総合教育系

森 兼隆

モリ カネタカ  (Kanetaka Mori)

基本情報

所属
大阪教育大学 総合教育系 講師
学位
博士 (人間科学)(大阪府立大学)

連絡先
mori-k00cc.osaka-kyoiku.ac.jp
研究者番号
70837202
J-GLOBAL ID
201801004127142819
researchmap会員ID
B000328797

論文

 6
  • Kyoko Aoki, Kanetaka Mori, Shohei Iijima, Masato Sakon, Nariaki Matsuura, Tsuneto Kobayashi, Masashi Takanashi, Takeshi Yoshimura, Norio Mori, Taiichi Katayama
    Nutrients 15(10) 2023年5月22日  査読有り
    Individual taste sensitivity influences food preferences, nutritional control, and health, and differs greatly between individuals. The purpose of this study was to establish a method of measuring and quantifying an individual's taste sensitivity and to evaluate the relationship between taste variation and genetic polymorphisms in humans using agonist specificities of the bitter taste receptor gene, TAS2R38, with the bitter compound 6-n-propylthiouracil (PROP). We precisely detected the threshold of PROP bitter perception by conducting the modified two-alternative forced-choice (2AFC) procedure with the Bayesian staircase procedure of the QUEST method and examined genetic variation in TAS2R38 in a Japanese population. There were significant differences in PROP threshold between the three TAS2R38 genotype pairs for 79 subjects: PAV/PAV vs AVI/AVI, p < 0.001; PAV/AVI vs AVI/AVI, p < 0.001; and PAV/PAV vs PAV/AVI, p < 0.01. Our results quantified individual bitter perception as QUEST threshold values: the PROP bitter perception of individuals with the PAV/PAV or PAV/AVI genotypes was tens to fifty times more sensitive than that of an individual with the AVI/AVI genotype. Our analyses provide a basic model for the accurate estimation of taste thresholds using the modified 2AFC with the QUEST approach.
  • Kanetaka Mori, Masahiko Okamoto
    Learning and Individual Differences 63 57-69 2018年4月1日  査読有り筆頭著者
    We investigated whether individual differences in visual updating function are important in solving arithmetic word problems. First, undergraduate and graduate students (n = 47) solved area word problems, some presented with extraneous information. We measured several components of reading time for the problems (e.g., integration time) and tested participants' updating functions in the phonological and visual domains. The results indicated that a stronger phonological or visual updating function reduced the effect of extraneous information on integration time, showing that both phonological and visual updating contributed to the integration process. Second, participants (n = 49) solved area problems presented in a figure format. The results suggested that only the visual updating function made a significant contribution to reducing integration difficulty. We infer that individual differences in the visual updating function are important to arithmetic problem solving when the category of problem or problem format requires problem-solvers to manipulate visual information.
  • Kanetaka Mori, Masahiko Okamoto
    JOURNAL OF EDUCATIONAL PSYCHOLOGY 109(2) 245-256 2017年2月  査読有り筆頭著者
    We investigated how the updating function supports the integration process in solving arithmetic word problems. In Experiment 1, we measured reading time, that is, translation and integration times, when undergraduate and graduate students (n = 78) were asked to solve 2 types of problems: those containing only necessary information and those containing extraneous information. The results indicated that participants required more integration time to solve extraneous-information problems than necessary-information problems. However, the higher the updating, the smaller the increment of integration time. In Experiment 2, we investigated whether different problem models were provided by undergraduate and graduate students (n = 73) with different updating functions. Participants executed a lexical-decision task immediately following an integration process. The lexical-decision task comprised 3 conditions: necessary-information word, extraneous-information word, and novel word conditions. The RTs for both necessary-and extraneous-information word conditions were faster than that for the novel word condition. The facilitation amount in an extraneous-information word became weaker as the problem solver's updating function increased. These results suggest that individuals with a high updating function provide a problem model that maintains only task-relevant information, while those with less-effective updating use an approach that also considers extraneous information. These 2 experiments indicate that updating is an important contributor to the integration process and different updating abilities result in different problem models.
  • 瀬田和久, 島添彰, 森兼隆, 岡本真彦
    電子情報通信学会論文誌 D(Web) J98-D(1) 94-103 (WEB ONLY) 2015年1月1日  

MISC

 3
  • 島添 彰, 瀬田 和久, 森 兼隆, 岡本 真彦
    電子情報通信学会技術研究報告 = IEICE technical report : 信学技報 113(482) 101-106 2014年3月8日  
    本研究では,スキーマの形成度を測定するためのシステムをモバイル端末上に実装し,一般教室での簡便な運用を可能にした.そして,開発したシステムを小学校で約1ヶ月間長期運用した.この結果,システムの運用により,(1)生徒のスキーマの形成,特に算数が苦手な生徒のスキーマの形成への有用性,(2)教師が生徒の理解状況を把握しやすくなり,生徒の理解度に応じた指導ができるようになることが示唆される結果が得られた.本稿では,開発したシステムの概要と,これを小学校で運用した結果について報告する.
  • 森 兼隆, 岡本 真彦
    日本心理学会大会発表論文集 78 2EV-2-040-2EV-2-040 2014年  
  • Kazuhisa Seta, Akira Shimazoe, Kanetaka Mori, Masahiko Okamoto
    Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014 451-460 2014年  
    In this research, we implemented a system for measuring schema formulation on mobile terminals, making it easy to use in ordinary classrooms. We operated this system in an elementary school over an extended period of one month. The results showed that operating the system (1) was useful for schema formulation in students, particularly if they were weak in arithmetic, and (2) helped teachers understand students' level of comprehension, suggesting that it could help in teaching according to level of comprehension. This article gives an overview of the system developed and reports on the results of operation in the elementary school.

書籍等出版物

 2

講演・口頭発表等

 4

担当経験のある科目(授業)

 1

共同研究・競争的資金等の研究課題

 3