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

---

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

---

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

著者

阿部 慶賀

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.599-610, 2010

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The purpose of this study is to examine the effects of the interaction between body and environment on creative thinking. Previous studies have focused on the roots of creativity and its components.In order to clarify the cognitive mechanism of creativity, researchers used psychometric approach.Some researchers reported case studies that described the performance of outstanding artists and scientists.On the other hand, previous studies have pointed out that creativity depends on not only one's ability but also environmental factors.However, the environmental factors that the previous studies suggested were cultural factors or social factors.They did not imply physical environment. <BR>In recent studies of embodied cognition and situated cognition, it is suggested that complex behavior does not necessarily emerge from complex mechanism. The complex behavior may be explained by simple sensor motor coordination.It is considered that human behavior including creative thought is no exception.This paper hypothesizes that creative thought depends on the interaction between the thinker's body and physical environment in the problem situation. <BR>To this end, author employed the revised &ldquo;Unusual Uses Test&rdquo;, which is a kind of creativity test.This test is different from the original version because of the object that participants use.In the original version, participants propose to use a brick in as many ways as possible.In the revised version, participants were provided one of the two different sizes of plastic plates (12<I>cm</I> &times; 12<I>cm</I> or 14<I>cm</I> &times; 14<I>cm</I> or 21<I>cm</I> &times; 21<I>cm</I>) and were asked to propose ways to use the plastic board.Then, the size of the participants' hands were measured. <BR>The results of the experiment indicate that the size of the hands of participants' who proposed creative ideas was different in response to the size of the given object.This suggest that creativity is affected by physical environment and the thinkers' body.

著者

友野 貴之 古山 宣洋 三嶋 博之

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.1, pp.117-121, 2018-03-01 (Released:2018-09-01)

参考文献数

11

著者

藤井 晴行

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.15, no.1, pp.216-220, 2008 (Released:2009-10-30)

参考文献数

17

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建築研究のひとつに建築物や都市が構築する環境(構築環境, built environment)と人間の心理的反応や行動との関係を明らかにしようとするものがある.その多くは両者の関係に関する知見をよりよい建築空間や構築環境の設計に活かすことを意図する.人間と環境との関係を主に認知プロセスに焦点をあてて見る認知科学と同関係を建築や都市のありようの側から見る建築学との間には相補的な関係があると仮定し,最近の建築研究の中から認知科学における関心と関連がありそうなものを紹介する.日本建築学会計画系論文報告集または日本建築学会環境系論文報告集に発表された論文のうち,構築環境と人間との関係を扱う研究をいくつか取り上げ,その概要を紹介する.また,いくつかの論文の題目を紹介する.当該機関に発表された人間-環境系研究はこれらにとどまるものではない.最後に参考書籍の題目を挙げる. 建築学における人間と環境の関係の研究は大きく二種類に分けられる.ひとつは建築空間や構築環境とそこにいる人(主に居住者や利用者)との関係を対象とするものであり,ひとつは設計のための環境と設計者との関係を対象とするものである.ここで紹介する論文は前者に属する六編である.それぞれ,次のような特徴をもつ.第一論文(青木・朴・大佛)は都市空間の認知が概念図式に依存することをイメージマップを用いた実験によって確かめようとしている.第二論文(徐・西出)は展示空間における回遊行動と空間認知との関係を対象とし,実際の展示空間において実験を行っている.第三論文(末繁・両角)は都市空間における視覚的な情報と回遊行動との関係を対象とし,実際の市街を模した回遊行動シミュレーション実験を行っている.第四論文(掛井ほか)は非常時の避難行動を誘導するために有効な情報提示の形式を対象とし,建築空間を模した避難シミュレーション実験を行っている.第五論文(高橋・大井)は建築のインテリア空間の美しさの評価に関わる一般的な美的価値観を対象とし,被験者に刺激を提示する評価実験と被験者の評価構造を抽出するためのインタビューを行っている.第六論文(坂本ほか)は温冷感と色彩との関係を対象として,実験室において設定した温熱環境における暖色・寒色の注視傾向を測定している. 建築学におけるこれらの論文を紹介する理由は,認知プロセスのモデル化よりも建築設計や都市計画により強い関心をもつ研究者が人間と環境との関係にどのようにアプローチしているのかを知ることが認知科学者にとっても有意義なことであると信じるためである

著者

細馬 宏通

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.91-102, 2009 (Released:2010-06-11)

参考文献数

27

被引用文献数

7

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This paper considers examples of gestures enacted by the first speaker in an adjacency pair and a post-expansion. In these simple examples, the gesture continued until the first speaker enacted the sequence-closing third. In examples illustrating the organization of dispreference, the time structure of the gestures is coordinated with the utterances of both first and second speakers: prolonged gestures by the first speaker are delayed, mitigated, or elaborated according to the structure of the second pair. When preferred responses are elaborated and rendered more complex, gestures can be elaborated according to the structure of the responses. We discuss the properties of a grand gesture, which is produced by an utterance of one party and continued over multiple turns, in order to reconsider the speaker-hearer framework.

著者

仲嶺 真

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.3, pp.300-313, 2017-09

著者

鈴木 宏昭 福田 玄明

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.20, no.3, pp.353-367, 2013-09-01 (Released:2014-12-05)

参考文献数

65

被引用文献数

4

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Growing evidence has suggested interesting dissociations between conscious and sub-conscious processing in insight problem solving. It indicates a possibility that the process of insight problem solving is largely governed by an implicit learning mecha-nism that detects the differences between current and goal states, and regulates the strengths of the responsible operators. If the implicit learning mechanism takes part in the insight problem solving process, the process might be affected by a hint stimu-lus subliminally presented, because such a stimulus could not be used by the explicit learning system. We examined this possibility using the continuos flash suppression technique. The results of two experiments showed that subjects subliminally presented with the goal state of a difficult insight puzzle solved it much faster than those in the control group. These results were discussed in terms of unconscious nature of insight problem solving, gradual tuning of operator strengths during the impasse, and roles of subliminal hint information in the problem solving processes.

著者

岩佐 和典

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.23, no.2, pp.171-178, 2016-06-01 (Released:2016-12-01)

参考文献数

5