Researcher Database

（Last updated : 2024-04-16 16:58:47）

YAMAMOTO Hiroki

Department / Course College of Comprehensive Psychology Department of Comprehensive Psychology

Title / Position Professor

Other Affiliations
1.	Research Organization of Open Innovation & Collaboration Research Center for Cognitive Sciences, Ritsumeikan University
2.	Graduate School of Human Science

Academic background
1.	1987/04～1992/03	Doctorial Course │ Graduate School, Division of Psychology │ University of Tsukuba │ Accomplished credits for doctoral program
2.	1983/04～1987/03	College of Human Sciences │ University of Tsukuba │ Graduated
3.	2000/03 Degree Acquisition	Doctorial Course │ University of Tsukuba │ Accomplished credits for doctoral program Ph.D.

Business career
1.	1994/04/01 ～ 2010/03/31	200804-201003 大阪学院大学教授 │ │

Research activities
1.		The Japanese Association of Educational Psychology
2.		Japanese Association of School Psychologists
3.		The Japanese Psychological Association

Subject of research
1.	Explanatory representations to grasp and improve children’s underachievement of comprehension.
2.	Explanatory representations supporting for deep understanding of high school textbokks.

Research summary
Studies on Explanatory Strategy Supporting Leaners for their Comprehension. Educational and Developmental Studies on Explanation Strategy for Learners with Comprehension Difficulties.

Present specialized field
Educational Psychology (Keyword：Educatinal psychology, Explanatory representation, comprehension support, tutoring)

Papers
1.	2022/03	The effect of supporting reading comprehension activities about the thought formation processes in religious classes on academic achievement in a Japanese high school： Possibility of support for "the first grader of high schoolers’ crisis". │ ,pp.181-199 (Co-authored)
2.	2018/03	Comprehension of expository text using structure strategy affects academic adjustment and academic achievement in first-year high school students: Examination by means of expository text in civics textbook and presenting perspectives on learning supports. │ 10,pp.1-10. (Co-authored)
3.	2017/03	Effect of Signaling on Older Adults’ Use of Structure Strategy and Their Comprehension of Instructions: The Effect Processes According to MMSE Scores. │ 652,pp.120-132. (Co-authored)
4.	2015/03	Outline descriptions in ethics textbooks and supporting high school students for their comprehension of the absolute redemption thought by Shinran. │ 23,pp.22-26 (Sole-authored)
5.	2015/03	The effect of outline descriptions in ethics textbooks on comprehensibility by high school students: Presenting possible supports from a view of the learning support study. │ Annual Report of Japanese Association of School Psychologist │ 7,pp.145-158 (Co-authored)
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Academic conference presentation
1.	2024/09/07	Promoting effective connections between psychological education and civics (ethics) education for high school students
2.	2023/08/25	説明文産出時の理解確認への支援 ―理解確認を促すチェックリストの効果検証― (コミュニケーションデザインシンポジウム2023)
3.	2021/09/01	High school students’ preconception affects their understanding and their explanatory activity during their lesson of psychology: A study from “the copy theory of memory”.
4.	2018/08/11	How does signaling support first-year high school students’ comprehension of doxography? (The 2018 APA Annual Convention)
5.	2018/07/28	Continuous use of structure strategy affects academic adjustment and achievement of first-year high school students: Analysis of strategy use throughout comprehending. (The 40th annual Conference of the International School Psychology Association)
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Grants-in-Aid for Scientific Research -KAKENHI-
1.	2021/04/01 ～ 2026/03/31	Support mechanism on continuous use of reading comprehension strategy to promote class adaptation by the first-year high school students. │ Grant-in-Aid for Scientific Research (C)