Kayoko Inagaki
Biographic Data
| ID | 5182389 |
|---|---|
| NAME | Kayoko Inagaki |
| GIVEN NAMES | Kayoko |
| FAMILY NAME | Inagaki |
| SIGNATURE | INAGAKI K |
| AFFILIATIONS | Izumi Junior College |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 1 |
Developmental Shift in Biological Inference Processes
Young children usually make similarity-based attribution concerning properties of living things, i.e., attributing human properties to the target object according to its similarity to people. They do this because they are very familiar with human beings while they are novices in most other domains. This similarity-based attribution tends to shift toward a category-based one with age. However, the age at which this shift occurs varies with the typ…
Perspectives on the Research History of Giyoo Hatano
In this article, we trace the development of Hatano’s research, focusing on the core of his research interest, namely, expertise, conceptual development, and classroom learning. He held both Piagetian constructivist views and Vygotskian sociocultural perspectives in balance, and preferred to study human cognition executed in everyday life. This brief review strongly suggests that Hatano consciously or subconsciously introduced Japanese perspectiv…
Emerging distinctions between naive biology and naive psychology
Piagetian and post-Piagetian conceptions of development and their implications for science education in early childhood
The cognitive style differences in the use of latency and the number of errors as cues for inferring personality characteristics
Sixty-four reflective and 58 impulsive fifth-graders classified by Matching Familiar Figures Test were presented in a questionnaire four fictitious models, i. e., Reflective (Ref), Fast-Accurate (FA), Impulsive (Imp) and Slow-Inaccurate (SI) in this fixed order, whose performances on the test were described verbally (e.g., “ The child took a longer time than usual but made fewer errors.”) as well as numerically, and required to give ratings (1-5)…
Effects of Object Curiosity on Exploratory Learning in Young Children
To examine relationships between curiosity as an individual trait and the processes and products of exploratory learning, 51 kindergarten children of age six were given an object curiosity task and an exploratory learning task. The latter was designed to arouse much uncertainty or dissonance and to permit children to engage in further exploration without interference. Highly curious children, as defined by their object curiosity scores, acquired …
Behavioral Differences Between Extraverts and Introverts in Betting Situations
Thirty extraverts and 30 introverts were presented pairs of stimuli, differing in two dimensions, required to make choices by betting one or two chip (s), and, when successful, were rewarded with twice the number of chips bet. They were told that two different prizing rules, one rewarding 80% of a specified characteristic and the other rewarding 40% of another specified characteristic, would be applied. Half the subjects were given a predominantl…
Amplification of Cognitive Motivation and Its Effects on Epistemic Observation
By direct observation, 203 fourth-graders confirmed the conservation of combined weights of sugar and water as measured before and after dissolving. Prior to this confirmation, experimental group subjects were required to choose one of three alternatives of a conservation problem and were presented with a fictitious choice response distribution with conflicting reasons. Control group subjects were given only the multiple-choice problem. Experimen…
Reflection-Impulsivity in Perceptual and Conceptual Matching Tasks Among Kindergarten Children
In order to examine the generality of reflection-impulsivity, 51 5-6-year-olds were given, in addition to Kagan's MFF, a tactual-visual matching task (TVM) of geometric shapes and two conceptual matching tasks: Referential communication with inadequate message where the child as receiver had to ask questions to make a correct choice, and a revised version of Olson's conceptual pattern matching. Latency and error measures of MFF and TVM were all s…
Correlates of Induced Question-Asking Behavior
143 5th-graders were encouraged to write 2 questions for each of 8 stories involving incongruity (novelty, surprise, contradiction or perplexity). Questions were scored 1-5 according to the use of information in the story and relating it to prior knowledge. Combined scores of 2 questions were positively correlated with each other among stories (26 on the average). Only one significant factor, explaining 27% of variance, was extracted from the cor…
Amplification of Cognitive Motivation and Its Effects on Epistemic Observation
By direct observation, 203 fourth-graders confirmed the conservation of combined weights of sugar and water as measured before and after dissolving. Prior to this confirmation, experimental group subjects were required to choose one of three alternatives of a conservation problem and were presented with a fictitious choice response distribution with conflicting reasons. Control group subjects were given only the multiple-choice problem. Experimen…
Correlates of Induced Question-Asking Behavior
143 5th-graders were encouraged to write 2 questions for each of 8 stories involving incongruity (novelty, surprise, contradiction or perplexity). Questions were scored 1-5 according to the use of information in the story and relating it to prior knowledge. Combined scores of 2 questions were positively correlated with each other among stories (26 on the average). Only one significant factor, explaining 27% of variance, was extracted from the cor…
Reflection-Impulsivity in Perceptual and Conceptual Matching Tasks Among Kindergarten Children
In order to examine the generality of reflection-impulsivity, 51 5-6-year-olds were given, in addition to Kagan's MFF, a tactual-visual matching task (TVM) of geometric shapes and two conceptual matching tasks: Referential communication with inadequate message where the child as receiver had to ask questions to make a correct choice, and a revised version of Olson's conceptual pattern matching. Latency and error measures of MFF and TVM were all s…
Behavioral Differences Between Extraverts and Introverts in Betting Situations
Thirty extraverts and 30 introverts were presented pairs of stimuli, differing in two dimensions, required to make choices by betting one or two chip (s), and, when successful, were rewarded with twice the number of chips bet. They were told that two different prizing rules, one rewarding 80% of a specified characteristic and the other rewarding 40% of another specified characteristic, would be applied. Half the subjects were given a predominantl…
Amplification of Cognitive Motivation and Its Effects on Epistemic Observation
By direct observation, 203 fourth-graders confirmed the conservation of combined weights of sugar and water as measured before and after dissolving. Prior to this confirmation, experimental group subjects were required to choose one of three alternatives of a conservation problem and were presented with a fictitious choice response distribution with conflicting reasons. Control group subjects were given only the multiple-choice problem. Experimen…
Effects of Object Curiosity on Exploratory Learning in Young Children
To examine relationships between curiosity as an individual trait and the processes and products of exploratory learning, 51 kindergarten children of age six were given an object curiosity task and an exploratory learning task. The latter was designed to arouse much uncertainty or dissonance and to permit children to engage in further exploration without interference. Highly curious children, as defined by their object curiosity scores, acquired …
The cognitive style differences in the use of latency and the number of errors as cues for inferring personality characteristics
Sixty-four reflective and 58 impulsive fifth-graders classified by Matching Familiar Figures Test were presented in a questionnaire four fictitious models, i. e., Reflective (Ref), Fast-Accurate (FA), Impulsive (Imp) and Slow-Inaccurate (SI) in this fixed order, whose performances on the test were described verbally (e.g., “ The child took a longer time than usual but made fewer errors.”) as well as numerically, and required to give ratings (1-5)…
Piagetian and post-Piagetian conceptions of development and their implications for science education in early childhood
Emerging distinctions between naive biology and naive psychology
Perspectives on the Research History of Giyoo Hatano
In this article, we trace the development of Hatano’s research, focusing on the core of his research interest, namely, expertise, conceptual development, and classroom learning. He held both Piagetian constructivist views and Vygotskian sociocultural perspectives in balance, and preferred to study human cognition executed in everyday life. This brief review strongly suggests that Hatano consciously or subconsciously introduced Japanese perspectiv…
Developmental Shift in Biological Inference Processes
Young children usually make similarity-based attribution concerning properties of living things, i.e., attributing human properties to the target object according to its similarity to people. They do this because they are very familiar with human beings while they are novices in most other domains. This similarity-based attribution tends to shift toward a category-based one with age. However, the age at which this shift occurs varies with the typ…
Psychology (10 works) · Cognitive psychology (9 works) · Developmental psychology (8 works) · Social Psychology (6 works) · Child and Animal Learning Development (4 works) · Cognition (4 works) · Computer Science (4 works) · Mathematics (4 works) · Artificial Intelligence (3 works) · Artificial Intelligence (3 works)