤 美紀, 湯澤 美紀, Tracy Packiam Alloway, Ross G. Alloway, 松吉 大輔, 杉村 伸一郎, 浅川 淳司, 大塚 一徳, 宮谷 真人, 橋本 翠, 中條 和光, 近藤 綾, 渡辺 大介, 森田 愛子, 滝口 圭子, 蔵永 瞳, 岡崎 善弘( Role: Joint translator)

    北大路書房  2015.10  ( ISBN:4762829080

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    Total pages:356  

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  • エピソードでつかむ生涯発達心理学 (シリーズ生涯発達心理学)

    岡本 祐子, 深瀬 裕子

    ミネルヴァ書房  2013.4  ( ISBN:4623065316

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    Total pages:245  

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  • 時間と人間 (発達科学ハンドブック 3)

    子安 増生, 白井 利明

    新曜社  2011.3  ( ISBN:4788512319

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    Total pages:336  

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  • COMPARISON OF DEVELOPMENT BETWEEN TEMPORAL AND SPATIAL CONCEPTS

    松田 文子, 日下部 典子

    風間書房  2008.12  ( ISBN:4759917055

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    Total pages:125  

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MISC

  • Evaluation handbook

    2021.8

  • Engaging with evidence guide

    2021.6

  • Effect of peer support training for elementary school 3rd graders : Foundation for cooperative learning

    三宅 幹子, 岡崎 善弘

    岡山大学教師教育開発センター紀要   ( 9 )   229 - 242   2019.3

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    Language:Japanese   Publisher:岡山大学教師教育開発センター  

    DOI: 10.18926/CTED/56554

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  • The Effects of Creative Learning Spiral Model on Making Videos to Creativity and Information Morals

    岡崎 善弘, 三宅 幹子

    岡山大学教師教育開発センター紀要   ( 9 )   125 - 133   2019.3

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    DOI: 10.18926/CTED/56547

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  • ぬいぐるみお泊まり会:読書活動の促進と効果の持続性 Invited

    岡崎善弘, 浅川淳司, 石井健太郎, 山田祐樹

    カレントアウェアネス-E   325 ( E1912 )   2017.5

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  • 拡張現実感を利用した子どもの読書活動の促進

    石井健太郎, 進藤友馬, 山田真世, 浅川淳司, 山田祐樹, 岡崎善弘

    情報科学技術フォーラム講演論文集   15th   295‐296   2016.8

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  • 小学生における共感覚的傾向と認知モデルによる考察

    松田英子, 松田英子, 松田英子, 岡崎善弘

    人工知能学会全国大会論文集(CD-ROM)   30th ( 0 )   ROMBUNNO.2I5‐OS‐07b‐3 - 2I5OS07b3   2016

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  • 小学生における共感覚的傾向の発達的変化

    岡崎善弘, 松田英子

    日本発達心理学会大会プログラム(CD-ROM)   27th   ROMBUNNO.PE‐74   2016

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  • PB014 児童の時間管理 : 冬休み中における宿題の取り組み(学校心理学,ポスター発表B)

    岡崎 善弘, 徳永 智子, 井邑 智哉, 高村 真広

    日本教育心理学会総会発表論文集   56 ( 0 )   2014

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    Language:Japanese   Publisher:一般社団法人 日本教育心理学会  

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  • 乳児における構築時間の理解

    岡崎善弘, 岡崎善弘, 松田剛, 山本絵里子, 小澤幸世, 鹿子木康弘, 松中玲子, 開一夫

    日本赤ちゃん学会学術集会プログラム・要旨集   13th   34   2013.5

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  • 乳児は人間とアンドロイドを区別できるのか?視線計測による検討

    松田剛, 岡崎善弘, 鹿子木康弘, 石黒浩, 開一夫

    日本赤ちゃん学会学術集会プログラム・要旨集   13th   40   2013.5

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  • 乳児における「作る時間」の理解

    岡崎善弘, 岡崎善弘, 松田剛, 松田剛, 小澤幸世, 山本絵里子, 開一夫, 開一夫

    日本認知科学会大会発表論文集(CD-ROM)   30th   ROMBUNNO.P3-16   2013

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  • Effects of unnecessary information in textual mathematical problems on the comprehension in 5th grade students

    Matsuda Fumiko, Okazaki Yoshihiro

    Journal of the Faculty of Human Cultures and Sciences, Fukuyama University   8   99 - 106   2008.3

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    The effect of unnecessary information contained in textual mathematical problems on the comprehension of the problems was investigated. Participants were 64 fifth grade students. They solved 14 problems, each of which contained either two or three types of information, out of four types of information about two traveling persons: distance, speed, starting time, and arrival time. The participants judged which person traveled for a longer duration. The results are discussed from the perspective of understanding the relationship between two types of knowledge regarding duration: "duration=arrival time-starting time" and "duration=distance/speed".

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Presentations

  • GoodPracticeから学ぶオンライン授業(第2回) Invited

    2021.3.18 

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  • 長期休暇中の学習習慣-積極的生徒指導を考える(8)-

    岡崎 善弘

    日本教育心理学会第58回総会  2016.10.8 

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  • Working memory and duration judgment in undergraduate students. International conference

    岡崎善弘

    Society for applied research in memory and cognition  2009.6 

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Awards

  • 研究助成優秀賞

    2016.9   未来教育研究所  

    岡崎 善弘

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  • 発達科学研究教育奨励賞

    2014.4   発達科学研究センター  

    岡崎 善弘

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  • エクセレント・スチューデント・スカラシップ

    2009.4   広島大学  

    岡崎 善弘

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Research Projects

  • デジタル技術を用いた子どものファンタジー傾向の理解と教育的応用

    2019.04 - 2023.03

    科学研究費若手研究 

    岡崎 善弘

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  • 雨風の強度と危険認知:子どもの認知・判断傾向と県間比較

    2018.12 - 2019.03

    日本心理学会  「災害からの復興のための実践活動及び研究」助成 

    岡崎 善弘

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  • 読書活動を促進する拡張現実技術の開発:受動的読書から能動的読書へ

    2016.04 - 2017.03

    博報財団  児童教育実践についての研究助成 

    岡崎 善弘

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  • アクティブなプログラミング学習経験がプログラミング教育の指導不安解消・自信向上に与える効果

    2016.04 - 2017.03

    未来教育研究所  未来教育研究所研究助成 

    岡崎 善弘

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  • 児童期における時間管理能力の発達支援

    2015.04 - 2019.03

    科学研究費  科学研究費若手研究(B) 

    岡崎 善弘

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  • 子どもの読書活動を促進する実践的研究:ぬいぐるみお泊まり会の効果

    2015.04 - 2018.03

    公益財団法人日本科学協会  笹川科学研究助成 

    岡崎 善弘

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  • 長期休暇中における子どもの時間管理能力の発達支援:時間管理タイプと学業成績・認知的能力

    2015.04 - 2016.03

    公益財団法人 発達科学研究教育センター  発達科学研究教育 

    岡崎 善弘

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Class subject in charge

  • Child Psychology I (2021academic year) 1st semester  - 金3~4

  • Child Psychology II (2021academic year) Second semester  - 金3~4

  • Introduction to Child Psychology A (2021academic year) 1st semester  - 金3~4

  • Introduction to Child Psychology B (2021academic year) 1st semester  - 金3~4

  • Introduction to Child Psychology C (2021academic year) 1st semester  - 金3,金4

  • Special Studies in Child Psychology : Seminar A (2021academic year) Third semester  - 金7,金8

  • Special Studies in Child Psychology : Seminar B (2021academic year) Fourth semester  - 金7,金8

  • Child Psychology A (2021academic year) Second semester  - 金3~4

  • Child Psychology B (2021academic year) Second semester  - 金3~4

  • Child Psychology C (2021academic year) Second semester  - 金3,金4

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

  • Practice and Goal for Teaching A (2021academic year) Third semester  - 月5,月6

  • Practice and Goal for Teaching B (2021academic year) Fourth semester  - 月5,月6

  • 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

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

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

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

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

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

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

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

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

  • Seminar in Developmental Psychology (1) (2021academic year) Third semester  - その他

  • Seminar in Developmental Psychology (2) (2021academic year) Fourth semester  - その他

  • Seminar in Developmental Psychology Ⅰ (2021academic year) Third semester  - その他

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

  • Special Studies in Developmental Psychology A (2021academic year) Prophase  - 金4

  • Special Studies in Developmental Psychology A (2021academic year) 1st semester  - 金7,金8

  • Child Psychology I (2020academic year) Third semester  - 火1,火2

  • Child Psychology II (2020academic year) Fourth semester  - 火1,火2

  • Introduction to Child Psychology A (2020academic year) Third semester  - 火1,火2

  • Introduction to Child Psychology A (2020academic year) Third semester  - 火1,火2

  • Introduction to Child Psychology B (2020academic year) Third semester  - 火1,火2

  • Introduction to Child Psychology C (2020academic year) Third semester  - 火1,火2

  • Special Studies in Child Psychology A (2020academic year) Prophase  - その他

  • Special Studies in Child Psychology A (2020academic year) 1st semester  - その他

  • Special Studies in Child Psychology B (2020academic year) Prophase  - その他

  • Special Studies in Child Psychology B (2020academic year) Second semester  - その他

  • Special Lecture on Child Psychology A (2020academic year) 1st semester  - 木1,木2

  • Special Lecture on Child Psychology B (2020academic year) 1st semester  - 木1,木2

  • Special Lecture on Child Psychology C (2020academic year) 1st semester  - 木1,木2

  • Child Psychology A (2020academic year) Fourth semester  - 火1,火2

  • Child Psychology B (2020academic year) Fourth semester  - 火1,火2

  • Child Psychology C (2020academic year) Fourth semester  - 火1,火2

  • Approaches to Education (2020academic year) 1st semester  - 火1,火2

  • Practice and Goal for Teaching A (2020academic year) Third semester  - 月5,月6

  • Practice and Goal for Teaching B (2020academic year) Fourth semester  - 月5,月6

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

  • Educational Psychology A (2020academic year) 1st semester  - 火7,火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

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

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

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

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

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

  • Statistics for Education and Psychology (2020academic year) Fourth semester  - その他

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

  • Statistics for Education and Psychology I (Psychological Statistics 1) (2020academic year) 3rd and 4th semester  - その他

  • Statistics for Education and PsychologyⅡ(Psychological Statistics 2) (2020academic year) 3rd and 4th semester  - その他

  • Seminar in Educational Evaluation and Measurement Ⅰ (2020academic year) Third semester

  • Seminar in Educational Evaluation and Measurement Ⅱ (2020academic year) Third semester

  • Theory and Methods of the Student Guidance (2020academic year) Second semester  - 月3,月4

  • School Guidance and Personnel Services B (2020academic year) 1st semester  - 月3,月4

  • School Guidance and Personnel Services BI (2020academic year) 1st semester  - 月3,月4

  • School Guidance and Personnel Services BII (2020academic year) special  - その他

  • School Guidance and Personnel Services C (2020academic year) 1st semester  - 月3,月4

  • Seminar in Developmental Psychology (1) (2020academic year) Third semester  - その他

  • Seminar in Developmental Psychology (2) (2020academic year) Fourth semester  - その他

  • Seminar in Developmental Psychology Ⅰ (2020academic year) Third semester  - その他

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

  • Studies in Developmental Psychology (1) (2020academic year) 1st semester  - 木1,木2

  • Studies in Developmental Psychology (2) (2020academic year) Second semester  - 木1,木2

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