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Naoyuki Takeuchi Takayuki Mori Yoshimi Suzukamo Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175
Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior. 相似文献
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The origin of universal shadow education: what the supplemental education phenomenon tells us about the postmodern institution of education 总被引：1，自引：0，他引：1
Prodigious growth in out-of-school, private educational activities meant to supplement formal schooling is observed worldwide. Why has shadow education expanded, and what does it mean for the future of education in postmodern society? Illustrated by the historical development and recent changes in the Japanese shadow education industry, it is suggested that shadow education follows the institutional logic of formal education. And as this logic has become more homogenized and expansive globally, so have the forms and goals of shadow education. Because of its focus on learning and achievement, which are central to formal education, it is predicted that shadow education will be increasingly incorporated into the broader culture of education. 相似文献
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The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain’s Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design. 相似文献
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Yusuke Mori Hiroaki Yamane Yoshitaka Ushiku Tatsuya Harada 《Information processing & management》2019,56(5):1865-1879
Creativity is considered a human characteristic; creative endeavors, including automatic story generation, have been a major challenge for artificial intelligences. To understand how humans create and evaluate stories, we (1) construct a story dataset and (2) analyze the relationship between emotions and story interestingness. Given that understanding how to move readers emotionally is a crucial creative technique, we focus on the role of emotions in evaluating reader satisfaction. Although conventional research has highlighted emotions read from a text, we hypothesize that readers’ emotions do not necessarily coincide with those of the characters. The story dataset created for this study describes situations surrounding two characters. Crowdsourced volunteers label stories with the emotions of the two characters and those of readers; we then empirically analyze the relationship between emotions and interestingness. The results show that a story’s score has a stronger relationship to the readers’ emotions than the characters’ emotions. 相似文献
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This paper first discusses the corrections of the errors which Jong and Zobrist made in Ref. (1) and next describes the sign determination suitable forthese topological formulas. The technique for sign determination is based on the node partitioning algorithm which is also presented. 相似文献
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This article is based on a previous Spanish study, which aimed to analyze the existence of barriers and aid for 44 students with disabilities enrolled at University. A qualitative methodology was used to collect data. The results analyze both the support and the obstacles provided by new technologies, the opinion students have of technologies in education, and how they affect their academic lives. Some of the training requirements of the faculty members regarding the pedagogical use of these technologies are also described. The conclusions display the university as an institution with potential for improvement, where certain technological limitations persist, thus leading one to believe that as an institution, it must exercise self-criticism and implement measures to facilitate an inclusive education. 相似文献
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Akitoshi Uchida Kazuo Mori 《International Journal of Science and Mathematics Education》2018,16(6):1115-1126
International surveys repeatedly showed that Japanese children were good at mathematics but disliking it. We hypothesized there were a considerable number of “fake math-dislikes” among Japanese students who claimed they disliked mathematics explicitly but accepted it implicitly. To examine this hypothesis, we administered questionnaires and paper-based implicit association tests (IAT) to 204 Japanese junior high school students (13–14 years old) and found 38 fake math-dislikes (Study 1). We hypothesized further that those fake math-dislikes would become real math-dislikes eventually and that informing of their implicit attitude toward mathematics might work preventing this undesirable transition. Then, in Study 2, we randomly assigned them into experimental and control groups and informed only the experimental students of their positive implicit attitude toward mathematics we revealed with the IAT. One year later, we found 15 of the 16 experimental students improved their math achievement scores while only 9 of the 17 control students did. The simple practice of informing of their implicit attitude worked effectively for improving their math achievement. As hypothesized, it prevented the fake math-dislike students from turning into real math-dislikes. 相似文献
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The transformation to sustainable social systems requires both individual and collective pro-environmental behaviors. In this study, we quantified the impacts of factors that promote or impede collective pro-environmental behaviors around the use of renewable energy. An online questionnaire was completed by Japanese high school and college students, and covariance structure analysis was performed on groups with strong or weak intention to participate in collective behaviors and groups with rich or little experience with community activities. Our results revealed that the belief that a global environmental crisis can be avoided by individual efforts was negatively related to collective behavioral intention. We also found that environmental education that aimed to enhance attachment to community and social norms, would be effective for the youth with weak collective behavioral intention, but not so for youth with strong collective behavioral intention. It would be more effective for youth with strong collective behavioral intention to learn the practical approaches for community participation and raise awareness of the perceived importance of collective pro-environmental behaviors. 相似文献
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The purpose of this study was to assess the contributions of racket arm joint rotations to the racket tip velocity at ball impact in table tennis topspin backhands against topspin and backspin using the method of Sprigings et al. (1994). Two cine cameras were used to determine three-dimensional motions of the racket arm and racket, and the contributions of the rotations for 11 male advanced table tennis players. The racket upward velocity at impact was significantly higher in the backhand against backspin than against topspin, while the forward velocity was not significantly different between the two types of backhands. The negative contribution of elbow extension to the upward velocity was significantly less against backspin than against topspin. The contribution of wrist dorsiflexion to the upward velocity was significantly greater against backspin than against topspin. The magnitudes of the angular velocities of elbow extension and wrist dorsiflexion at impact were both similar between the two types of backhands. Our results suggest that the differences in contributions of elbow extension and wrist dorsiflexion to the upward velocity were associated with the difference in upper limb configuration rather than in magnitudes of their angular velocities. 相似文献