著者

都築 幸恵

出版者

日本認知科学会

雑誌

認知科学 (ISSN:13417924)

巻号頁・発行日

vol.16, no.1, pp.195-198, 2009 (Released:2010-06-11)

参考文献数

4

著者

新垣 紀子 北端 美紀 松岡 裕人 高田 敏弘 折戸 朗子 加藤 ゆうこ 都築 幸恵 大和田 龍夫

出版者

日本認知科学会

雑誌

認知科学 (ISSN:13417924)

巻号頁・発行日

vol.21, no.1, pp.15-28, 2014-03-01 (Released:2015-02-02)

参考文献数

26

---

How should we save our personal memories? Many people keep diaries and take pictures for that purpose. In this study, we kept things of personal significance in a time capsule for 9 years and examined whether personal memories could be saved in a time capsule and how they might possibly change over time. We held a workshop in 2003 when participants put something that they had possessed which had personal significance at that time of their life. They were interviewed to explain what kinds of significance these possessions had for them, and these interview sessions were recorded. Nine years after the initial workshop, the participants came together again. Before the time capsule was opened, they were asked to recall what they had put in the time capsule and to describe in what ways their possession in the time capsule had been significant to them. By comparing the contents of the participants’ responses between 2003 and 2012, it was found that a great deal of the contents have been changed from 2003 to 2012. Implications were discussed as regards to the significance of objects themselves and the narratives that go with the objects in preserving personal memories.

著者

新垣 紀子 折戸 朗子 都築 幸恵

出版者

成城大学社会イノベーション学会

雑誌

成城大学社会イノベーション研究 = Seijo University, Social innovation studies (ISSN:18806414)

巻号頁・発行日

vol.13, no.1, pp.127-146, 2018-03

著者

都築 幸恵 新垣 紀子

出版者

成城大学社会イノベーション学会

雑誌

成城大学社会イノベーション研究 = Seijo University, Social Innovation Studies (ISSN:18806414)

巻号頁・発行日

vol.17, no.1, pp.119-131, 2022-01-31

---

手塚公登教授退任記念号

著者

都築 幸恵 新垣 紀子

出版者

日本認知科学会

雑誌

認知科学 (ISSN:13417924)

巻号頁・発行日

vol.19, no.1, pp.39-55, 2012 (Released:2013-12-27)

参考文献数

19

被引用文献数

1

---

The purpose of these two studies was to examine critical thinking among college students using reading materials on “yutori” (reduced intensity) education. In the first study, 90 participants were presented with excerpts from two newspaper articles (reading material A) and an actual example from the PISA reading literacy test (reading material B). Participants were asked to write a concluding paragraph after reading both materials. It was found that only 10% of the participants could apply critical thinking while examining the materials and could point out inconsistencies between reading materials A and B. Participants who applied critical thinking scored significantly higher on Hirayama and Kusumi’s (2004) scale for “critical thinking attitude” and for “emphasis on evidence.” In the second study, another group of participants were presented with the same materials, but this time they were asked to think aloud as they worked on writing the concluding paragraph. Using protocol analyses, it was reled that critical thinkers formed a conclusion after they had searched for and evaluated the information in the presented materials. Non-critical thinkers, in contrast, mentioned their personal beliefs before thoroughly searching for and evaluating the information and formed a con-clusion that was consistent with their pre-existing beliefs. Implications of this finding for college education are discussed.

著者

角山 剛 松井 賚夫 都築 幸恵

出版者

産業・組織心理学会

雑誌

産業・組織心理学研究 (ISSN:09170391)

巻号頁・発行日

vol.14, no.2, pp.25-34, 2002 (Released:2020-07-27)

著者

新垣 紀子 都築 幸恵

出版者

成城大学社会イノベーション学会

雑誌

成城大学社会イノベーション研究 = Seijo University, Social Innovation Studies (ISSN:18806414)

巻号頁・発行日

vol.17, no.1, pp.105-117, 2022-01-31

---

手塚公登教授退任記念号

著者

都築 幸恵

出版者

日本認知科学会

雑誌

認知科学 (ISSN:13417924)

巻号頁・発行日

vol.16, no.1, pp.195-198, 2009

著者

角山 剛 松井 賚夫 都築 幸恵

出版者

産業・組織心理学会

雑誌

産業・組織心理学研究 (ISSN:09170391)

巻号頁・発行日

vol.14, no.2, pp.25-34, 2001-03

著者

南 保輔 古川 良治 都築 幸恵 新垣 紀子 中村 國則

出版者

成城大学

雑誌

コミュニケーション紀要 (ISSN:02887843)

巻号頁・発行日

vol.26, pp.87-98, 2015-03

---

Teaching critical thinking skills is among the top priorities for higher education in Japan and the United States. Ennis (1987) divides critical thinking skills into two types: dispositions and abilities. In Japan, Hirayama and Kusumi (2004) have developed a Japanese measurement called the Critical Thinking Dispositions Inventory (CTDI). This measurement consists of four subscales with 33 items. The responses are made using a five-point Likert scale. In four studies at a small private university in the Japanese metropolitan area, the CTDI was administered to more than 400 undergraduate students. Among the four subscales, the average highest rating was the score for "inquiry-mind" and the lowest score was for "self-confidence for logical thinking." These results hold true for the four studies, while the order of the other two subscales of "objectiveness" and "evidence-based judgment" varied among the four studies. In one study, about 50 students worked on the Wason selection task. Their performance was poor when the content of the task was purely logical and abstract, but the performance was much better when it was an everyday and pragmatic task, as argued by D'Andrade (1995). Those who successfully solved the everyday, real task rated themselves higher on the CTDI and higher on the subscale for "self-confidence for logical thinking." This constitutes a basis for the measurement validity of the CTDI.Teaching critical thinking skills is among the top priorities for higher education in Japan and the United States. Ennis (1987) divides critical thinking skills into two types: dispositions and abilities. In Japan, Hirayama and Kusumi (2004) have developed a Japanese measurement called the Critical Thinking Dispositions Inventory (CTDI). This measurement consists of four subscales with 33 items. The responses are made using a five-point Likert scale. In four studies at a small private university in the Japanese metropolitan area, the CTDI was administered to more than 400 undergraduate students. Among the four subscales, the average highest rating was the score for "inquiry-mind" and the lowest score was for "self-confidence for logical thinking." These results hold true for the four studies, while the order of the other two subscales of "objectiveness" and "evidence-based judgment" varied among the four studies. In one study, about 50 students worked on the Wason selection task. Their performance was poor when the content of the task was purely logical and abstract, but the performance was much better when it was an everyday and pragmatic task, as argued by D'Andrade (1995). Those who successfully solved the everyday, real task rated themselves higher on the CTDI and higher on the subscale for "self-confidence for logical thinking." This constitutes a basis for the measurement validity of the CTDI.

著者

角松 生史 小田中 直樹 桑原 勇進 小玉 重夫 佐々木 弘通 進藤 兵 都築 幸恵 長谷川 貴彦 藤川 久昭 山本 顕治 横田 光平 世取山 洋介 DIMITRI Vanoverbeke 内野 美穂

出版者

神戸大学

雑誌

基盤研究(B)

巻号頁・発行日

2009

---

1990年代後半以降のわが国の統治システムの構造的変容(「構造改革型」統治システム)を対象として、社会構成主義的方法を共通の立脚点とした学際的共同研究を行った。各年度毎に研究キーワードを設定して(2009年度「参加」、2010年度「責任」、2011年度「関係」)シンポジウム・共同研究会を開催した。「まちづくり」と市民参加、説明責任、教育基本法改正、歴史的記憶、裁判員制度、子どもの権利といったトピックについて、構造改革型統治システムのマクロ的・ミクロ的諸相が社会構成主義的観点から分析された。