Shunichi Maruno

Effects of self-explanation as a metacognitive strategy for solving mathematical word problems†

Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals

How does an expert teacher create lessons so that children think subjectively and learn from each other? Students' sharing of the ground rules for classroom discussion

Constructing a Coactivation Model for Explaining Humor Elicitation

An analysis of contents in metamemory knowledge and processes as factors affecting prospective memory

THE ROLE OF FRAME AND SETTING INFORMATIONS ON COMPREHENSION AND MEMORY OF A STORY

Epistemic beliefs regarding a class as a collaborative activity: Examination of the tentative worldview predication hypothesis

Effects of positive emotions toward task activities arising from an interaction with another person on a collaborative construction process of knowledge

A multiple time-scale model for personal epistemology A proposal

主体的に考え, 学び合う授業実践の体験を通して, 子どもはグラウンド・ルールの意味についてどのような認識の変化を示すか