A5085380901- Child and Animal Learning Development
- Neural and Behavioral Psychology Studies
- Early Childhood Education and Development
- Cultural Differences and Values
- Cognitive Abilities and Testing
- Behavioral and Psychological Studies
- Memory and Neural Mechanisms
- Reading and Literacy Development
- Language Development and Disorders
- Psychological Well-being and Life Satisfaction
- Grit, Self-Efficacy, and Motivation
- Child and Adolescent Psychosocial and Emotional Development
- Musculoskeletal pain and rehabilitation
- Psychological Testing and Assessment
- Educational and Psychological Assessments
- Creativity in Education and Neuroscience
- Behavioral Health and Interventions
- Social Representations and Identity
- Spatial Neglect and Hemispheric Dysfunction
- Psychology of Moral and Emotional Judgment
- Developmental and Educational Neuropsychology
- Swearing, Euphemism, Multilingualism
- Action Observation and Synchronization
- Health, Environment, Cognitive Aging
- Neurobiology of Language and Bilingualism
Osaka Kyoiku University
2022-2025
The University of Tokyo
2019-2022
Japan Society for the Promotion of Science
2017-2022
Japan Graduate School of Education University
2020-2021
Kyoto University of Education
2014-2019
Kyoto University
2015-2018
Resisting immediate temptations in favor of larger later rewards predicts academic success, socioemotional competence, and health. These links with delaying gratification appear from early childhood have been explained by cognitive social factors that help override tendencies toward gratification. However, some may actually promote We assessed children’s for different across two cultures differ customs around waiting. Consistent our preregistered prediction, results showed children Japan ( n...
Abstract We often face situations requiring us to exert self‐control, wherein we set goals and invest plenty of effort in achieving them, but are also disturbed by urges give temptations. Since self‐control is associated with outcomes across various domains, it important assess individual domain‐specific differences further understand how develops contributes successful outcomes. The present study aimed develop validate the Japanese version Delaying Gratification Inventory, a well‐developed...
Abstract Delay of gratification refers to the ability forgo a small immediate reward obtain larger delayed reward. Cognitive mechanisms underlying delay in young children have been examined extensively. However, neural mechanism this process is largely unknown. The present study whether inferior prefrontal regions play an important role choice paradigm children. Preschool were given version task, and their activation during task was assessed using near‐infrared spectroscopy cross‐sectional...
Delaying gratification can be difficult, especially for children. Social factors such as group norms influence whether children delay and may shape their life trajectories. However, influences have been tested experimentally only in American contexts not generalize, given differences among cultures personal connections dynamics. We the of groups on delaying 106 Japanese preschoolers. Extending previous findings with preschoolers, also delayed valued more if they believed that (and an...
Abstract Autism spectrum disorder (ASD) is characterized by problems with reciprocal social interaction, repetitive behaviours/narrow interests, and impairments in the cognition emotional processing necessary for intention-based moral judgements. The aim of this study was to examine information used early adolescents without ASD when they judge story protagonists as good or bad. We predicted that would use protagonists’ behaviour, while typically developing (TD) characteristics making In...
Children engage cognitive control reactively when they encounter conflicts; however, can also resolve conflicts proactively. Recent studies have begun to clarify the mechanisms that support use of proactive in children; nonetheless, sufficient knowledge has not been accumulated regarding these mechanisms. Using behavioral and pupillometric measures, we tested novel possibility 5-year-old children (N = 58) learn via acquisition abstract task captures regularities task. Participants were...
A wealth of developmental research suggests that preschoolers are capable reporting, imitating, and performing sequential actions they engage in routinely. However, few studies have explored the cognitive mechanisms required for learning how to perform such routines. previous computational model routines argued a representation task contexts underlying could change flexibly. This position was supported by empirical evidence if adults interrupted course routine, make fewer errors just before...
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese Experiments 1 ( N = 52; 3–6 years) and 2 50, 4–6 performed actions repeatedly; one group received reminders. Experiment indicated that reminders promote flexible changes contextual representations. observed such effects younger showed were associated with the representation of context. Reminders did not perfectly compensate for role but wiped...
The Hebb repetition paradigm has recently attracted attention as a measure of serial order learning, which underlies word-form learning abilities. Although children are good vocabulary learners, it is surprising that previous studies with young show rather weak effects. In this study, we conducted two experiments to identify developmental factors drive an increase the size effect in children. Motivated by evidence from adult work, focused on ability group sequence into consistent...
This research examined the effects of planning and executive functions on young children's (ages 3-to 5-years) strategies in changing scripts. Young children (N = 77) performed a script task (doll task), three function tasks (DCCS, red/blue task, nine box receptive vocabulary task. In doll first enacted "changing clothes" script, then faced situation which some elements were inappropriate. They needed to enact by compensating inappropriate items for other-script or other advance. The results...
本研究の目的は中高生を対象にして「スクールカースト」における友だちグループ間の地位と複数の心理的適応および仮想的有能感の関連性と学校段階間の差を検討することであった。本研究では心理的適応として学校享受感,顕在的自尊心,潜在的自尊心を扱った。中高生408名に対して自己報告式のweb調査を行った。その結果,中高生ともに所属グループの地位が高い生徒ほど学校享受感も高く,グループ内での地位が高い生徒ほど顕在的自尊心も高いことが明らかとなった。また,高校生のみ高地位グループの生徒ほど顕在的自尊心も高いことが明らかとなった。潜在的自尊心と仮想的有能感についての関連はみられず,中高生の間で関連性の差も見られなかった。最後に,以上の結果をもとに,中高生における「スクールカースト」と本研究が用いた複数の指標との関連性について議論した。
Experience with instances that vary in their surface features helps individuals to form abstract task knowledge, leading transfer of knowledge novel contexts. The current study sought examine the role this variability effect how adults and school-aged children learn engage cognitive control. We focused on engagement control advance (proactive control) response conflicts (reactive a cued task-switching paradigm, conducted four preregistered online experiments (Experiment 1A: N = 100,...
私たちは日常様々な場面でスクリプト（Schank & Abelson, 1977）を利用している。スクリプトは, 様々な場面に共通する要素と場面特異的な要素から構成される。本研究ではこうした要素間の区別を, 場面変更時に柔軟に利用できるようになる発達過程とその認知的基盤に関する検討を行った。実験1では, 幼児67名を対象に柳岡（2014）の人形課題を改良した課題を実施した。実験2では, 幼児66名を対象として2つの時期に分けて, 実験1と同様の人形課題, 実行機能を測定する赤/青課題, DCCS, 9ボックス課題の3課題, 語彙能力を測定する絵画語い発達検査を実施した。本研究の人形課題では, ある行き先にむけて人形に服を着せる途中に, 他者が別の行き先への変更を指示する課題であった。この課題では, “着替えスクリプト”の共通要素と固有な要素を区別して変更できるかどうかを測定した。結果, 幼児期後期になると, 2つの行き先間で変更する際に共通の要素を脱がさず固有の要素のみ変更していたことから, スクリプトを柔軟に利用できることが明らかとなった。さらに,...
This study investigated the effects of age and cognitive ability on preschoolers’ understanding generality their kindergarten script. Four- 5-year-old kindergarteners (N = 106) were asked to produce own script a fictional person’s at regular intervals. In Experiment 1, it was found that only 5-year-olds reported fewer acts in condition than condition, measure theory mind (ToM) vocabulary test associated with difference between two conditions. 2, we replicated results 1 by comparing friend...