Mika Naito
Biographic Data
| ID | 5759474 |
|---|---|
| NAME | Mika Naito |
| GIVEN NAMES | Mika |
| FAMILY NAME | Naito |
| SIGNATURE | NAITO M |
| AFFILIATIONS | Joetsu University of Education |
| ORCID | 0000-0002-7405-4250 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 36 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 1 |
Japanese children's numerical competencies
Using a cutoff design (J. Bisanz, F. J. Morrison, & M. Dunn, 1995) to separate school-related influences from those that are age related, the study investigated the development of number concepts and addition skills in Japanese children. Three groups of kindergarten and 1st grade children who differed in age and/or school experiences completed tasks on their numerical competencies 1 and 6 months after school entrance. Children's use of addition s…
Older (but not younger) siblings facilitate false belief understanding
Results from 4 experiments and an analysis in which all data from 444 English and Japanese children are pooled show (a) a linear increase in understanding false belief with the number of older siblings, (b) no such effect for children younger than 3 years 2 months, (c) no helpful effect of younger siblings at any age (despite the large sample), (d) no effect of siblings' gender, and (e) no helpful effect of siblings on a task measuring children's…
Effects of conceptually driven processing on perceptual identification
Two experiments were conducted to investigate priming effects on perceptual identification by manipulating the type and the degree of prior processing. Experiment I examined the effects of different types of prior processing such as having subjects read a target word, generate it from a definition, and generate it from orthographically related cues. Significant priming effects were obtained in the generation conditions as well as in the reading c…
Older (but not younger) siblings facilitate false belief understanding
Results from 4 experiments and an analysis in which all data from 444 English and Japanese children are pooled show (a) a linear increase in understanding false belief with the number of older siblings, (b) no such effect for children younger than 3 years 2 months, (c) no helpful effect of younger siblings at any age (despite the large sample), (d) no effect of siblings' gender, and (e) no helpful effect of siblings on a task measuring children's…
Japanese children's numerical competencies
Using a cutoff design (J. Bisanz, F. J. Morrison, & M. Dunn, 1995) to separate school-related influences from those that are age related, the study investigated the development of number concepts and addition skills in Japanese children. Three groups of kindergarten and 1st grade children who differed in age and/or school experiences completed tasks on their numerical competencies 1 and 6 months after school entrance. Children's use of addition s…
Effects of conceptually driven processing on perceptual identification
Two experiments were conducted to investigate priming effects on perceptual identification by manipulating the type and the degree of prior processing. Experiment I examined the effects of different types of prior processing such as having subjects read a target word, generate it from a definition, and generate it from orthographically related cues. Significant priming effects were obtained in the generation conditions as well as in the reading c…
Older (but not younger) siblings facilitate false belief understanding
Results from 4 experiments and an analysis in which all data from 444 English and Japanese children are pooled show (a) a linear increase in understanding false belief with the number of older siblings, (b) no such effect for children younger than 3 years 2 months, (c) no helpful effect of younger siblings at any age (despite the large sample), (d) no effect of siblings' gender, and (e) no helpful effect of siblings on a task measuring children's…
Japanese children's numerical competencies
Using a cutoff design (J. Bisanz, F. J. Morrison, & M. Dunn, 1995) to separate school-related influences from those that are age related, the study investigated the development of number concepts and addition skills in Japanese children. Three groups of kindergarten and 1st grade children who differed in age and/or school experiences completed tasks on their numerical competencies 1 and 6 months after school entrance. Children's use of addition s…
Cognition (3 works) · Psychology (3 works) · Child and Animal Learning Development (2 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Advanced Text Analysis Techniques (1 work) · Child development (1 work) · Childhood development (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive development (1 work)