Basic Information

Faculty

• 教育学部
• 国際高等教育院

Concurrent Affiliation

• Center for the Promotion of Interdisciplinary Education and Research (C-PiER), 心の先端研究ユニット, 教授
• Center for the Promotion of Interdisciplinary Education and Research (C-PiER), デザイン学ユニット, 教授

Academic Degree

• Master of Science(The University of Auckland)
• Doctor of Philosophy(Massey University)

Research History

• From Sep. 2014, To Present

  Kyoto University, Graduate School of Education, Professor
• From Apr. 2010, To Sep. 2014

  Waseda University Faculty of Science and Engineering, Center for English Language Education in Science and Engineering, Professor

ID,URL

• J-Global ID

  201001042779917260

• Researcher number

  30580386

• External link

  http://cogpsy.educ.kyoto-u.ac.jp/en/member/Emmanuel_Manalo.htm

Website(s) (URL(s))

• http://cogpsy.educ.kyoto-u.ac.jp/en/member/Emmanuel_Manalo.htm

researchmap URL

• https://researchmap.jp/read0151030

Research

Research Topics, Overview of the research

• Research Topics

  Teaching and learning strategies; diagram use in communication, problem solving, and thinking; critical thinking; metacognition; cultivation of 21st Century competencies

• Overview of the research

  My main research focus is on the design and promotion of use of effective teaching and learning strategies. I have conducted a lot of research on the use of self-constructed diagrams in communication, problem solving, and thinking. Recently, I have edited (and authored papers/chapters in) a special issue of a journal (Thinking Skills and Creativity) on how failure experiences can be beneficial in educational contexts, and two books (published by Routledge) – one on the promotion of spontaneous use of thinking and reasoning strategies; and the other on strategies for cultivating deeper learning, communicative competence, and critical thinking in classrooms.

Research Interests

• 異文化間教育
• 学習戦略
• 高等教育における指導と学習
• intercultural education
• learning strategy use
• Teaching and learning in higher education

Research Areas

• Humanities & social sciences, Educational psychology
• Humanities & social sciences, Foreign language education

Papers

• Audiovisual speech perception of multilingual learners of Japanese

  Katarina Woodman; Emmanuel Manalo

  International Journal of Multilingualism, 11 Sep. 2024

  
• Chinese Children’ Drawing in Science Class

  Ran Lu; Emmanuel Manalo

  2024

  
• Integration of Learning Through the Use of Self-constructed Diagrams: Opportunities and Challenges

  Emmanuel Manalo; Mari Fukuda

  2024

  
• Deeper learning as making the necessary links in learning.

  Emmanuel Manalo; Ai Mizokawa

  In M. Harring, O. Meyer, & V. Krupp (Eds.), Deeper learning in teacher education: Interdisciplinary and international perspectives. Waxmann Verlag., Jul. 2024, Peer-reviewed, Invited, Lead author

  
• Promoting deeper learning in early childhood: From the perspective of linking in learning.

  Ai Mizokawa; Emmanuel Manalo

  In M. Harring, O. Meyer, & V. Krupp (Eds.), Deeper learning in teacher education: Interdisciplinary and international perspectives. Waxmann Verlag., Jul. 2024, Peer-reviewed, Invited

  
• Students’ motivation to learn English: the importance of external influence on the ideal L2 self

  Ayame Ishida; Emmanuel Manalo; Takashi Sekiyama

  Frontiers in Education, 12 Jan. 2024, Peer-reviewed

  
• The effect of metacognitive use of learning strategies on student test performance

  Eriko Ota; Emmanuel Manalo; Natalia Suárez Fernández

  In S. Larkin (Ed.), Metacognition and education: Future trends (pp. 86-104). Routledge, 17 Aug. 2023, Peer-reviewed, Invited

  
• “Most good papers are published in English””: Japanese academics’ perspectives on the benefits and drawbacks of writing and publishing in English.

  Pat Strauss; Emmanuel Manalo

  Journal of English for Research Publication Purposes, 20 Jul. 2023, Peer-reviewed

  
• Cultivating greater spontaneity in learning strategy use.

  Emmanuel Manalo; Yuri Uesaka; Clark A. Chinn

  In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. 395-406). Society for the Teaching of Psychology., 2023, Peer-reviewed, Invited, Lead author

  
• The Need to Cultivate More Linking in Learning to Promote More Effective Thinking

  Emmanuel Manalo

  Integrated Science, 2022, Peer-reviewed, Lead author

  
• JF04 様々な授業に応用可能な批判的思考スキルの教育法(自主企画シンポジウム)

  木下 直子; マナロ エマニュエル; シェパード クリス; チン クラーク

  日本教育心理学会総会発表論文集, 2014

  
• Class design for developing presentation skills for graduate research students

  Etsuko Tanaka; Emmanuel Manalo

  Deeper Learning, Dialogic Learning, and Critical Thinking: Research-based Strategies for the Classroom, 12 Sep. 2019

  
• Promoting learners' self-regulated textbook use for overcoming impasses in solving mathematics exercises

  Mari Fukuda; Emmanuel Manalo

  Research in Mathematics Education, 02 Jan. 2024, Peer-reviewed

  
• The role of rationales for and criticisms of ethical decisions in the development of meta-moral cognitive skills

  Reena Cheruvalath; Emmanuel Manalo; Hiroaki Ayabe

  Ethics & Behavior, 24 Mar. 2024, Peer-reviewed

  
• Brain imaging provides insights about the interaction between instruction and diagram use for mathematical word problem solving

  Hiroaki Ayabe; Emmanuel Manalo; Noriko Hanaki; Hiroyo Fujita; Michio Nomura

  Frontiers in Education, 21 Oct. 2022

  
• Problem-appropriate diagram instruction for improving mathematical word problem solving

  Hiroaki Ayabe; Emmanuel Manalo; Erica de Vries

  Frontiers in Psychology, 03 Oct. 2022

  
• The Use of Diagrams in Planning for Report Writing

  Emmanuel Manalo; Laura Ohmes

  Diagrammatic Representation and Inference, 07 Sep. 2022, Peer-reviewed, Lead author

  
• Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of the self-regulatory activity

  José Carlos Núñez; Ellián Tuero; Estrella Fernández; Francisco Javier Añón; Emmanuel Manalo; Pedro Rosário

  Revista de Psicodidactica, 01 Jan. 2022, Peer-reviewed

  
• Solution Structures for Mathematical Word Problems and the Effect of Providing Instruction in Domain-specific Diagram Use

  Ayabe, H; Manalo, E; Hanaki, N

  Journal of the Japan Society for Educational Technology, Dec. 2021, Peer-reviewed

  
• Preface

  Amrita Basu; Gem Stapleton; Sven Linker; Catherine Legg; Emmanuel Manalo

  Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2021

  
• Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work

  Emmanuel Manalo; Mari Fukuda

  Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2021, Peer-reviewed, Lead author, Corresponding author

  Access this paper :

  
• Showing what it looks like: Teaching students to use diagrams in problem solving, communication, and thinking

  Emmanuel Manalo; Yuri Uesaka; Ouhao Chen; Hiroaki Ayabe

  Deeper Learning, Dialogic Learning, and Critical Thinking: Research-based Strategies for the Classroom, 12 Sep. 2019

  
• What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?

  Hiroaki Ayabe; Emmanuel Manalo; Mari Fukuda; Norihiro Sadato

  Diagrammatic Representation and Inference, 2021

  
• The Presence of Diagrams and Problems Requiring Diagram Construction: Comparing Mathematical Word Problems in Japanese and Canadian Textbooks

  Mari Fukuda; Emmanuel Manalo; Hiroaki Ayabe

  Diagrammatic Representation and Inference, 2021

  
• Coaxing success from failure through academic development

  Susan Carter; Sean Sturm; Emmanuel Manalo

  International Journal for Academic Development, 03 Apr. 2021, Peer-reviewed, Last author

  
• Elucidating the effects of diagram use training for math word problem solving.

  Ayabe, H; Manalo, E; Hanaki, N

  Diagrammatic Representation and Inference. Lecture Notes in Artificial Intelligence., 2020, Peer-reviewed

  
• The effect of cultivating diagram use on the quality of EFL students' written explanations

  Manalo, E; Tsuda, A; Dryer, R

  Thinking Skills and Creativity, 2019, Peer-reviewed

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• Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials.

  Chen, O; Manalo, E; She, Y

  Educational Studies, 2019, Peer-reviewed

  
• Special issue: The role of failure in promoting thinking skills and creativity

  Manalo, E; Kapur, M

  Thinking Skills and Creativity, Dec. 2018, Peer-reviewed

  
• The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning

  Emmanuel Manalo; Manu Kapur

  Thinking Skills and Creativity, 2018, Peer-reviewed

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• The Hemingway effect: How failing to finish a task can have a positive effect on motivation

  Yoshinori Oyama; Emmanuel Manalo; Yoshihide Nakatani

  Thinking Skills and Creativity, 2018, Peer-reviewed

  
• Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?

  Chris Sheppard; Emmanuel Manalo; Marcus Henning

  English for Specific Purposes, 01 Jan. 2018, Peer-reviewed

  
• Considering the new curriculum from the perspective of international practices: Classroom lessons and assessment systems from New Zealand, Australia, and Spain.

  Uesaka, Y; Manalo, E; Tanaka, E; Ota, E

  Proceedings of the 60th Annual Meeting of the Japanese Association of Educational Psychology., 2018

  
• How can we benefit from failure? Lessons learned from harnessing international expertise for answers to this question.

  Manalo, E

  Proceedings of the 34th Annual Conference of JSET (Japan Society for Educational Technology), 2018

  
• Can spontaneous diagram use be promoted in math word problem solving?

  Ayabe, H; Manalo, E

  Lecture Notes in Artificial Intelligence, 2018, Peer-reviewed

  
• Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices

  Ichikawa, S; Uesaka, Y; Manalo, E

  In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge: London., 2017, Peer-reviewed

  
• How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general.

  Uesaka, Y; Manalo, E

  In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge, 2017, Peer-reviewed

  
• Development of a scale about failure beliefs in academic activities

  Takuma Nishimura; Mikiko Seo; Yuri Uesaka; Emmanuel Manalo; Etsuko Tanaka; Shinichi Ichikawa

  Japanese Journal of Educational Psychology, 2017, Peer-reviewed

  
• Global-local processing impacts academic risk taking

  Elvis W. S. Tan; Stephen Wee Hun Lim; Emmanuel Manalo

  QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 2017, Peer-reviewed

  
• How might language affect critical thinking performance?

  Emmanuel Manalo; Chris Sheppard

  THINKING SKILLS AND CREATIVITY, Sep. 2016, Peer-reviewed

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• Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students' Written Work?

  Emmanuel Manalo; Yuri Uesaka

  DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2016, 2016, Peer-reviewed

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• Ethical Learning Experiences and Engagement in Academic Dishonesty: A Study of Asian and European Pharmacy and Medical Students in New Zealand

  Marcus A. Henning; Phillipa Malpas; Emmanuel Manalo; Sanya Ram; Vidushan Vijayakumar; Susan J. Hawken

  ASIA-PACIFIC EDUCATION RESEARCHER, Mar. 2015, Peer-reviewed

  
• Electroencephalogram Recordings Indicate That More Abstract Diagrams Need More Mental Resources to Process

  Theo H. van Leeuwen; Emmanuel Manalo; Jan van der Meij

  MIND BRAIN AND EDUCATION, Mar. 2015, Peer-reviewed

  
• Cross-Cultural Examination of Beliefs About the Causes of Bulimia Nervosa Among Australian and Japanese Females

  Rachel Dryer; Yuri Uesaka; Emmanuel Manalo; Graham Tyson

  INTERNATIONAL JOURNAL OF EATING DISORDERS, Mar. 2015, Peer-reviewed

  
• Do students from different cultures think differently about critical and other thinking skills?

  Emmanuel Manalo; Takashi Kusumi; Masuo Koyasu; Yasushi Michita; Yuko Tanaka

  The Palgrave Handbook of Critical Thinking in Higher Education, 01 Jan. 2015, Peer-reviewed

  
• Diagrams in learning and communication.

  Manalo, E; Uesaka, Y; Sheppard, C

  植阪友理・マナロ エマニュエル（編）『教授・学習研究への新たな挑戦：理論と実践―学習方略プロジェクトH26年度の研究成果―』, Working Papers, Vol. 4, 18-24., 2015

  
• Motivation to learn

  Marcus A. Henning; Emmanuel Manalo

  Student Motivation and Quality of Life in Higher Education, 17 Dec. 2014, Peer-reviewed

  
• Synthesis of motivation to learn and quality of life

  Marcus A. Henning; Christian U. Krägeloh; Glenis Wong-Toi; Emmanuel Manalo; Rex Billington; Colin Gibbs; Susan J. Hawken

  Student Motivation and Quality of Life in Higher Education, 17 Dec. 2014, Peer-reviewed

  
• Recent findings about student diagram use: Variations according to purpose, and effects of peer communication

  Manalo, E; Uesaka, Y

  植阪友理・マナロ エマニュエル（編）学習方略研究における理論と実践の新たな展開―学習方略プロジェクトH25年度の研究成果― Working Papers Vol. 3 (pp. 36-42), 2014

  
• Effective methods for the development of skills

  MANALO Emmanuel

  In: N. Kinoshita, E. Manalo, C. Sheppard, & C. Chinn (Contributors), 様々な授業に応用可能な批判的思考スキルの教育法 symposium. Proceedings of the 56th Annual Meeting of the Japanese Association of E, 2014

  
• How Communicative Learning Situations Influence Students' Use of Diagrams: Focusing on Spontaneous Diagram Construction and Protocols during Explanation

  Yuri Uesaka; Emmanuel Manalo

  DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2014, 2014, Peer-reviewed

  
• Students' Spontaneous Use of Diagrams in Written Communication: Understanding Variations According to Purpose and Cognitive Cost Entailed

  Emmanuel Manalo; Yuri Uesaka

  DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2014, 2014, Peer-reviewed

  
• Using mnemonic images and explicit sound contrasting to help Japanese children learn English alphabet sounds

  Emmanuel Manalo; Yuri Uesaka; Koki Sekitani

  JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION, Dec. 2013, Peer-reviewed

  
• 学生が持つ図に対する認知イメージ構造の分析

  和嶋雄一郎; Emmanuel Manalo; 植阪友理

  心理学からみた効果的な学び方の理解と支援, Sep. 2013, Invited

  
• Science and engineering students' use of diagrams during note taking versus explanation

  Emmanuel Manalo; Yuri Uesaka; Sarah Pérez-Kriz; Masashi Kato; Tatsushi Fukaya

  Educational Studies, Feb. 2013, Peer-reviewed

  
• 学生の持つ図に対する認知イメージの構造の分析

  和嶋雄一郎; Emmanuel Manalo; 植阪友理

  植阪友理・エマニュエル マナロ（編著）『心理学からみた効果的な学び方の理解と支援−学習方略プロジェクトH24年度研究成果』Working papers Vol. 2 (pp.19-26) 東京大学, 2013

  
• Relevance of cognitive cost in students’ decision about learning strategies to use

  Manalo, E; Uesaka, Y

  植阪友理・エマニュエル マナロ（編著）『心理学からみた効果的な学び方の理解と支援−学習方略プロジェクトH24年度研究成果』Working papers Vol. 2(pp.4-10). 東京大学：東京, 2013

  
• Gakusyu sukiru no kyouiku sapoto no kouka ni tsuite: Nyujirando no daigaku no baai [Effects of learning skills instruction and support: In the case of New Zealand universities], in N. Kinoshita, Y. Iwasa, M. Kiyama, M. Tokuda, E. Manalo, C. Sheppard, K・・・

  Manalo, E

  Proceedings of the 55th Annual Meeting of the Japanese Association of Educational Psychology, 2013

  
• To what extent do culture-related factors influence university students' critical thinking use?

  Emmanuel Manalo; Takashi Kusumi; Masuo Koyasu; Yasushi Michita; Yuko Tanaka

  THINKING SKILLS AND CREATIVITY, 2013, Peer-reviewed

  
• Medical Students in Early Clinical Training and Achievement Motivation: Variations According to Gender, Enrollment Status, and Age

  Marcus A. Henning; Christian U. Krägeloh; Emmanuel Manalo; Iain Doherty; Rain Lamdin; Susan J. Hawken

  Medical Science Educator, Mar. 2013, Peer-reviewed

  
• A Comparison Between Asian and Pacific Islands Students in Their Use of Academic Advising Services

  Marcus Henning; Emmanuel Manalo; I'u Tuagalu

  ASIA-PACIFIC EDUCATION RESEARCHER, Mar. 2012, Peer-reviewed

  
• Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems

  Yuri Uesaka; Emmanuel Manalo

  APPLIED COGNITIVE PSYCHOLOGY, Mar. 2012, Peer-reviewed

  
• Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors.

  Manalo, E; Uesaka, Y

  Lecture Notes in Artificial Intelligence, Vol.7352, 2012, Peer-reviewed

  
• Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions.

  Uesaka, Y; Manalo, E; Nakagawa, M

  Lecture Notes in Artificial Intelligence, Vol.7352, 2012, Peer-reviewed

  
• Motivation to learn, self-regulation and academic achievement: How effective are study skills programmes?

  Henning, M; Manalo, E

  Handbook on psychology of motivation: New research [J. N. Franco, & A. E. Svensgaard (Eds.)], 2012

  
• Students’ use of diagrams as a learning strategy: Some of the mental processes that influence such use

  Manalo, E; Uesaka, Y; Wajima, Y

  学び方の上手な学習者を育てるために ̶–学習方略プロジェクトH23年度の研究成果̶–(Working papers Vol. 1, August 2012), 2012

  
• 第二言語習得への脳認知科学からのアプローチ

  Yokoyama, S; Jeong, H; Ojima, S; Chiba, K; Manalo, E; Yoshimoto, K

  Proceedings of the 29th Annual Meeting of the Japanese Cognitive Science Society, 2012

  
• 説明を書く場面における図表： なぜ学習者は十分に利用しないのか？ [in E. Manalo, C. Sheppard, R. Rose, & F. Katada (Contributors), 高等教育における学生のコミュニケーション能力開発を巡る重要課題]

  Manalo, E; Uesaka, Y

  Proceedings of the 54th Annual Meeting of the Japanese Association of Educational Psychology, 2012

  
• Drawing Attention to Diagram Use

  Emmanuel Manalo; Yuri Uesaka

  SCIENCE, Nov. 2011, Peer-reviewed

  
• The effects of peer communication with diagrams on students’ math word problem solving

  MANALO Emmanuel

  Proceedings of the 33rd Annual Conference of the Cognitive Science Society [L. Carlson, C., 2011, Peer-reviewed

  
• Bipolar disorder and the experiences of the Chinese community within New Zealand.

  Wang, Y; Henning, M; Manalo, E

  Bipolar disorder: Causes, diagnosis and treatment, 2011

  
• Are tertiary learning advisors an endangered species?

  Manalo, E; Marshall, J; Fraser, C

  New Zealand Education Review, 2011

  
• 図表の自発的な活用を促す指導法の開発―コミュニケーションツールとしての利用経験の効果―(学会賞受賞に伴う掲載）

  植阪友理; Emmanuel Manalo

  認知科学, 2010, Invited

  
• Mental representation of diagrams, views about diagrams, and problem solving.

  Manalo, E; Uesaka, Y; Yano, Y

  In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1852–1857). Austin, TX: Cognitive Science Society., 2010, Peer-reviewed

  
• The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems

  Yuri Uesaka; Emmanuel Manalo; Shin'ichi Ichikawa

  DIAGRAMMATIC REPRESENTATION AND INFERENCE, 2010, Peer-reviewed

  
• Providing effective mental health support to Japanese university students: The use of a typological approach at a university mental health support center.

  Kakei, K; Uesaka, Y; Manalo, E

  The Open Rehabilitation Journal, 2010, Peer-reviewed

  
• Provision of learning support for university students with learning, mental health, and other forms of hidden disabilities.

  Manalo, E; Ede, J; Wong-Toi, G

  The Open Rehabilitation Journal, 2010, Peer-reviewed

  
• Special issue: Supporting university students with disabilities - Innovations, strategies, and practices that achieve results.

  Manalo, E; Wong-Toi; G

  The Open Rehabilitation Journal, 2010, Peer-reviewed

  
• Lean on me

  Manalo, E

  New Zealand Education Review, 2010

  
• Many and varied roles: An inter-institutional project to evidence the impact of Learning Advisors on student achievement.

  Fraser, C; Manalo, E; Marshall, J

  Shifting sands, firm foundations: Refereed proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) [V. van der Ham, L. Sevillano, & L. George (Eds.)], 2010, Peer-reviewed

  
• Development of a teaching method that promotes the spontaneous use of diagrams in mathematical problem solving: Effects of experience using diagrams as communication tools.

  Uesaka, Y; Manalo, E

  Cognitive Studies, 2010

  
• Learning how to speak in English.

  Manalo, E

  New Zealand Education Review, 2009

  
• Demonstrating student transformations.

  Manalo, E

  Transformations: The refereed proceedings of the 2008 ATLAANZ conference [M. Silvester (Ed.)], 2009, Peer-reviewed

  
• The Influence of Language Contact and Vocabulary Knowledge on the Speaking Performance of Japanese Students of English

  Taeko Oya; Emmanuel Manalo; Jackie Greenwood

  The Open Applied Linguistics Journal, 10 Feb. 2009, Peer-reviewed

  
• Does the use of diagrams as communication tools result in their internalization as personal tools for problem solving?

  Uesaka, Y; Manalo, E

  Proceedings of the 30th Annual Conference of the Cognitive Science Society [B. C. Love, K. McRae, & V. M. Sloutsky (Eds.)], 2008, Peer-reviewed

  
• School Curriculum Development to Promote Student Spontaneous Diagram Use in Problem Solving

  Yuri Uesaka; Emmanuel Manalo

  DIAGRAMMATIC REPRESENTATION AND INFERENCE, PROCEEDINGS, 2008, Peer-reviewed

  
• Balancing learning advisors’ roles in teaching and research.

  Manalo, E

  Walking a tightrope: The balancing act of learning advising [E. Manalo, J. Bartlett-Trafford, & S. Crozier (Eds.)], 2008, Peer-reviewed

  
• What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving?

  Yuri Uesaka; Emmanuel Manalo; Shin'ichi Ichikawa

  LEARNING AND INSTRUCTION, Jun. 2007, Peer-reviewed

  
• 音と文字の学習を通じて動機づけを高める小学校での英語指導−公立小学校の総合的な学習の時間を用いた検討−

  植阪友理; Emmanuel Manalo; 関谷弘毅

  学力の測定と向上に関する学校支援(pp. 49-56) 21世紀COEプログラム東京大学教育学研究科基礎学力研究開発センター, 2007

  
• Peer instruction as a way of promoting spontaneous use of diagrams when solving math word

  Uesaka, Y; Manalo, E

  Proceedings of the 29th Annual Cognitive Science Society [D. S. McNamara & J. G. Trafton (Eds.)], 2007, Peer-reviewed

  
• Exam skills

  Manalo, E

  Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 2007

  
• Essays

  Emerson, L; Manalo, E

  Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 2007

  
• How learning advisors promote significant learning.

  Manalo, E

  Anchoring our practice: Perspectives, partnerships, projections [C. Fraser, & L. Ayo (Eds.)], 2007, Peer-reviewed

  
• Learning center and statistics department collaboration in improving student performance in introductory statistics.

  Manalo, E; Leader, D

  College Student Journal, 2007, Peer-reviewed

  
• Editorial for the special issue

  Emmanuel Manalo

  PSYCHOLOGIA, Jun. 2006

  
• What memory skills are most important to university students in the United States and New Zealand?

  Kenneth L. Higbee; Emmanuel Manalo

  PSYCHOLOGIA, Jun. 2006, Peer-reviewed

  
• Factors that impact on the academic motivation of Japanese university students in Japan and in New Zealand

  Emmanuel Manalo; Masuo Koyasu; Kyoko Hashimoto; Taeko Miyauchi

  PSYCHOLOGIA, Jun. 2006, Peer-reviewed

  
• Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving.(Students' Best Paper Award)

  Uesaka, Y; Manalo, E

  Lecture Notes in Artificial Intelligence, 2006, Peer-reviewed

  
• Promoting diagram use in problem solving.

  Manalo, E; Uesaka, Y

  New Zealand Education Review, 2006

  
• Student learning - motivation and silence.

  Manalo, E

  New Zealand Education Review, 2006

  
• Learning diversity and the multifaceted roles of tertiary learning advisors.

  Manalo, E; Trafford, J

  International Journal of Diversity in Organisations, Communities and Nations, 2006, Peer-reviewed

  
• The usefulness of an intensive preparatory course for EAL thesis writers

  Emmanuel Manalo

  Journal of Research in International Education, Aug. 2006, Peer-reviewed

  
• Special issue: Applied research in university student learning.

  Manalo, E

  Psychologia, 2006, Peer-reviewed

  
• Exam skills

  Manalo, E

  Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 2005

  
• Essays

  Emerson, L; Manalo, E

  Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 2005

  
• Essay writing

  Emerson, L; Manalo, E

  Writing guidelines for business students (3nd ed.) [L. Emerson (Ed.)], 2005

  
• Building bridges or looking for bridges: What really is the role of the learning advisor?

  Manalo, E

  Building bridges: Diversity in practice. Proceedings of the 2004 Annual Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) [B. Morris (Ed.)], 2005

  
• Strategies for the potential agents of change: An approach to teaching how to write a paper for publication.

  Manalo, E

  Writing for a change: Proceedings of the 6th Biennial Tertiary Writing Network Colloquium, Victoria University of Wellington, Dec 2–3, 2004 [D. Wallace (Ed.)], 2005

  
• The influence of personality and anxiety on the oral performance of Japanese speakers of English

  T Oya; E Manalo; J Greenwood

  APPLIED COGNITIVE PSYCHOLOGY, Nov. 2004, Peer-reviewed

  
• What kinds of students' activities promote the use of diagrams in mathematical problem solving?

  Y Uesaka; E Manalo

  INTERNATIONAL JOURNAL OF PSYCHOLOGY, Oct. 2004

  
• How does cultural understanding facilitate learning development and vice versa? The roles of

  MANALO Emmanuel

  Proceedings of the 18th IDP Australian International Education Conference (CD-ROM; ISBN: 0-86403-054-1), 2004, Peer-reviewed

  
• Using mnemonics to facilitate learning of Japanese script characters.

  Manalo, E; Mizutani, S; Trafford, J. A

  JALT [Japanese Association for Language Teaching] Journal, 2004, Peer-reviewed

  
• Sugakuteki mondai-kaiketu niokeru zuhyouno riyou wo sokusin suru gakusyuu koudou no kentou- nyujiirando tono kyoudoukennkyuu kara [Investigating students’ daily learning behaviors that promote diagram use in mathematical problem solving: From a collabo・・・

  Uesaka, Y; Manalo, E; Ichikawa, S

  Kisogakuryoku ikusei sisutem no saikouchiku [Rebuilding the system to promote core academic competences], 2004

  
• Nyuujirando gakkou tankenki [Exploring schools in New Zealand].

  Uesaka, Y; Manalo, E

  Syotou-rika Kyouiku [Science Education in Elementary School], 2004

  
• Uses of mnemonics in educational settings: A brief review of selected research

  E Manalo

  PSYCHOLOGIA, Jun. 2002, Peer-reviewed

  
• Paraphrasing as a tool for learning and finding your own voice.

  Manalo, E

  Developing a voice – Critical issues in academic literacies: Proceedings of the 5th Biennial Tertiary Writing Network Colloquium [A. Kirkness (Ed.)], 2002

  
• Records and reports: How do we inform ourselves and others of the good work we do with

  Manalo, E

  Lifelong learning: Proceedings of the Annual Conference of the Association of Tertiary Learning, 2001

  
• How to write successful exams.

  Manalo, E

  Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 2000

  
• Essay writing

  Emerson, L; Manalo, E

  Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 2000

  
• The Use of Process Mnemonics in Teaching Students with Mathematics Learning Disabilities

  Emmanuel Manalo; Julie K. Bunnell; Jennifer A. Stillman

  Learning Disability Quarterly, 2000, Peer-reviewed

  
• Spontaneous mnemonic use in simulated foreign word learning

  E Manalo

  PSYCHOLOGIA, Sep. 1999, Peer-reviewed

  
• Teaching postgraduate students how to get started and keep going with their theses.

  Manalo, E

  Teaching communication skills in the disciplines: The proceedings of the Australian Communication Skills Conference [J. Tapper, & P. Gruba (Eds.)], 1998, Peer-reviewed

  
• Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment

  Emmanuel Manalo; Glenis Wong‐Toi; Marcus Henning

  Higher Education Research & Development, Jan. 1996, Peer-reviewed

  
• Teaching problem-solving skills

  Emmanuel Manalo

  Performance + Instruction, Sep. 1993, Peer-reviewed

  
• DYSLEXIA OR CARELESSNESS IN READING? A CASE REPORT

  Emmanuel Manalo

  Reading Psychology, Jul. 1992, Peer-reviewed

  
• Teaching concentration skills

  Emmanuel Manalo

  Performance + Instruction, Nov. 1992, Peer-reviewed

  
• The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual.

  Manalo, E

  Focus on Learning Problems in Mathematics, 1991, Peer-reviewed

  
• An approach to dealing with motivational failure.

  Manalo, E

  A taste for living: Proceedings of the sixth triennial conference of the Australian and New Zealand Student Services Association [R. Wilson (Ed.)], 1989

  
• Teaching process mnemonics to teach students with mathematics learning disabilities.

  MANALO Emmanuel

  Australian Journal of Psychology (Supplement: Combined abstracts of the 1997 Australian, Peer-reviewed

  
• Learning support to complement inclusion: The roles of a learning centre in managing the needs of

  MANALO Emmanuel

  Proceedings of the Inclusive and Supportive Education Congress 2005 (ISEC 2005) (CD-ROM; ISBN: 1-903618-29-0)., Peer-reviewed

  
• Quantity and quality of diagrams used in math word problem solving: A comparison between New

  MANALO Emmanuel; Uesaka, Y

  Refereed papers of the NZARE (New Zealand Association for Research in Education) National Conference 2006 [CD-ROM; ISSN 1176-4902], Peer-reviewed

  

Misc.

• バックキャスティングによる研究と教育との橋渡しの可能性:理想と現実のギャップを解消するプロセスの事例紹介

  田中 瑛津子; マナロ エマニュエル; 小山 義徳; シェパード クリス; チェン オーハオ; ワン ジン

  日本教育心理学会総会発表論文集, 2019

  
• 英語教育における深い学びとコミュニケーション

  マナロ エマニュエル; 李 沐陽; 小山 義徳; 田中 瑛津子

  日本教育心理学会総会発表論文集, 2017

  
• 適切な図表の使い分けを促進する意識的な方略比較活動

  植阪 友理; MANALO Emmanuel

  日本認知科学会大会発表論文集 = Annual meeting of the Japanese Cognitive Science Society, 02 Aug. 2006

  
• Cross-cultural examination of Australian and Japanese female university students' beliefs about the treatment of Bulimia Nervosa

  Rachel Dryer; Emmanuel Manalo; Yuri Uesaka; Graham A. Tyson

  INTERNATIONAL JOURNAL OF PSYCHOLOGY, Jul. 2016

  
• Critically Evaluating Multiple, Conflicting Pieces of Information: The Effects of Unpacking the Information, and Theory of Mind Ability

  Emmanuel Manalo; Ai Mizokawa; Lisa Scharrer; Masuo Koyasu

  INTERNATIONAL JOURNAL OF PSYCHOLOGY, Jul. 2016

  
• Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits

  Yusuke Takahashi; Takashi Kusumi; Emmanuel Manalo

  INTERNATIONAL JOURNAL OF PSYCHOLOGY, Jul. 2016

  
• Structure and comparison of Australian and Japanese junior high school students' interest in science

  Etsuko Tanaka; Emmanuel Manalo; Rachel Dryer

  INTERNATIONAL JOURNAL OF PSYCHOLOGY, Jul. 2016

  
• 自由記述を利用した図に対する認知イメージの推定とその傾向

  和嶋雄一郎; 植阪友理; MANALO Emmanuel

  日本認知科学会大会発表論文集(CD-ROM), 2012

  

Presentations

• Anticipating possible problems in collaboration between practitioners and researchers and working together to come up with viable solutions.

  Emmanuel Manalo

  “Creating Communities of Practice Across Boundaries: Realizing Mutually Beneficial Partnerships Between Educational Practitioners and Researchers” International Symposium, the University of Tokyo, Tokyo, Japan, 09 Jun. 2024, Invited

  
• Improving EFL students’ English-speaking skills: Focusing on the empowerment and motivation of teachers and students for change.

  Emmanuel Manalo; Yukari Abe; Mai Sawada; Yu-Jr Lan; Nozomi Ogishima; Takeshi Sugimoto; Etsuko Tanaka

  Redesigning Pedagogy International Conference 2024, National Institute of Education, Singapore

  
• The situation in Japan: Efforts at implementing inclusion in the face of societal and institutional constraints.

  Emmanuel Manalo; Rio Yoshida

  Disentangling Vulnerability, Crisis and Inclusion: International Research Perspectives on the COVID-19 Pandemic and Beyond Event, University of Vienna, Vienna, Austria, 11 Dec. 2023, Invited

  
• The indispensability of linking to deeper learning.

  Emmanuel Manalo

  TERA-GACC 2023 International Conference, National Sun Yat-sen University, Kaohsiung, Taiwan, 04 Nov. 2023, Invited

  
• Publishing your academic paper.

  Emmanuel Manalo

  TERA-GACC 2023 International Conference, National Sun Yat-sen University, Kaohsiung, Taiwan, 02 Nov. 2023, Invited

  
• Promotion of spontaneous learning and reasoning strategies.

  Emmanuel Manalo

  LEAD Graduate School and Research Network’s LEAD Retreat, Herrenberg, Germany, 19 Oct. 2023, Invited

  
• Linking learning to promote deeper learning.

  Emmanuel Manalo

  UNESCO TEC Teacher Professional Development Forum: International Experience and Local Practice in Teacher Education, Huainan Normal University, Huainan, China, 14 Oct. 2023, Invited

  
• Showing what it looks like: The importance of cultivating student abilities in using diagrams for thinking, learning, problem solving, and communication.

  Emmanuel Manalo

  The Belt and Road Shanghai Autumn 2023 Exchange Project on Integrated Training of Teachers before and after Service, Shanghai Normal University, Shanghai, China, 10 Oct. 2023, Invited

  
• Cultivating greater spontaneity in learning strategy use: A key requirement for lifelong learning.

  Emmanuel Manalo

  The 8th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Universitas Negeri Medan, Indonesia (online), 19 Sep. 2023, Invited

  
• Promoting the development of student learning and thinking strategies in research-practice-collaborations.

  Emmanuel Manalo

  Symposium on Building Bridges between Educational Research and School Practice: Lessons from Japan and Germany, University of Potsdam, Germany, 01 Sep. 2023, Invited

  
• Exploring students’ use of self-constructed diagrams when writing answers to test questions.

  Emmanuel Manalo; Mari Fukuda

  EARLI Conference, Thessaloniki, Greece

  
• Can students create diagrams to support what they write in test answers?

  Emmanuel Manalo; Mari Fukuda

  SARMAC (Society for Applied Research in Memory and Cognition) International Conference, Nagoya, Japan

  
• Learning not just content but also thinking processes: The need to create space in the curriculum to develop students’ thinking capabilities.

  Emmanuel Manalo

  International Conference on Affective Education, National Chengchi University, Taipei, Taiwan, 13 Dec. 2022, Invited

  
• Collaboration between learning professionals and construction management to improve worksite safety.

  Emmanuel Manalo; Rio Yoshida; Yu-Jr Lan; Hiroaki Ayabe; Yuuji Watanabe; Ayano Tsuda; Noriko Hanaki; Akihiro Tanabe

  EAPRIL (European Association for Practitioner Research on Improving Learning) Conference, HAN University of Applied Sciences, Nijmegen, the Netherlands

  
• Can planning with diagrams help students think more critically about moral questions?

  Emmanuel Manalo; Reena Cheruvalath; Hiroaki Ayabe

  EARLI (European Association for Research on Learning and Instruction) Online Conference

  
• Teaching students how to construct and use diagrams.

  Emmanuel Manalo; Yuri Uesaka

  EARLI (European Association for Research on Learning and Instruction) Online Conference

  
• Using diagrams in writing explanations: How crucial is instruction for such use to be beneficial?

  Manalo, E; Chen, O; Wang, J

  Diagrams 2020 Conference (11th International Conference on the Theory and Application of Diagrams), Tallinn University of Technology, Estonia (online)

  
• The Importance of Cultivating Student Spontaneity in Effective Learning Strategy Use.

  Manalo, E

  Education Outside the Classroom Conference, Birla Institute of Technology & Science (BITS), Pilani, K. K. Goa Campus, INDIA, 30 Jul. 2022, Invited

  
• Teachers’ views about what is important in learning and the assessment strategies they use.

  Manalo, E

  6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Medan City, Indonesia, 21 Sep. 2021, Invited

  
• Curricular space: The importance of creating space in the curriculum for developing students’ thinking capabilities.

  Manalo, E

  5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Medan City, Indonesia, 22 Sep. 2020, Invited

  
• Curricular space: Exploring the need for “space to think” in Danish and Japanese students.

  Manalo, E; Blasco, M

  NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand, 19 Nov. 2019

  
• Teaching students to use diagrams: Elucidating methods based on research evidence.

  Manalo, E; Uesaka, Y

  NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand, 18 Nov. 2019

  
• The possibility of using "backcasting" to bridge research and educational practices: Introducing case examples of processes that bridge the gap between the ideal and reality in education.

  Tanaka, E; Manalo, E; Oyama, Y; Sheppard, C; Chen, O; Wang, J

  61st Annual Japanese Association of Educational Psychology (JAEP) Conference, 15 Sep. 2019

  
• Do students need space to think? Exploring the meaningfulness of “curricular space” in Danish and Japanese students.

  Manalo, E; Blasco, M

  Japan Society for Educational Technology (JSET) Autumn Conference, 08 Sep. 2019

  
• How to turn failure into success

  Manalo, E

  Invited lecture given at the German Institute for International Educational Research (DIPF), Berlin, Germany, 21 Aug. 2019, Invited

  
• The effect of metacognitive use of learning strategies on student test performance

  Ota, E; Manalo, E; Suárez, N

  EARLI Conference, RWTH Aachen University, Germany, 16 Aug. 2019

  
• Students’ use of diagrams in writing explanations: Does instruction in diagram use help?

  Manalo, E; Chen, O; Wang. J

  EARLI Conference, RWTH Aachen University, Germany, 15 Aug. 2019

  
• How can we ensure that experiences of failure lead to beneficial learning outcomes?

  Manalo, E

  Invited lecture given at Auckland University of Technology, Auckland, New Zealand, 19 Mar. 2019, Invited

  
• Can failure really lead to successful outcomes? If yes, then how?

  Manalo, E

  Invited lecture given at the Australian College of Applied Psychology, Sydney, Australia, 15 Mar. 2019, Invited

  
• Elucidating methods for benefitting from failure in educational contexts

  Manalo, E

  Invited lecture given at the University of Sydney, Sydney, Australia, 13 Mar. 2019, Invited

  
• Tackling the complexities of promoting effective learning strategy use in day-to-day subject learning in Japanese classrooms

  Manalo, E; Uesaka, Y; Fukuda, M; Ota, E

  ERAS-APERA International Conference 2018, Singapore, 14 Nov. 2018

  
• Can diagrams enhance communicative efficiency? Understanding how diagram use affects the quality of written communication in English-as-a-foreign-language students

  Manalo, E; Dryer, R; Tsuda, A

  ERAS-APERA International Conference 2018, Singapore, 12 Nov. 2018

  
• Addressing pressing questions about effective learning.

  Manalo, E

  Invited seminar presented at the University of Minho, Braga, Portugal, 07 Sep. 2018, Invited

  
• Student, teacher, and environmental conditions for promoting spontaneous learning strategy use.

  Manalo, E

  Invited seminar presented at ETH Zurich, Switzerland, 31 Aug. 2018, Invited

  
• Using and benefiting from test feedback in foreign language vocabulary learning.

  Manalo, E; Oyama, Y; Kanetsuna, A

  EARLI SIG 16 Metacognition Conference 2018, Zurich, Switzerland, 29 Aug. 2018

  
• Can spontaneous diagram use be promoted in math word problem solving?

  Ayabe, H; Manalo, E

  10th International Conference on the Theory and Application of Diagrams, Edinburgh, United Kingdom, 21 Jun. 2018

  
• How are language proficiency and critical thinking related?

  Manalo, E

  Invited lecture given at Auckland University of Technology, Auckland, New Zealand, 15 Feb. 2018, Invited

  
• Foreign language education: Importance, challenges, and strategies for more successful learning

  Manalo, E

  Invited lecture given at the University of Oviedo, Oviedo, Spain, 14 Nov. 2017, Invited

  
• Critically evaluating scientific and health-related information: Do theory of mind ability and presentation format matter?

  Manalo, E

  1st International Conference on Psychology, Health and Education (CIPSE 2017), University of Oviedo, Oviedo, Spain, 09 Nov. 2017

  
• More efficacious representations? Examining the effect of diagrams in students’ written explanations.

  Manalo, E; Dryer, R; Tsuda, A

  17th Biennial EARLI Conference, University of Tampere, Tampere, Finland, 01 Sep. 2017

  
• How to promote critical thinking skills development in your students

  Manalo, E

  Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia, 01 Mar. 2017

  
• Promoting students’ spontaneous use of diagrams in problem solving and communication

  Manalo, E

  Invited lecture given at the University of Reading Malaysia, Puteri Johor, Malaysia, 01 Mar. 2017, Invited

  
• How to demonstrate critical thinking on your work

  Manalo, E

  Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia, 28 Feb. 2017, Invited

  
• Understanding student text and diagrammatic representations of what they have learned: What gets represented, how, and why?

  Manalo, E; Sheppard, C; Uesaka, Y

  12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia, 05 Jan. 2017

  
• Task-based measurement of students’ learning strategy use and its relationship to interest in science

  Tanaka, E; Manalo, E; Dryer, R

  12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia, 05 Jan. 2017

  
• Cross-cultural examination of beliefs about cause and treatment for Bulimia Nervosa in Japanese and Australian women

  Dryer, R; Manalo, E; Uesaka, Y; Tyson, G

  12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia, 05 Jan. 2017

  
• Who can be a critical thinker? A two-wave longitudinal study on critical thinking attitudes

  Takahashi, Y; Kusumi, T; Manalo, E

  15th Hawaii International Conference on Education. Honolulu, Hawaii, USA, 03 Jan. 2017

  
• Developing university students’ English language competence through content-based instruction in EFL contexts

  Manalo, E

  EAPRIL (European Association for Practitioner Research on Improving Learning) 2016 Conference. Porto, Portugal, 24 Nov. 2016

  
• Promoting students' spontaneity in using diagrams when writing explanations

  Manalo, E

  Invited lecture given at the Copenhagen Business School, Copenhagen, Denmark, 08 Sep. 2016, Invited

  
• To diagram or to summarize when studying scientific materials: Examining the effect of expertise

  Chen, O; Manalo, E

  9th International Conference, Diagrams 2016. Philadelphia, USA, 09 Aug. 2016

  
• The relationship between interest in science and personality dimensions of engagement

  Dryer, R; Tanaka, E; Manalo, E; Buckingham, R

  31st International Congress of Psychology (ICP2016), 28 Jul. 2016

  
• Critically evaluating multiple, conflicting pieces of information: The effects of unpacking the information, and theory of mind ability

  Manalo, E; Mizokawa, A; Scharrer, L; Koyasu, M

  31st International Congress of Psychology (ICP2016), 27 Jul. 2016

  
• Structure and comparison of Australian and Japanese junior high school students’ interest in science

  Tanaka, E; Manalo, E; Dryer, R

  31st International Congress of Psychology (ICP2016), 27 Jul. 2016

  
• Cross-cultural examination of Australian and Japanese female university students’ beliefs about the treatment of Bulimia Nervosa

  Dryer, R; Manalo, E; Uesaka, Y; Tyson, G

  31st International Congress of Psychology (ICP2016), 26 Jul. 2016

  
• Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits

  Takahashi, Y; Kusumi, T; Manalo, E

  31st International Congress of Psychology (ICP2016), 26 Jul. 2016

  
• Australian and Japanese female students’ beliefs about the treatment of bulimia nervosa

  Dryer, R; Manalo, E; Uesaka, Y; Tyson, G

  Australian Psychological Society 50th Annual Conference, 01 Oct. 2015

  
• Can interactive communication promote students’ use of diagrams in explaining what they have learned?

  Manalo, E; Uesaka, Y; Sheppard, C

  EARLI (European Association for Researchers on Learning and Instruction) Conference, 27 Aug. 2015

  
• Helpful tips for writing and presenting your research in English

  Manalo, E

  Japanese Society of Personality Psychology (JSPP) Conference, Hokkaido University of Education, Sapporo, 21 Aug. 2015, Invited

  
• Developing critical thinking skills in EFL contexts: Japan case studies

  Sheppard, C; Manalo, E

  New York State TESOL 36th Annual Applied Linguistics Winter Conference (Columbia University, New York, USA), 07 Mar. 2015

  
• Critical evaluation in students’ written work: Some influencing factors and correlates

  Manalo, E; Sheppard, C

  Invited seminar presentation at the Graduate School of Education, Rutgers University, New Jersey, USA, 06 Mar. 2015

  
• Science students’ use of diagrams in communicating information: Challenges and possible solutions

  Manalo, E; Uesaka, Y

  AILA (International Applied Linguistics Association) World Congress (Brisbane, Australia), Aug. 2014

  
• Students’ motivation to learn: Making sense of what the different theories say

  Manalo, E; Henning, M. A

  Clute Institute International Academic Conference (Orlando, Florida, USA), Jan. 2014

  
• Ability grouping in ESL: Beneficial or detrimental?

  2013

  
• Do language structure or language proficiency affect critical evaluation?

  2013

  
• Gakusyu sukiru no kyouiku sapoto no kouka ni tsuite: Nyujirando no daigaku no baai

  2013

  
• Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication

  2013

  
• What students represent in text and diagrams: Variations according to purpose, task, and language

  2013

  
• Ability grouping in ESL: Beneficial or detrimental?

  New York State TESOL 34th Annual Applied Linguistics Winter Conference, 2013

  
• Do language structure or language proficiency affect critical evaluation?

  35th Annual Conference of the Cognitive Science Society, 2013

  
• Effects of learning skills instruction and support: In the case of New Zealand universities

  55th Annual Meeting of the Japanese Association of Educational Psychology, 2013

  
• Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication

  EARLI (European Association for Researchers on Learning and Instruction) Conference, 2013

  
• What students represent in text and diagrams: Variations according to purpose, task, and language

  EARLI (European Association for Researchers on Learning and Instruction) Conference, 2013

  
• How does English language class streaming affect the English language achievement of Japanese university students?

  2012

  
• Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions.

  2012

  
• Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors.

  2012

  
• Student perspectives on critical and other thinking skills: Some cultural similarities and differences.

  2012

  
• Are students cognitive misers in learning L2 vocabulary?

  2012

  
• 説明を書く場面における図表： なぜ学習者は十分に利用しないのか？

  2012

  
• Do variations in L2 speaking performance correspond to detectable differences in brain activity?

  2012

  
• How does English language class streaming affect the English language achievement of Japanese university students?

  2012 Orlando International Academic Conference, January 2-4, Orlando, Florida, USA, 2012

  
• Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions.

  Diagrams 2012 Conference, July 2-6, University of Kent, Canterbury, UK, 2012

  
• Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors.

  Diagrams 2012 Conference, July 2-6, University of Kent, Canterbury, UK, 2012

  
• Student perspectives on critical and other thinking skills: Some cultural similarities and differences.

  34th Annual Conference of the Cognitive Science Society, August 1-4, Sapporo, Japan, 2012

  
• Are students cognitive misers in learning L2 vocabulary?

  14th International Conference on the Processing of East Asian Languages (ICPEAL), 2012

  
• Diagrams in written communication: Why do students not use them enough?

  54th Annual Meeting of the Japanese Association of Educational Psychology, 2012

  
• Do variations in L2 speaking performance correspond to detectable differences in brain activity?

  29th Annual Meeting of the Japanese Cognitive Science Society, 2012

  
• The effects of peer communication with diagrams on students’ math word problem solving processes and outcomes.

  2011

  
• Do culture related factors influence students’ critical thinking use?

  2011

  
• Mental representation of diagrams: An investigation using free writing and correspondence analysis.

  2011

  
• School curriculum development to improve students' strategy use: Focusing on diagrams use in math.

  2011

  
• The effects of peer communication with diagrams on students’ math word problem solving processes and outcomes.

  33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA., 2011

  
• Do culture related factors influence students’ critical thinking use?

  33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA., 2011

  
• Mental representation of diagrams: An investigation using free writing and correspondence analysis.

  EARLI (European Association for Researchers on Learning and Instruction) Conference, August 30-September 3, University of Exeter, UK, 2011

  
• School curriculum development to improve students' strategy use: Focusing on diagrams use in math.

  EARLI (European Association for Researchers on Learning and Instruction) Conference, August 30-September 3, University of Exeter, UK, 2011

  
• The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems.

  2010

  
• Mental representation of diagrams, views about diagrams, and problem solving.

  2010

  
• The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems.

  Diagrams 2010 Conference, August 9-11, Portland State University, Portland, Oregon, USA, 2010

  
• Mental representation of diagrams, views about diagrams, and problem solving.

  32nd Annual Conference of the Cognitive Science Society, Portland, Oregon, USA, 2010

  
• Considerations in developing an effective web-based referencing resource.

  2009

  
• Are pictorial mnemonics helpful in teaching English letter-sound correspondence to Japanese children?

  2009

  
• A comparison of university students’ memory use in New Zealand and Japan.

  2009

  
• Development of a teaching method that promotes the spontaneous use of diagrams in mathematics problem solving: Effects of experience in using diagrams as a communication tool.

  2009

  
• Considerations in developing an effective web-based referencing resource.

  Redesigning Pedagogy International Conference, June 1-3, National Institute of Education, Singapore, 2009

  
• Are pictorial mnemonics helpful in teaching English letter-sound correspondence to Japanese children?

  Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan, 2009

  
• A comparison of university students’ memory use in New Zealand and Japan.

  Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan, 2009

  
• Development of a teaching method that promotes the spontaneous use of diagrams in mathematics problem solving: Effects of experience in using diagrams as a communication tool.

  26th Annual Conference of the Japanese Cognitive Science Society, Keio University, Kanagawa, Shounan, Japan, 2009

  
• Teaching memory skills to university students.

  2008

  
• Demonstrating student transformations.

  2008

  
• Teaching memory skills to university students.

  College Teaching and Learning Conference, Orlando, Florida, USA, 2008

  
• Demonstrating student transformations.

  Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Wellington, New Zealand, 2008

  
• Task-related factors that influence the spontaneous use of diagrams in math word problem solving.

  2007

  
• Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems.

  2007

  
• Managers’ forum.

  2007

  
• Balancing our roles in teaching and research.

  2007

  
• Task-related factors that influence the spontaneous use of diagrams in math word problem solving.

  SARMAC (Society for Applied Research in Memory and Applied Cognition) 7th Biennial Conference, Bates College, Lewiston, Maine, USA., 2007

  
• Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems.

  29th Annual Cognitive Science Society Conference, Nashville, TN, USA, 2007

  
• Managers’ forum.

  Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand, 2007

  
• Balancing our roles in teaching and research.

  Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand, 2007

  
• Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving.

  2006

  
• Learning centre roles in facilitating learning communities at the tertiary level.

  2006

  
• How learning advisors promote significant learning.

  2006

  
• Referencite: A personal learning experience.

  2006

  
• The usefulness of an intensive inter-semester workshop for Asian and other recent migrant students.

  2006

  
• Weapon of choice: Big stick or bytes – Referencite, an online academic referencing resource.

  2006

  
• Closing address.

  2006

  
• Quantity and quality of diagrams used in math word problem solving: A comparison between New Zealand and Japanese students.

  2006

  
• Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving.

  4th International Conference: Diagrams 2006, Stanford University, California, USA, 2006

  
• Learning centre roles in facilitating learning communities at the tertiary level.

  Learning Communities Conference, Queensland University of Technology, Brisbane, Australia, 2006

  
• How learning advisors promote significant learning.

  ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand, 2006

  
• Referencite: A personal learning experience.

  ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand, 2006

  
• The usefulness of an intensive inter-semester workshop for Asian and other recent migrant students.

  6th Biennial Communication Skills in University Education Conference, University of Auckland, New Zealand, 2006

  
• Weapon of choice: Big stick or bytes – Referencite, an online academic referencing resource.

  6th Biennial Communication Skills in University Education Conference, University of Auckland, New Zealand, 2006

  
• Closing address.

  6th Biennial Communication Skills in University Education (CSUE) Conference, University of Auckland, New Zealand, 2006

  
• Quantity and quality of diagrams used in math word problem solving: A comparison between New Zealand and Japanese students.

  NZARE (New Zealand Association for Research in Education) National Conference 2006, Rotorua, New Zealand, 2006

  
• Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English?

  2005

  
• How important is prospective memory?

  2005

  
• Learning support to complement inclusion: The roles of a learning centre in managing the needs of university students with specific learning disabilities.

  2005

  
• Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English?

  College Teaching & Learning Conference, Orlando, Florida, USA, 2005

  
• How important is prospective memory?

  2nd International Conference on Prospective Memory, Zurich, Switzerland., 2005

  
• Learning support to complement inclusion: The roles of a learning centre in managing the needs of university students with specific learning disabilities.

  Inclusive and Supportive Education Congress 2005 (ISEC 2005), Strathclyde University, Scotland, UK, 2005

  
• What can a learning center in a large cosmopolitan university provide its students?

  2004

  
• The usefulness of an intensive preparatory course for EAL thesis writers.

  2004

  
• How does cultural understanding facilitate learning development and vice versa? The roles of university learning centres in international education.

  2004

  
• Building bridges or looking for bridges: What really is the role of the learning advisor?

  2004

  
• Strategies for the potential agents of change: An approach to teaching how to write a paper for publication.

  2004

  
• What can a learning center in a large cosmopolitan university provide its students?

  College Teaching & Learning Conference, Orlando, Florida, USA, 2004

  
• The usefulness of an intensive preparatory course for EAL thesis writers.

  The 5th Biennial Communication Skills in University Education Conference, Nuku’alofa, Tonga [I was the Convener and Chair of this conference.], 2004

  
• How does cultural understanding facilitate learning development and vice versa? The roles of university learning centres in international education.

  The 18th IDP Australian International Education Conference (International Education: The path to cultural understanding and development), Sydney Convention Centre, Sydney, Australia., 2004

  
• Building bridges or looking for bridges: What really is the role of the learning advisor?

  ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, New Plymouth, New Zealand, 2004

  
• Strategies for the potential agents of change: An approach to teaching how to write a paper for publication.

  Tertiary Writing Network Colloquium, Victoria University of Wellington, New Zealand, 2004

  
• Some useful applications of mnemonics in language learning.

  2003

  
• How useful do university students find memory improvement courses?

  2003

  
• What memory skills are important to university students in the USA and New Zealand?

  2003

  
• Educating Asia: Identifying images and ideas.

  2003

  
• What skills can we teach graduate students? Reflections on writing a book for graduate students.

  2003

  
• Teaching memory strategies to university students.

  2003

  
• Some useful applications of mnemonics in language learning.

  Hawaii International Conference on Arts and Humanities, Honolulu, Hawaii, USA, 2003

  
• How useful do university students find memory improvement courses?

  SARMAC (Society for Applied Research in Memory and Applied Cognition) 5th Biennial Conference, Aberdeen, Scotland, UK, 2003

  
• What memory skills are important to university students in the USA and New Zealand?

  SARMAC (Society for Applied Research in Memory and Applied Cognition) 5th Biennial Conference, Aberdeen, Scotland, UK, 2003

  
• Educating Asia: Identifying images and ideas.

  NZASIA Conference, The University of Auckland, New Zealand, 2003

  
• What skills can we teach graduate students? Reflections on writing a book for graduate students.

  Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference, Waikato University, Hamilton, New Zealand, 2003

  
• Teaching memory strategies to university students.

  Teaching/Learning Conference, The University of Auckland, New Zealand, 2003

  
• Teaching students how to write better answers in exams.

  2002

  
• Assessment and support of students with learning disabilities.

  2002

  
• Teaching students how to write better answers in exams.

  The 4th Biennial Communication Skills in University Education Conference, University of New South Wales, Sydney, Australia, 2002

  
• Assessment and support of students with learning disabilities.

  Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference, Victoria University of Wellington, New Zealand, 2002

  
• Achieving higher pass rates for students on Special Admission.

  2001

  
• Records and reports: How do we inform ourselves and others of the good work we do with students?

  2001

  
• Achieving higher pass rates for students on Special Admission.

  The 14th International Conference on the First Year Experience in Conjunction with 5th Pacific Rim First Year in Higher Education Conference, Honolulu, Hawaii, USA, 2001

  
• Records and reports: How do we inform ourselves and others of the good work we do with students?

  Association of Tertiary Learning Advisors of Aotearoa New Zealand Conference, Manukau Institute of Technology, Auckland, New Zealand, 2001

  
• Using mnemonics to facilitate learning of Japanese characters.

  2000

  
• Bringing your PhD back to life.

  2000

  
• Using mnemonics to facilitate learning of Japanese characters.

  27th Annual Experimental Psychology Conference (EPC 2000), Queensland, Australia., 2000

  
• Bringing your PhD back to life.

  The Third Biennial Communication Skills in University Education (CSUE) Conference, Fremantle, Western Australia, 2000

  
• A case report on an adult developmental surface dyslexic.

  1999

  
• Teaching essay writing.

  1999

  
• A case report on an adult developmental surface dyslexic.

  26th Annual Experimental Psychology Conference (EPC99), Sydney, Australia., 1999

  
• Teaching essay writing.

  National Language and Academic Skills Conference, Melbourne, Australia., 1999

  
• Spontaneous mnemonic strategies to remember foreign words.

  1998

  
• Teaching postgraduate students how to get started and keep going with their thesis.

  1998

  
• Spontaneous mnemonic strategies to remember foreign words.

  25th Annual Experimental Psychology Conference (EPC98), Hobart, Australia., 1998

  
• Teaching postgraduate students how to get started and keep going with their thesis.

  Australian Communication Skills Conference, Melbourne, Australia, 1998

  
• Applications of mnemonics in education: A brief review.

  1997

  
• Using process mnemonics to teach students with mathematics learning disabilities.

  Manalo, E

  24th Annual Experimental Psychology Conference (EPC97), Deakin University, Geelong, Australia, 1997

  
• Applications of mnemonics in education: A brief review.

  New Zealand Psychological Society Conference, Massey University, Palmerston North, New Zealand, 1997

  
• Remedial education for specific learning disabilities in Auckland schools.

  1996

  
• Remedial education for specific learning disabilities in Auckland schools.

  New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand, 1996

  
• Don’t “just do it,” do it right: A workshop on teaching active learning strategies.

  1995

  
• The effectiveness of a four-day intensive learning skills workshop for students on restricted enrolment because of unsatisfactory progress in the previous year.

  1995

  
• Learning disabilities: The issues.

  1995

  
• Don’t “just do it,” do it right: A workshop on teaching active learning strategies.

  The 9th Biennial Conference of the Australian and New Zealand Student Services Association, University of Waikato, Hamilton, New Zealand, 1995

  
• The effectiveness of a four-day intensive learning skills workshop for students on restricted enrolment because of unsatisfactory progress in the previous year.

  New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand., 1995

  
• Learning disabilities: The issues.

  “From Awareness to Action – Accessing Lifelong Education for People with Disabilities” Conference, Manukau Institute of Technology, Auckland, New Zealand, 1995

  
• Mathematics learning disabilities and remedial strategies that can be used.

  1994

  
• Process mnemonics and mathematics learning disabilities.

  1994

  
• Memory skills and time management.

  1994

  
• Mathematics learning disabilities and remedial strategies that can be used.

  SPELD (New Zealand Federation of Specific Learning Disabilities Associations) monthly meeting, Auckland, New Zealand, 1994

  
• Process mnemonics and mathematics learning disabilities.

  New Zealand Psychological Society Annual Conference, University of Waikato, Hamilton, New Zealand, 1994

  
• Memory skills and time management.

  ARLA (Adult Reading and Learning Assistance Federation) Conference, University of Auckland, New Zealand, 1994

  
• A proposal for classifying specific learning disabilities on the basis of actual performance and cognitive-developmental stages of skills acquisition.

  1991

  
• A proposal for classifying specific learning disabilities on the basis of actual performance and cognitive-developmental stages of skills acquisition.

  New Zealand Psychological Society Annual Conference, Massey University, Palmerston North, New Zealand, 1991

  
• The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual.

  1990

  
• The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual.

  New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand, 1990

  
• Learning beyond cultural boundaries.

  1989

  
• Dyslexia or carelessness in reading?

  1989

  
• Learning beyond cultural boundaries.

  The Australian and New Zealand Student Services Association Conference, Victoria University, Wellington, New Zealand, 1989

  
• Dyslexia or carelessness in reading?

  New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand, 1989

  
• An approach to dealing with motivational failure.

  1988

  
• An approach to dealing with motivational failure.

  The Australian and New Zealand Student Services Association Conference, University of Auckland, Auckland, New Zealand, 1988

  

Books and Other Publications

• Collaborative online workshops to help improve Kenyan doctoral students’ completion rates. Proceedings of the 44th Spring Conference of JSET (Japan Society for Educational Technology) (pp. 459–460).

  Emmanuel Manalo; Mukirae Njihia; Damaris Kariuki; Wilson Mutuma; Yu-Jr Lan, Joint work

  Japan Society for Educational Technology, Mar. 2024

  
• How useful are diagrams when planning to write reports? Proceedings of the 41st Annual Conference of JSET (Japan Society for Educational Technology) (pp. 557–558).

  Emmanuel Manalo; Laura Ohmes, Joint work

  Japan Society for Educational Technology, 2022

  
• Can Educational Researchers Help Reduce Accident Rates in a Big Construction Company? In: Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.). (2022). Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1994-1995). Hiroshima, Japan: International Society of the Learning Sciences.

  Manalo, E; Ayabe, H; Yoshida, R; Watanabe, Y; Tanabe, A, Contributor

  International Society of the Learning Sciences, Jun. 2022, Refereed

  Find Kyoto University's collection of books :

  
• Qualitative Observations of Metacognitive Tendencies of High and Low Foreign Language Anxiety Learners. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.). (2022). Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1233-1236). Hiroshima, Japan: International Society of the Learning Sciences.

  Paterson, R; Manalo, E, Contributor

  International Society of the Learning Sciences, Jun. 2022, Refereed

  
• Changes brought about for Japanese Junior High School Students by School Closures Due to Infectious Diseases (COVID-19). In the EAPRIL (European Association for Practitioner Research on Improving Learning) 2021 Conference Proceedings, pp. 16-27

  Ayabe, H; Fuwa, Y; Manalo, E, Contributor

  European Association for Practitioner Research on Improving Learning (EAPRIL), Mar. 2022

  
• Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom

  Manalo, E, Editor

  New York: Routledge, 2019, Refereed

  Find Kyoto University's collection of books :

  
• Introduction: Establishing a case for sharing research-based instructional strategies. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 1–13).

  Manalo, E, Contributor

  New York: Routledge, 2019, Not refereed

  
• Showing what it looks like: Teaching students how to use diagrams in problem solving, communication, and thinking. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 231–246).

  Manalo, E; Uesaka, Y; Chen, O; Ayabe, H, Contributor

  New York: Routledge, 2019, Not refereed

  
• Class design for developing presentation skills for graduate research students. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 247-262)

  Tanaka, E; Manalo, E, Contributor

  New York: Routledge, 2019, Not refereed

  
• Promoting university students’ inquiry-based learning through use of questioning: Review of previous research and description of new research in Japan. In H. Perosa-de-Jesus, & M. Watts (Eds.), Academic growth in higher education: Questions and answers (p

  Oyama, Y; Manalo, E, Contributor

  Leiden: Brill, 2018, Not refereed

  Find Kyoto University's collection of books :

  
• Teaching and learning support services. In M. A. Henning, C. U. Krageloh, R. Dryer, F. Moir, R. Billington, & A. G. Hill (Eds.), Wellbeing in higher education: Cultivating a healthy lifestyle among faculty and students (pp. 161-173)

  Manalo, E, Contributor

  London: Routledge, 2018, Not refereed

  
• Deep-level processing in learning and communication in English education. Proceedings of the 59th General Assembly of the Japanese Association of Educational Psychology

  Manalo, E; Li, M; Oyama, Y; Tanaka, E, Contributor

  Tokyo: Japanese Association of Educational Psychology, 2017, Not refereed

  
• Focusing on essential cognitive skills to facilitate the development of critical thinking skills competence. Proceedings of the 33rd Japan Society for Educational Technology Annual Conference

  Manalo, E, Contributor

  Tokyo: Japan Society for Educational Technology, 2017, Not refereed

  
• Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer

  Manalo, E; Uesaka, Y; Chinn, C. A, Joint editor

  London and New York: Routledge, 2017, Not refereed

  Find Kyoto University's collection of books :

  
• Introduction: Addressing the problem of inadequate spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and prac

  Manalo, E; Uesaka, Y; Chinn, C. A, Contributor

  London and New York: Routledge, 2017, Not refereed

  
• How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reaso

  Uesaka, Y; Manalo, E, Contributor

  London and New York: Routledge, 2017, Not refereed

  
• Second language vocabulary learning: Are students cognitive misers and, if so, why? In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 9

  Manalo, E; Henning, M, Contributor

  London and New York: Routledge, 2017, Not refereed

  
• Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research,

  Ichikawa, S; Uesaka, Y; Manalo, E

  London and New York: Routledge, 2017, Not refereed

  
• Conclusion: Some take home messages on how it may be possible to promote greater spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategi

  Manalo, E; Uesaka, Y; Chinn, C. A, Contributor

  London and New York: Routledge, 2017, Not refereed

  
• Considering psychological contributions to the cultivation of 21st Century skills. Working papers vol. 6, August 2017

  Uesaka, Y; Manalo, E, Joint editor

  Tokyo: The University of Tokyo, 2017, Not refereed

  
• Psychological challenges in promoting deep learning: addressing 21st century academic competency and learning needs. Working papers vol. 5, December 2016

  Uesaka, Y; Manalo, E, Joint editor

  Tokyo: The University of Tokyo, 2016, Not refereed

  
• Teaching effective use of diagrams in written communication to education students. Proceedings of the 32nd Annual Conference of JSET (Japan Society for Educational Technology) (pp. 1011–1012)

  Manalo, E, Contributor

  Tokyo: Japan Society for Educational Technology, 2016, Not refereed

  
• Student needs and second language capacity building in universities. In: Proceedings of the 58th Annual Meeting of the Japanese Association of Educational Psychology (pp. 84–85)

  Manalo, E; Sheppard, C. Tanaka, E; Kinoshita, N, Contributor

  Tokyo: Japanese Association of Educational Psychology, 2016, Not refereed

  
• Japanese mentality. In M. Koyasu, T. Kusumi, S. Saito, & M. Nomura (Eds.), Perspective of cognitive psychology in education (p. 95)

  Manalo, E, Contributor

  Kyoto: Nakanishiya., 2016, Not refereed

  Find Kyoto University's collection of books :

  
• New challenges in teaching and learning research: Theory and practice, Working papers vol. 4, October 2015

  Uesaka, Y; Manalo, E, Joint editor

  Tokyo: The University of Tokyo, 2015, Not refereed

  
• Communication strategies 2 (3rd edition)

  Sheppard, C; Fujii, M; Manalo, E; Masuda, H; Tanaka-Ellis, N; Ueno, Y, Joint work

  Tokyo: DTP Publishing, 2015, Not refereed

  
• Synthesis of motivation to learn and quality of life

  Henning, M; Krageloh, C; Wong-Toi, G; Manalo, E; Billington, R; Gibbs, C; Hawken, S. J, Joint work, In M. Henning, C. Krageloh, & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education (pp. 203–212)

  London, New York: Routledge, 2015, Not refereed

  
• Motivation to learn

  Henning, M. A; Manalo, E, Joint work, In M. A. Henning, C. U. Krägeloh, & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education (pp. 17–27)

  London, New York: Routledge, 2015, Not refereed

  
• Development of critical thinking skills and foreign language education

  Manalo, E; Sheppard, C; Kinoshita, N, Joint work, In T. Kusumi, & Y. Michita (Eds.), Word map: Hihanteki shikou [Word map: Critical thinking] (pp. 122–127).

  Tokyo: Shinyousha, 2015, Not refereed

  
• Do students from different cultures think differently about critical and other thinking skills?

  Manalo, E; Kusumi, T; Koyasu, M; Michita, Y; Tanaka, Y, Joint work, In M. Davies, & R. Barnett (Eds.), Palgrave handbook of critical thinking in higher education (pp. 299–316)

  New York: Palgrave Macmillan, 2015, Not refereed

  
• Communication strategies 1 (3rd edition)

  Sheppard, C; Fujii, M; Manalo, E; Masuda, H; Tanaka-Ellis, N; Ueno, Y, Joint work

  Tokyo: DTP Publishing, 2015, Not refereed

  
• New developments in theory and practices in learning strategy research: Findings from the third year of a JSPS-supported research project], Working papers vol. 3, October 2014

  Uesaka, Y; Manalo, E

  Tokyo: The University of Tokyo, 2014, Not refereed

  
• Communication strategies 2 [Revised edition]

  Sheppard, C; Fujii, M; Manalo, E; Tanaka-Ellis, N; Ueno, Y, Joint work

  Tokyo: DTP Publishing, 2014, Not refereed

  
• Communication strategies 1 [Revised edition]

  Sheppard, C; Fujii, M; Manalo, E; Tanaka-Ellis, N; Ueno, Y, Joint work

  Tokyo: DTP Publishing, 2014, Not refereed

  
• Communication strategies 1

  DTP Publishing (Tokyo), 2013, Not refereed

  Find Kyoto University's collection of books :

  
• Communication strategies 2

  DTP Publishing (Tokyo), 2013, Not refereed

  Find Kyoto University's collection of books :

  
• 心理学からみた効果的な学び方の理解と支援–学習方略プロジェクトH24年度の研究成果̶–(Working papers vol. 2, September 2013)

  The University of Tokyo, 2013, Not refereed

  
• 心理学からみた効果的な学び方の理解と支援–学習方略プロジェクトH24年度の研究成果̶–(Working papers vol. 2-1, September 2013 – Supplemental materials)

  The University of Tokyo, 2013, Not refereed

  
• Communication strategies 1

  DTP Publishing (Tokyo), 2013, Not refereed

  Find Kyoto University's collection of books :

  
• Communication strategies 2

  DTP Publishing (Tokyo), 2013, Not refereed

  Find Kyoto University's collection of books :

  
• 学び方の上手な学習者を育てるために ̶–学習方略プロジェクトH23年度の研究成果̶–(Working papers Vol. 1, August 2012)

  The University of Tokyo, 2012, Not refereed

  
• The business of writing: Written communication skills for business students (3rd ed.)

  Pearson Education, 2009, Not refereed

  
• Student learning support programmes that demonstrate tangible impact on retention, pass rates, and completion: A report for Ako Aotearoa (New Zealand National Centre for Tertiary Teaching Excellence) from members of the Association of Tertiary Learning・・・

  ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand), 2009, Not refereed

  
• The business of writing: Written communication skills for business students (3rd ed.)

  Pearson Education, 2009, Not refereed

  
• Student learning support programmes that demonstrate tangible impact on retention, pass rates, and completion: A report for Ako Aotearoa (New Zealand National Centre for Tertiary Teaching Excellence) from members of the Association of Tertiary Learning・・・

  ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand), 2009, Not refereed

  
• Walking a tightrope: The balancing act of learning advising

  ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand), 2008, Not refereed

  
• Walking a tightrope: The balancing act of learning advising

  ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand), 2008, Not refereed

  
• Communication skills in university education: The international dimension

  Pearson Education, 2005, Not refereed

  
• Communication skills in university education: The international dimension

  Pearson Education, 2005, Not refereed

  
• Thinking to thesis: A guide to graduate success at all levels

  Pearson Education, 2004, Not refereed

  
• Thinking to thesis: A guide to graduate success at all levels

  Pearson Education, 2004, Not refereed

  
• Head start: How to succeed in tertiary studies

  Pearson Education, 2003, Not refereed

  
• Head start: How to succeed in tertiary studies

  Pearson Education, 2003, Not refereed

  
• The business of writing: Written communication skills for business students (2nd ed.)

  Pearson Education, 2002, Not refereed

  
• The business of writing: Written communication skills for business students (2nd ed.)

  Pearson Education, 2002, Not refereed

  
• The business of writing: Written communication skills for business students (Australian ed.)

  Addison Wesley Longman, 1998, Not refereed

  
• The business of writing: Written communication skills for business students (Australian ed.)

  Addison Wesley Longman, 1998, Not refereed

  
• The business of writing: Written communication skills for commerce students

  Addison Wesley Longman, 1997, Not refereed

  
• The business of writing: Written communication skills for commerce students

  Addison Wesley Longman, 1997, Not refereed

  

Awards

• 12 Jan. 2021

  Kyoto University Research Office, Kyoto University Award for Book Open Access Support

  Japan, Others

  Emmanuel Manalo

  This is an award of a grant to convert a published book into Open Access format. The book is "Deeper Learning, Dialogic Learning, and Critical Thinking", which I wrote/edited and was published by Routledge internationally in 2019.
• 07 Aug. 2014

  Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ), Life Membership Award
• 29 Jul. 2014

  8th International Conference on the Theory and Application of Diagrams, Best Paper Award
• 02 Jan. 2014

  Clute Institute International Academic Conference, Best Paper in Session Award
• 25 Aug. 2015

  EARLI (European Association for Research on Learning and Instruction) 16th Biennial Conference, Limassol, Cyprus, Finalist for the Outstanding Publication Award

External funds: Kakenhi

• Curricular space: Developing learners' self-regulated thinking abilities through innovative curriculum design

  Grant-in-Aid for Challenging Research (Pioneering)

  Medium-sized Section 9:Education and related fields

  Kyoto University

  Manalo Emmanuel

  From 30 Jul. 2020, To 31 Mar. 2024, Granted

  カリキュラム空間;思考能力の育成;自己調整学習;カリキュラム・デザイン;カリキュラム・マネジメント

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-20K20516/
• 学力テストをいかにして授業改善につなげるか：阻害要因の検討から学校での実践まで

  Grant-in-Aid for Scientific Research (A)

  Medium-sized Section 9:Education and related fields

  The University of Tokyo

  植阪 友理

  From 01 Apr. 2019, To 31 Mar. 2023, Granted

  テスト;活用;学校実践;統計的モデルの活用;評価;深い理解;授業改善;テスト活用;学習改善;指導方改善;心理学による支援;教師の信念;認知診断モデル;教師の実態把握力;実践的研究;数理モデル;指導法開発;深い学び;教師の授業改善;生徒の学習改善;実態把握力の解析;阻害要因;学校での実践研究

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-19H00616/
• Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies

  Grant-in-Aid for Scientific Research (A)

  Kyoto University

  Emmanuel Manalo

  From 01 Apr. 2015, To 31 Mar. 2019, Project Closed

  21世紀型スキル;メカニズムの解明;測定方法の開発;コンピテンシー促進法の開発;具体的な教授法の開発;21世紀スキル;測定;評価;教育現場での活用;２１世紀スキル;２１世紀型スキル;教育実践;深い学び;批判的思考;グローバルコミュニケーション;指導法の開発;国際比較研究;教授・学習;グローバル・コミュニケーション;学習スキル

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-15H01976/
• Examining the effects of cognitive counseling experience on quality of teachers' instruction, and development of training practices

  Grant-in-Aid for Challenging Exploratory Research

  The University of Tokyo

  Yuri Uesaka

  From 01 Apr. 2014, To 31 Mar. 2018, Project Closed

  認知カウンセリング;学習方略;学習観;教職志望学生への研修;効果測定;教育センターとの連携;教育実践;教員養成課程の学生への影響;認知カウンセリング力の測定;自立支援;研修方開発;教師教育;研修プログラム;指導力向上;学習法指導

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-26560113/
• The Development of Critical Thinking Skills and English Education

  Grant-in-Aid for Scientific Research (C)

  Waseda University

  Chris Sheppard

  From 01 Apr. 2014, To 31 Mar. 2018, Project Closed

  English Education;Critical Thinking;Task Difficulty;TBLT;外国語教育;批判的思考;ESL;Task Complexity;Trade-off Effect;Japanese Education;Language Production;Linguistic Relativism;英語教育

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-26370638/
• The role of failure in education: Elucidating the mechanism by which failure promotes learning, and expanding findings to school practices

  Grant-in-Aid for Scientific Research (B)

  The University of Tokyo

  Shin'ichi Ichikawa

  From 01 Apr. 2014, To 31 Mar. 2018, Project Closed

  失敗活用;失敗観;学習方略;指導法開発;実践的研究;教育実践;失敗観の構造;失敗活用行動の促進要因;メカニズムの解明;実践研究;a;基礎研究;心理学的検討;指導力向上;学習法改善

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-26285150/
• Critical evaluation ability and relation with high level theory of mind and cognitive cost

  Grant-in-Aid for Challenging Exploratory Research

  Kyoto University;Waseda University

  Emmanuel Manalo

  From 01 Apr. 2013, To 31 Mar. 2017, Project Closed

  批判的評価;高次の思考スキル;高次の心の理論;認知処理コスト;科学的情報;健康関連情報;メディア教育;メディア・リテラシー;批判的思考;科学的情報・健康関連情報;心の理論

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-25590178/
• Examining the relationships between speaking ability and brain activity of second language learners.

  Grant-in-Aid for Challenging Exploratory Research

  Waseda University

  Emmanuel MANALO

  From 01 Apr. 2011, To 31 Mar. 2013, Project Closed

  第二言語スピーキング;第一言語スピーキング;脳活動;脳機能イメージング;発話の行動指標;第ニ言語スピーキング;第二言語習得;第二言語のスピーキングパフォーマンス;習熟度;脳機能画像;ｆMRI;言語処理;英語教育;第二言語発達;発話力;神経科学

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-23652147/
• Elucidating the mechanisms of spontaneous learning strategies use and the applications to educational practices

  Grant-in-Aid for Scientific Research (B)

  Kyoto University;Waseda University

  Emmanuel MANALO

  From 01 Apr. 2011, To 31 Mar. 2015, Project Closed

  学習方略;学習者の自立;教授学習;指導法開発;学習法略;利用促進;自発性;国内外への発信;書籍の刊行;実践研究;学習スキル;認知コスト;図表活用法略;自己質問方略;教訓帰納;方略使用の文化差

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-23330207/
• Higher-order literacy and critical thinking ability of 21st-century citizens: Assessment and teaching

  Grant-in-Aid for Scientific Research (A)

  Kyoto University

  Takashi Kusumi

  From 01 Apr. 2011, To 31 Mar. 2016, Project Closed

  クリティカルシンキング;メディアリテラシー;科学コミュニケーション;科学リテラシー;市民リテラシー;大学教育;情報信頼性;リスク認知;リスク;批判的思考;神経科学リテラシー;神経科学;インターネット

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-23243071/
• いかにして国際社会で使える英語を身につけるか：スピーキング力と意欲の向上を端緒に

  Fund for the Promotion of Joint International Research (Fostering Joint International Research (B))

  Medium-sized Section 9:Education and related fields

  Kyoto University

  Manalo Emmanuel

  From 07 Oct. 2022, To 31 Mar. 2027, Granted

  外国語学習;英語スピーキングスキル;国際的な能力;新しい評価方法;モチベーションの向上

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22KK0029/
• 21世紀型の学力・学習力の測定と向上：新たな評価の開発からデジタルツールの活用まで

  Grant-in-Aid for Scientific Research (A)

  Medium-sized Section 9:Education and related fields

  The University of Tokyo

  植阪 友理

  From 01 Apr. 2023, To 31 Mar. 2027, Granted

  21世紀型スキル;新しい学力;新しい学習力;測定評価;指導法改善;21世紀型学力;学習力;新たな評価の開発;デジタルツールの活用

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-23H00065/
• 学習方略の新たな指導枠組みと評価方法に基づく実験・実践的研究

  Grant-in-Aid for Scientific Research (B)

  Basic Section 10020:Educational psychology-related

  Hiroshima University

  深谷 達史

  From 01 Apr. 2024, To 31 Mar. 2028, Granted

  学習方略;介入;評価;転移;実践研究

  https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-24K00487/

Education

Teaching subject(s)

• From 01 Apr. 2024, To 31 Mar. 2025

  Seminar on Psychology and Design Studies II

  X463, Fall, Graduate School of Engineering, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Seminar on Psychology and Design Studies I

  X462, Spring, Graduate School of Engineering, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Communication Strategies for Design Research

  X490, Spring, Graduate School of Engineering, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Introduction to Educational Psychology I-E2

  H709, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Introduction to Educational Studies I-E2

  H708, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Introduction to Educational Psychology II-E2

  H710, Fall, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Readings in Humanities and Social Sciences (Education, English)II-E1

  HA05, Fall, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Psychology I

  H735, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Introduction to Educational Studies II-E2

  H711, Fall, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Advanced Studies: Cognition and Design Studies

  M125, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  International Frontiers in Education and Research I

  6122, Spring, Graduate School of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Effective Learning Strategies(Advanced)

  6008, Spring, Graduate School of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Seminars on Design for Understanding and Enhancing Student Learning A

  7324, Spring, Graduate School of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Colloquium on Cognitive Psychology in Education B

  7426, Fall, Graduate School of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Colloquium on Cognitive Psychology in Education A

  7425, Spring, Graduate School of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Seminars on Design for Understanding and Enhancing Student Learning B

  7325, Fall, Graduate School of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Advanced Studies: Cognition and Design Studies

  8950, Spring, Graduate School of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Effective Learning Strategies

  5015, Spring, Faculty of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Psychology I

  5024, Spring, Faculty of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Advanced Studies: Cognition and Design Studies

  8950, Spring, Faculty of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  International Frontiers in Education and Research I

  6122, Spring, Faculty of Education, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Psychology (Special Lectures)

  M341, Spring, Graduate School of Letters, 2
• From 01 Apr. 2024, To 31 Mar. 2025

  Psychology (Lectures)

  7110, Spring, Faculty of Letters, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Communication Strategies for Design Research

  X490, Spring, Graduate School of Engineering, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Seminar on Psychology and Design Studies II

  X463, Fall, Graduate School of Engineering, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Seminar on Psychology and Design Studies I

  X462, Spring, Graduate School of Engineering, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Introduction to Educational Psychology II-E2

  H710, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Introduction to Educational Psychology I-E2

  H709, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Introduction to Educational Studies I-E2

  H708, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Readings in Humanities and Social Sciences (Education, English)I-E1

  HA04, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Introduction to Educational Studies II-E2

  H711, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  International Frontiers in Education and Research I

  6122, Spring, Faculty of Education, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Colloquium on Cognitive Psychology in Education A

  7425, Spring, Graduate School of Education, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Seminars on Design for Understanding and Enhancing Student Learning B

  7325, Fall, Graduate School of Education, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Seminars on Design for Understanding and Enhancing Student Learning A

  7324, Spring, Graduate School of Education, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  Colloquium on Cognitive Psychology in Education B

  7426, Fall, Graduate School of Education, 2
• From 01 Apr. 2023, To 31 Mar. 2024

  International Frontiers in Education and Research I

  6122, Spring, Graduate School of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Introduction to Educational Studies II-E2

  H711, Fall, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  International Frontiers in Education and Research I

  6122, Spring, Faculty of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Introduction to Educational Studies I-E2

  H708, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Psychology (Special Lectures)

  M341, Spring, Graduate School of Letters, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Introduction to Educational Psychology I-E2

  H709, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Colloquium on Cognitive Psychology in Education A

  7425, Spring, Graduate School of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Communication Strategies for Design Research

  X490, Spring, Graduate School of Engineering, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  International Frontiers in Education and Research I

  6122, Spring, Graduate School of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Introduction to Educational Psychology II-E2

  H710, Fall, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Seminars on Design for Understanding and Enhancing Student Learning B

  7325, Fall, Graduate School of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Seminars on Design for Understanding and Enhancing Student Learning A

  7324, Spring, Graduate School of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Readings in Humanities and Social Sciences (Education, English)II-E1

  HA05, Fall, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Psychology (Lectures)

  7110, Spring, Faculty of Letters, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Seminar on Psychology and Design Studies II

  X463, Fall, Graduate School of Engineering, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Advanced Studies: Cognition and Design Studies

  8950, Spring, Faculty of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Effective Learning Strategies(Advanced)

  6008, Spring, Graduate School of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Effective Learning Strategies

  5015, Spring, Faculty of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Psychology I

  H735, Spring, Institute for Liberal Arts and Sciences, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Colloquium on Cognitive Psychology in Education B

  7426, Fall, Graduate School of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Advanced Studies: Cognition and Design Studies

  8950, Spring, Graduate School of Education, 2
• From 01 Apr. 2022, To 31 Mar. 2023

  Seminar on Psychology and Design Studies I

  X462, Spring, Graduate School of Engineering, 2
• From Apr. 2014, To Mar. 2015

  Introduction to Educational Psychology A

  Fall, 全学共通科目
• From Apr. 2014, To Mar. 2015

  Introduction to Educational Studies A

  Fall, 全学共通科目
• From Apr. 2014, To Mar. 2015

  Seminar on Psychological System and Design Studies II

  Fall, 教育学研究科
• From Apr. 2014, To Mar. 2015

  Colloquium on Cognitive Psychology in Education II

  Fall, 教育学研究科
• From Apr. 2015, To Mar. 2016

  Effective Learning Strategies

  Spring, 教育学研究科
• From Apr. 2015, To Mar. 2016

  Effective Learning Strategies

  Spring, 教育学部
• From Apr. 2015, To Mar. 2016

  Introduction to Educational Psychology A

  Spring, 全学共通科目
• From Apr. 2015, To Mar. 2016

  Introduction to Educational Psychology B

  Fall, 全学共通科目
• From Apr. 2015, To Mar. 2016

  Introduction to Educational Studies A

  Spring, 全学共通科目
• From Apr. 2015, To Mar. 2016

  Introduction to Educational Studies B

  Fall, 全学共通科目
• From Apr. 2015, To Mar. 2016

  International Frontiers in Education and Research(A)

  Spring, 教育学研究科
• From Apr. 2015, To Mar. 2016

  International Frontiers in Education and Research(A)

  Spring, 教育学部
• From Apr. 2015, To Mar. 2016

  Colloquium on Cognitive Psychology in Education I

  Spring, 教育学研究科
• From Apr. 2015, To Mar. 2016

  Colloquium on Cognitive Psychology in Education II

  Fall, 教育学研究科
• From Apr. 2015, To Mar. 2016

  English (Education Science)

  Fall, 全学共通科目
• From Apr. 2016, To Mar. 2017

  Effective Learning Strategies

  Spring, 教育学研究科
• From Apr. 2016, To Mar. 2017

  Effective Learning Strategies

  Spring, 教育学部
• From Apr. 2016, To Mar. 2017

  Introduction to Educational Psychology I-E2

  Spring, 全学共通科目
• From Apr. 2016, To Mar. 2017

  Introduction to Educational Psychology II-E2

  Fall, 全学共通科目
• From Apr. 2016, To Mar. 2017

  Introduction to Educational Studies I-E2

  Spring, 全学共通科目
• From Apr. 2016, To Mar. 2017

  Introduction to Educational Studies II-E2

  Fall, 全学共通科目
• From Apr. 2016, To Mar. 2017

  International Frontiers in Education and Research(A)

  Spring, 教育学研究科
• From Apr. 2016, To Mar. 2017

  International Frontiers in Education and Research(A)

  Spring, 教育学部
• From Apr. 2016, To Mar. 2017

  Colloquium on Cognitive Psychology in Education I

  Spring, 教育学研究科
• From Apr. 2016, To Mar. 2017

  Colloquium on Cognitive Psychology in Education II

  Fall, 教育学研究科
• From Apr. 2016, To Mar. 2017

  English (Education Science)

  Fall, 全学共通科目
• From Apr. 2017, To Mar. 2018

  Effective Learning Strategies

  Spring, 教育学研究科
• From Apr. 2017, To Mar. 2018

  Effective Learning Strategies

  Spring, 教育学部
• From Apr. 2017, To Mar. 2018

  Introduction to Educational Psychology I-E2

  Spring, 全学共通科目
• From Apr. 2017, To Mar. 2018

  Introduction to Educational Psychology II-E2

  Fall, 全学共通科目
• From Apr. 2017, To Mar. 2018

  Introduction to Educational Studies I-E2

  Spring, 全学共通科目
• From Apr. 2017, To Mar. 2018

  Introduction to Educational Studies II-E2

  Fall, 全学共通科目
• From Apr. 2017, To Mar. 2018

  International Frontiers in Education and Research(A)

  Spring, 教育学研究科
• From Apr. 2017, To Mar. 2018

  International Frontiers in Education and Research(A)

  Spring, 教育学部
• From Apr. 2017, To Mar. 2018

  Readings in Humanities and Social Sciences (Education, English)II-E1

  Fall, 全学共通科目
• From Apr. 2017, To Mar. 2018

  Communication Strategies for Design Research

  Spring, 工学研究科
• From Apr. 2017, To Mar. 2018

  Seminars on Design for Understanding and Enhancing Student Learning II

  Fall, 教育学研究科
• From Apr. 2017, To Mar. 2018

  Seminars on Design for Understanding and Enhancing Student Learning I

  Spring, 教育学研究科
• From Apr. 2017, To Mar. 2018

  Seminar on Psychology and Design Studies II

  Fall, 工学研究科
• From Apr. 2017, To Mar. 2018

  Seminar on Psychology and Design Studies I

  Spring, 工学研究科
• From Apr. 2017, To Mar. 2018

  Colloquium on Cognitive Psychology in Education I

  Spring, 教育学研究科
• From Apr. 2017, To Mar. 2018

  Colloquium on Cognitive Psychology in Education II

  Fall, 教育学研究科
• From Apr. 2018, To Mar. 2019

  Effective Learning Strategies(Advanced)

  Spring, 教育学研究科
• From Apr. 2018, To Mar. 2019

  Effective Learning Strategies

  Spring, 教育学部
• From Apr. 2018, To Mar. 2019

  Introduction to Educational Psychology I-E2

  Spring, 全学共通科目
• From Apr. 2018, To Mar. 2019

  Introduction to Educational Psychology II-E2

  Fall, 全学共通科目
• From Apr. 2018, To Mar. 2019

  Introduction to Educational Studies I-E2

  Spring, 全学共通科目
• From Apr. 2018, To Mar. 2019

  Introduction to Educational Studies II-E2

  Fall, 全学共通科目
• From Apr. 2018, To Mar. 2019

  International Frontiers in Education and Research I

  Spring, 教育学研究科
• From Apr. 2018, To Mar. 2019

  International Frontiers in Education and Research I

  Spring, 教育学部
• From Apr. 2018, To Mar. 2019

  Readings in Humanities and Social Sciences (Education, English)II-E1

  Fall, 全学共通科目
• From Apr. 2018, To Mar. 2019

  Communication Strategies for Design Research

  Spring, 工学研究科
• From Apr. 2018, To Mar. 2019

  Seminars on Design for Understanding and Enhancing Student Learning A

  Spring, 教育学研究科
• From Apr. 2018, To Mar. 2019

  Seminars on Design for Understanding and Enhancing Student Learning B

  Fall, 教育学研究科
• From Apr. 2018, To Mar. 2019

  Psychology I

  Spring, 全学共通科目
• From Apr. 2018, To Mar. 2019

  Seminar on Psychology and Design Studies II

  Fall, 工学研究科
• From Apr. 2018, To Mar. 2019

  Seminar on Psychology and Design Studies I

  Spring, 工学研究科
• From Apr. 2018, To Mar. 2019

  Colloquium on Cognitive Psychology in Education A

  Spring, 教育学研究科
• From Apr. 2018, To Mar. 2019

  Colloquium on Cognitive Psychology in Education B

  Fall, 教育学研究科
• From Apr. 2019, To Mar. 2020

  Effective Learning Strategies(Advanced)

  Spring, 教育学研究科
• From Apr. 2019, To Mar. 2020

  Effective Learning Strategies

  Spring, 教育学部
• From Apr. 2019, To Mar. 2020

  Introduction to Educational Psychology I-E2

  Spring, 全学共通科目
• From Apr. 2019, To Mar. 2020

  Introduction to Educational Psychology II-E2

  Fall, 全学共通科目
• From Apr. 2019, To Mar. 2020

  Introduction to Educational Studies I-E2

  Spring, 全学共通科目
• From Apr. 2019, To Mar. 2020

  Introduction to Educational Studies II-E2

  Fall, 全学共通科目
• From Apr. 2019, To Mar. 2020

  International Frontiers in Education and Research I

  Spring, 教育学研究科
• From Apr. 2019, To Mar. 2020

  International Frontiers in Education and Research I

  Spring, 教育学部
• From Apr. 2019, To Mar. 2020

  Readings in Humanities and Social Sciences (Education, English)II-E1

  Fall, 全学共通科目
• From Apr. 2019, To Mar. 2020

  Seminars on Design for Understanding and Enhancing Student Learning A

  Spring, 教育学研究科
• From Apr. 2019, To Mar. 2020

  Seminars on Design for Understanding and Enhancing Student Learning B

  Fall, 教育学研究科
• From Apr. 2019, To Mar. 2020

  Psychology I

  Spring, 全学共通科目
• From Apr. 2019, To Mar. 2020

  Seminar on Psychology and Design Studies II

  Fall, 工学研究科
• From Apr. 2019, To Mar. 2020

  Seminar on Psychology and Design Studies I

  Spring, 工学研究科
• From Apr. 2019, To Mar. 2020

  Colloquium on Cognitive Psychology in Education A

  Spring, 教育学研究科
• From Apr. 2019, To Mar. 2020

  Colloquium on Cognitive Psychology in Education B

  Fall, 教育学研究科
• From Apr. 2020, To Mar. 2021

  Effective Learning Strategies(Advanced)

  Spring, 教育学研究科
• From Apr. 2020, To Mar. 2021

  Effective Learning Strategies

  Spring, 教育学部
• From Apr. 2020, To Mar. 2021

  Introduction to Educational Psychology I-E2

  Spring, 全学共通科目
• From Apr. 2020, To Mar. 2021

  Introduction to Educational Psychology II-E2

  Fall, 全学共通科目
• From Apr. 2020, To Mar. 2021

  Introduction to Educational Studies I-E2

  Spring, 全学共通科目
• From Apr. 2020, To Mar. 2021

  Introduction to Educational Studies II-E2

  Fall, 全学共通科目
• From Apr. 2020, To Mar. 2021

  International Frontiers in Education and Research I

  Spring, 教育学研究科
• From Apr. 2020, To Mar. 2021

  International Frontiers in Education and Research I

  Spring, 教育学部
• From Apr. 2020, To Mar. 2021

  Readings in Humanities and Social Sciences (Education, English)II-E1

  Fall, 全学共通科目
• From Apr. 2020, To Mar. 2021

  Communication Strategies for Design Research

  Spring, 工学研究科
• From Apr. 2020, To Mar. 2021

  Seminars on Design for Understanding and Enhancing Student Learning A

  Spring, 教育学研究科
• From Apr. 2020, To Mar. 2021

  Seminars on Design for Understanding and Enhancing Student Learning B

  Fall, 教育学研究科
• From Apr. 2020, To Mar. 2021

  Psychology I

  Spring, 全学共通科目
• From Apr. 2020, To Mar. 2021

  Seminar on Psychology and Design Studies II

  Fall, 工学研究科
• From Apr. 2020, To Mar. 2021

  Seminar on Psychology and Design Studies I

  Spring, 工学研究科
• From Apr. 2020, To Mar. 2021

  Colloquium on Cognitive Psychology in Education A

  Spring, 教育学研究科
• From Apr. 2020, To Mar. 2021

  Colloquium on Cognitive Psychology in Education B

  Fall, 教育学研究科
• From Apr. 2021, To Mar. 2022

  Effective Learning Strategies(Advanced)

  Spring, 教育学研究科
• From Apr. 2021, To Mar. 2022

  Effective Learning Strategies

  Spring, 教育学部
• From Apr. 2021, To Mar. 2022

  Introduction to Educational Psychology I-E2

  Spring, 全学共通科目
• From Apr. 2021, To Mar. 2022

  Introduction to Educational Psychology II-E2

  Fall, 全学共通科目
• From Apr. 2021, To Mar. 2022

  Introduction to Educational Studies I-E2

  Spring, 全学共通科目
• From Apr. 2021, To Mar. 2022

  Introduction to Educational Studies II-E2

  Fall, 全学共通科目
• From Apr. 2021, To Mar. 2022

  International Frontiers in Education and Research I

  Spring, 教育学研究科
• From Apr. 2021, To Mar. 2022

  International Frontiers in Education and Research I

  Spring, 教育学部
• From Apr. 2021, To Mar. 2022

  Readings in Humanities and Social Sciences (Education, English)II-E1

  Fall, 全学共通科目
• From Apr. 2021, To Mar. 2022

  Communication Strategies for Design Research

  Spring, 工学研究科
• From Apr. 2021, To Mar. 2022

  Seminars on Design for Understanding and Enhancing Student Learning A

  Spring, 教育学研究科
• From Apr. 2021, To Mar. 2022

  Seminars on Design for Understanding and Enhancing Student Learning B

  Fall, 教育学研究科
• From Apr. 2021, To Mar. 2022

  Psychology I

  Fall, 全学共通科目
• From Apr. 2021, To Mar. 2022

  Psychology (Special Lectures)

  Spring, 文学研究科
• From Apr. 2021, To Mar. 2022

  Seminar on Psychology and Design Studies II

  Fall, 工学研究科
• From Apr. 2021, To Mar. 2022

  Seminar on Psychology and Design Studies I

  Spring, 工学研究科
• From Apr. 2021, To Mar. 2022

  Colloquium on Cognitive Psychology in Education A

  Spring, 教育学研究科
• From Apr. 2021, To Mar. 2022

  Colloquium on Cognitive Psychology in Education B

  Fall, 教育学研究科
• From Apr. 2021, To Mar. 2022

  Psychology (Lectures)

  Spring, 文学部
• From Apr. 2021, To Mar. 2022

  Advanced Studies: Cognition and Design Studies

  Spring, 教育学研究科
• From Apr. 2021, To Mar. 2022

  Advanced Studies: Cognition and Design Studies

  Spring, 教育学部

Participation in PhD Defense

• Re-examining the underlying mechanisms of the Hebb repetition effect in human memory

  ARAYA OROZCO CLAUDIA, Graduate School of Education, Sub-chief Examiner

  23 Jan. 2024
• Cognitive Neuroscientific Research for Developing Diagram Use Instruction for Effective Mathematical Word Problem Solving

  AYABE HIROAKI, Graduate School of Education, Chief Examiner

  23 Mar. 2023

Administration

School management (title, position)

• From 01 Oct. 2018, To 30 Sep. 2020

  国際戦略アドバイザリ―ボード 委員

Faculty management (title, position)

• From 01 Apr. 2022, To 31 Mar. 2023

  グローバル教育展開オフィス運営委員会　委員

Academic, Social Contribution

Committee Memberships

• From Jan. 2023, To Present

  Chair of the Psychology and Education Track, Diagrams 2024 Conference (International Conference on the Theory and Application of Diagrams), University of Münster, Germany, Sept 27-30, 2024
• From Jan. 2021, To Present

  Steering Committee, International Conference on the Theory and Application of Diagrams < http://www.diagrams-conference.org/steering-committee>
• From 2023, To 2023

  Program Committee, SARMAC (Society for Applied Research in Memory and Cognition) Conference, Nagoya, Japan, August 9-12
• From 2021, To 2021

  Chair of the Psychology and Education Track, Diagrams 2021 Online Conference (International Conference on the Theory and Application of Diagrams), Sept 28-30

Academic Contribution

• Associate Editor, Psychologia

  session chair, etc., Supervision (editorial), Peer review

  From 01 Apr. 2023, To Present

  
• Co-Editor in Chief of Thinking Skills and Creativity (international academic research journal)

  Planning, management, etc., session chair, etc., Supervision (editorial), Planning/Implementing academic research, Peer review, Other

  From Jul. 2021, To Present