著者

川端 良子 松香 敏彦 土屋 俊

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.24, no.2, pp.153-168, 2017-06-01 (Released:2017-12-01)

参考文献数

30

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The present study has investigated how mutual briefs about task executions are updated during collaborative tasks using the Japanese map task corpus. The results have shown that the current models describe only part of mutual brief updating processes, and that there exist other types of processes. According to the current models, a mutual belief is considered to be achieved when the instruction follower accepts instructions given by the instruction giver and gives some sign of actually completing the given task. However, the present study has shown that mutual beliefs could be achieved even when the follower neither follows the instruction nor gives any sign of completion. The analysis indicates that the conversations in map tasks do not necessarily require prior planning and conversations to obtain clear mutual briefs about the goals to achieve the way the current models expect. Rather, ambiguous mutual beliefs and somewhat independent actions, coupled with inference about mutual goals, are sufficient to achieve the map tasks. In order to explain these results, we have proposed more detailed mechanisms about how mutual beliefs update.

著者

野村 亮太 丸野 俊一

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.9-21, 2012 (Released:2013-12-27)

参考文献数

51

被引用文献数

1

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世界観は,いわば見たり,気づいたり,体験したりすることの一形式として,個々の体系の背後にある(中略)それゆえ,すべての世界観は,ある態度の表現であり,器官であり,現実に対する意識のある側面の表現である.われわれが純粋に自然を探究するという態度を取り,したがって,われわれが感覚的に経験し,悟性的に結びつける場合には,実証主義がある.客観的観念論の意味では,われわれは観想的な態度をとる.われわれが行為的な態度をとる場合,自由の観念論がそれにふさわしい体系である.ここから以下のことが明らかになる.すなわち,現実は多面的なものであって,それはさまざまな世界観によっては一面的にしか表現されないと私は主張する.複数の世界観の中で表現されているのは,生そのものの多面性である.さらに,ここから明らかになることは,現実の客観的関連を認識すると主張する形而上学的体系は,厳密な学的妥当性を要求することはできないということである.

著者

橋田 浩一 嶋田 総太郎 今井 むつみ

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.23, no.1, pp.65-73, 2016-03-01 (Released:2016-09-01)

参考文献数

13

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Language acquisition is a process of symbol grounding, which is construction of sym-bol systems adapted to environment. Environmental adaptation defines the values which cognitive agents pursue primarily by means of hypothesis-test cycles encompass-ing both the inside and outside of their bodies. In addition to these directly grounded cycles, there are also hypothesis-test cycles within cognitive agents. Cognitive processes are combinations of these cycles, where cycles embody typical cognitive phenomena such as navigation and language use. Cycles are essentially countable, so that systems comprising cycles necessarily have discrete structures. A cognitive agent is hence formulated as a discrete system consist-ing of cycles including both directly grounded cycles and symbols (indirectly grounded cycles), where each cycle embodies some value or meaning directly or indirectly associ-ated with environmental adaptation. Computational models of cognition as combina-tion of such cycles (values = meanings) are far more efficient (simpler and less prone to overdesign) than traditional models stipulating possibly non-cyclic information flows. Environmental-adaptation cycles operate at multiple spatiotemporal scales, including real-time adaptive behavior, middle-term learning, and evolution across generations. It is vitally important to address real-time adaptation behavior in terms of cycles, which will raise the efficiency of the computational model not only at the level of real-time adaptation but also accordingly at higher levels. Cycle-based (meaning-based) com-putational models are necessary also because cycles derive meta-level constraints such as symmetry bias and naming insight, which are indispensable for abductive reasoning and language acquisition. Existing technologies including deep learning fail to reflect such a value-based (meaning-based) architecture of cognition. For the sake of thorough symbol grounding,novel approaches are necessary which should integrate environmental-adaptation cycles in the entire computational model at multiple levels of meaning and value.

著者

平石 界 長谷川 寿一 長谷川 眞理子

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.9, no.4, pp.580-585, 2002-12-01 (Released:2008-10-03)

参考文献数

13

被引用文献数

1

著者

斎藤 洋典

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.4, pp.499-507, 2009 (Released:2010-09-10)

参考文献数

27

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Hosoma (2009) and Joh & Hosoma (2009) presented a new approach for conversation analysis over the speaker-hearer framework in order to expand the previous framework of gesture studies in which generation of speech and gesture in a speaker was mainly discussed (McNeill, 1992; Saito & Kita, 2002). We suggest a guideline for the new conversation analysis to serve as a promising research field that bridges the speech and gesture studies between speaker and hearer. The guideline consisted of two main suggestions in order to reconsider the speaker-hearer framework from a viewpoint of the bilateral character of human nature. The fist is to construct a theory in the new conversation analysis. The recommended task is to examine critical words such as “synchronization”of speech and gesture, and “spontaneous” gesture used in the speaker oriented gesture studies. The second is to consult related research areas such as brain science and sports science in order to share the benefits of using of measurement hardware such as brain imaging. Taken together, conversation and gesture studies will lead to interesting new findings coming from the cooperation among various studies.

著者

土屋 智行

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.18, no.2, pp.370-374, 2011 (Released:2011-12-16)

参考文献数

10

著者

平田 佐智子

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.20, no.1, pp.161, 2013 (Released:2014-11-20)

著者

古田 貴久 駒崎 久明

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.2, no.1, pp.1_86-1_95, 1995 (Released:2008-10-03)

参考文献数

17

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Previous studies of human device operation learning seem to assume that subjects acquire mental models of the target system by means of instruction prior to learning sessions. The researchers assume that when subjects are not provided such models, they would learn procedural knowledge, which imply that they would not have mental models of the system. However, in the first experiment, we analyzed verbal protocols of subjects controlling a water tank system without prior knowledge about the system, and found that they spontaneously formed several mental models, and that these models which were used by outperformed subjects were equivalent to the target system functionally, rather than structurally. In the second experiment, we provided subjects with such a functionally equivalent model and showed that it was as effective as structurally equivalent one.

著者

深谷 達史

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.18, no.1, pp.190-201, 2011 (Released:2011-09-07)

参考文献数

28

被引用文献数

3

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Self-Explanation is considered to be one of the effective ways to elicit active knowledge construction in general domain. Although the effects of promoting self-explanation have been demonstrated in a variety of domains, there is some discrepancy on the effect on scientific conceptual learning between prior researches. To address this issue, the approach taken here was to develop new prompts based on SBF theory, in which complex systems were described in terms of function and behavior of the components, and to compare the new one (SBF prompts) with the one used in prior researches (Generic prompts). 47 students participated in an experiment and were randomly assigned to SBF prompts group, Generic prompts group, and control group (think-aloud without prompts). Results showed that the performance of SBF prompts group was better than that of control group on inference questions which refered to the function or behavior of components in the text. On the other hand, Generic prompts were not so effective for eliciting self-explanation inferences and for increasing performance on post-tests. In addition, protocol analysis reveled that a learning gain by SBF prompts was mediated by SBF-based explanations during learning. These results suggest that we have to use the prompts which require inferences and monitoring based on a SBF theory to promote scientific conceptual understanding.

著者

高野 陽太郎 石川 淳 大久保 街亜

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.9, no.4, pp.586-591, 2002-12-01 (Released:2008-10-03)

参考文献数

18

著者

山口 莉奈 正田 悠 鈴木 紀子 阪田 真己子

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.24, no.1, pp.141-145, 2017

著者

大澤 博隆

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.22, no.4, pp.545-546, 2015-12-01 (Released:2016-06-01)

参考文献数

5

著者

森田 愛子 齊藤 智

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.3, pp.365-379, 2012 (Released:2014-10-10)

参考文献数

42

被引用文献数

1

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The role of phonology in visual word recognition has been widely researched. Specifically,it is worth investigating whether the phonological processing of Japanese kanji is the same as that of an alphabetic writing system. The current study systematically examined articulatory suppression effects. Although articulatory suppression is a research tool often used to explore phonological processing in reading, it does not impair all types of phonological processing. Experiment 1A and 1B examined whether articulatory suppression disrupts rhyme judgments. Participants were shown pairs of two-kanji compound words and asked to judge whether they contained the same vowel. In both experiments, participants made more errors under an articulatory suppression condition. Experiment 2A and 2Bexamined whether articulatory suppression disrupts homophone judgments. The stimuli of Experiment 2A were the same as experimental stimuli of Experiment 1A. Theresults showed no articulatory suppression effect. The non-homophone pair was a phonologically similar pair in Experiment 2B. The results suggest that articulatory suppression had some interference effect on homophone judgment. The articulatory suppression effect on phonological processing of two-kanji words was similar to that of alphabetic writing system. Articulatory suppression must impair the segmentation process, irrespective of task type.

著者

渡辺 謙仁 田邉 鉄

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.23, no.3, pp.255-269, 2016

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&emsp;The purpose of this paper is exploring potential for new learning through an ethno-<br>graphic study in a nanosatellite-developing project generated from among "Nico-<br>TECH:.""Nico-TECH:"is a makers'community spreading like wildfire mainly medi-<br>ated by NiconicoVideos. "Nico-TECH:"has no institutional organization. It is " <u>So</u>cial<br> <u>Me</u>dia <u>Sat</u>ellite Development Project"(SOMESAT) which is the project for developing<br> a nanosatellite on which "Hachune Miku"(Hatsune Miku) does performance in the<br> space.<br>&emsp; From the result of the ethnographic study, SOMESAT was able to be taken as a goal-<br>oriented project, and also a zone of human development such as a distributed, mobile<br> and multidirectional pulsation. Activities which realized such a human development<br> were partially mediated by architecture of NiconicoVideos to stimulate emergence of<br> contents and ideas, and by a boundary crossing body of Hatsune Miku's character.<br> This paper must show potential for new learning and give some kind of suggestions<br> about school education in the future.

著者

香川 秀太 澁谷 幸 三谷 理恵 中岡 亜希子

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.23, no.4, pp.355-376, 2016-12-01 (Released:2017-05-31)

参考文献数

39

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This study constituted action research that nurses and researchers tried to change a training system for novice nurses by building a community of dialogue that went beyond existing frameworks. First, we interviewed the administrator, clinical educa-tor, and preceptor who were concerned with newcomer education and the design of the training system, and we analyzed the differences or gaps among their perspectives. Second, we planned and tried a cross-boundary method whereby the nurses exchanged knowledge and created a new training system for newcomers, negotiating the bound-aries among wards or between researchers and hospital staff. The micro-process of creating new knowledge through dialogue was examined using discourse analysis and activity theory. The results were as follows: new knowledge was generated; and the training system became multilateral. This was achieved through a process of continu-ous context transformation: from past-oriented interviews to a context on the border between past-oriented and future-oriented activity, then to a context of making con-tradictions visible, and so on. In this process, a ‘nonsense proposal’by the researcher (facilitator), one that nurses had laughed at and denied, also emerged as a springboard for new, important knowledge. The discussion also describes what was created, and its associated or conflicted heterogeneous historicity. This is discussed from the viewpoint of concepts of zone of time perspectives (ZTP) and inter-historicity.

著者

布山 美慕 日髙 昇平

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.25, no.2, pp.188-199, 2018

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<p>We can imagine anything — not just an object at our hand, but also something we have never seen in our life, such as a dragon, number, heaven, and so on. In this article, we discuss a potential methodology to characterize such imagination as a conscious process, which we cannot sufficiently associate to the corresponding external stimuli. As one of such conscious processes, here we take reading of text, in which the reader construct a rich imaginary world along the storyline from looking at a quite limited visual stimulus, namely just a series of letters on a text. In particular, in the state of absorption, the reader often feels oneself <i>into the imaginary world </i>as a character. By reviewing past research on the absorption in reading, we propose a hypothesis, in which both conscious process itself and something in the conscious experience are <i>objects</i>, that is defined by the consistency between its intention and extension (inductive and deductive way of definition). In this hypothesis, difference between absorption and non-absorption is considered analogously as difference in the point of view of an object in consciousness. On the basis of the prediction of this hypothesis, we discuss empirical tests on our hypothesis.</p>

著者

益川 弘如 河﨑 美保 白水 始

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.23, no.3, pp.237-254, 2016-09-01 (Released:2017-03-01)

参考文献数

20

被引用文献数

2

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This study examined whether collaborative problem solving (CPS) skills can be de-veloped in school through knowledge creation. We collected dialogue data from four lessons and analyzed how children engage in dialogue. The study subjects were children who had taken classes with a working-backward approach until the third grade and then lessons with a working-forward approach from the fourth-grade until graduation. The longitudinal dialogue data were analyzed in three ways. First, each utterance was coded as “team-coordination”or “contents-oriented.”Second, we counted the number of cy-cling processes between understanding and non-understanding based on the framework of constructive interaction. Finally, we examined the level of understanding based on the model of social construction of knowledge and understanding. The results suggested that the children developed their CPS skills through the lessons with a working-forward approach. This was supported by a cross-sectional study, wherein children were asked to solve a problem in pairs. The targeted school outperformed other schools with re-gard to the likelihood of constructive interaction. These longitudinal and cross-sectional analyses suggest that the frequency of constructive interaction could be an indicator of CPS skills. This study finally discussed the possibility that accumulative experience of knowledge creation through constructive interaction in lessons could develop children’s CPS skills.

著者

田浦 俊春 永井 由佳里

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.17, no.3, pp.389-402, 2010 (Released:2011-03-08)

参考文献数

40

被引用文献数

3

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This article discusses the methods of design theoretics and related research issues. First, the authors historically review the terminologies of “design” and “creativity” in the field of design research. Then, the authors redefine design as a process for composing a desirable figure toward the future on the basis of their classification of design -- drawing, problem solving, and pursuit of the ideal. Next, they elucidate upon the key issues of design, namely inside-outside issue, time, and abstraction, and introduce three potential research methodologies of design-that is, internal observation, computational simulation, and theoretical modeling. Further, the authors demonstrate an example of a desirable design of motion by assuming that an emotional and creative motion is expected to extend beyond the images produced by human imagination and resonate with the feelings residing deep within us. Finally, the authors claim to form an important view of design in the future society, which doesn't focus on the notion of efficiency.

著者

串田 秀也

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.12-23, 2009 (Released:2010-06-11)

参考文献数

15

被引用文献数

6

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When a telling is properly initiated in talk-in-interaction, recipients are expected to align with the telling by withholding their utterances. As previous studies have noted, however, recipients actually produce a variety of utterances in mid-telling. Focusing on a previously undescribed class of such utterances, this paper describes how they are used to facilitate progress of telling. Starting with basic recipients' responses used to align with telling, I describe three recipient's methods for facilitating progress of telling: sustaining, prompting and promoting continuation. I also show that these methods are used so as to maximize the possibility of teller's self-continuation. In conclusion, I argue that in facilitating a telling, recipients' orientation to progressivity of the telling is stronger than their orientation to entitlement of the teller, and the latter is relaxed step by step until continuation is achieved.

著者

飯塚 博幸

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.15, no.3, pp.559-560, 2008