論文レジュメ集

このページは村山航が研究会で発表したり,またはどうしても覚えておきたくて簡単なレジュメ形式っぽく整理した英論文を並べています.教育系,社会心理系から脳やコネクショニスト系までいろいろあります.もし万が一興味がある方がいたりしたらどうぞご利用ください.英語の誤訳などに関しては一切責任を負いません.

※ 下の方のレジュメは修士のはじめの方のレジュメなので,とても読みにくいです.ご容赦ください.


Kruglanski, A. W. & Chun, W. Y. (2008).
Motivated closed-mindedness and its social consequences.
In J. Y. Shah, W. L. Gardner (Eds.), Handbook of motivation science (pp. 84-99), New York: Guilford Press.
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Fiedler, K., Freytag, P., & Meiser, T. (2009).
Pseudocontingencies: An integrative account of an intriguing cognitive illusion.
Psychological Review, 116, 187-206.
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Albert, J. (2007).
Bayesian computation with R. New York: Springer.
Chapter 7. Hierarchical models. pp. 137-161.
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Daw, N., O'Doherty, J. P., Dayan, P., Seymour, B., & Dolan, R. J. (2006).
Cortical substrates for exploratory decisions in humans.
Nature, 441, 876-879.
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Albert, J. (2007).
Bayesian computation with R. New York: Springer.
Chapter 3. Single parameter models. pp. 39-56.
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Frank, M. J., & Claus, E. D. (2006).
Anatomy of a decision: Striato-orbitofrontal interactions in reinforcement learning, decision making, and reversal.
Psychological Review, 113, 300-326.
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Rolls, E. T. (2005).
Emotion explained. Oxford, UK: Oxford University Press.
Chapter 7. Brain-stimulation reward. pp. 288-307.
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Gopnik, A., Glymour, C., Sobel, D. M., Shulz, L. E., Kushnir, T., & Danks, D. (2004). 
Theory of causal learning in children: Causal maps and Bayes nets.
Psychological Review, 111, 3-32.
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Dijksterhuis, A., Bos, M. W., Nordgren, L. F., & van Baaren, R. B. (2006).
On making the right choice: The deliberation-without-attention effect.
Science, 311 , 1005-1007.
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Strange, B. A., Hurlemann, R., & Dolan, R. J. (2003).
An emotion-induced retrograde amnesia in humans is amygdala- and β-adrenergic-dependent.
Proceedings of the National Academy of Sciences of the USA, 100, 13626-13631.
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Rolls, E. T. (2005).
Emotion explained. Oxford, UK: Oxford University Press.
Chapter 4. Amygdalaに関する部分 pp. 164-179.
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Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005).
When moderation is mediated and mediation is moderated.
Journal of Personality and Social Psychology, 89, 852-863.
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Spencer, J. S., Zanna, M. P., & Fong, G. T. (2005).
Establishing a causal chain: Why experiments are often more effective than mediational analysis in examining psychological processes.
Journal of Personality and Social Psychology, 89, 845-851.
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Conrey, F. R., Sherman, J. W., Gawronski, B., Hugenberg, K., \& Groom, C. J. (2005).
Separating multiple processes in implicit social cognition: The quad model of implicit task performance.
Journal of Personality and Social Psychology, 89, 469-487.
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Ito, T. A., & Cacioppo, J. T. (2001).
Affect and attitudes: A social neuroscience approach.
In J. P. Forgas (Ed.), The handbook of affect and social cognition. New Jersey: Lawrence Erlbaum & Associates. pp. 50-74.
ダウンロード(wordファイル, 49kb; Evaluative Space Modelを解説した付図)

Russell, J. A. (2003).
Core affect and the psychological construction of emotion.
Psychological Review, 110, 145-172.
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Buck, R. (1985).
Prime theory: An integrated view of motivation and emotion.
Psychological Review, 92, 389-413.
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Marcus, G. F., Vijayan, S., Rao, S. B., & Vishton, P. M. (1999).
Rule learning by seven-month-old infants.
Science, 283, 77-80.
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Meeter, M., Myers, C. E., & Gluck, M. A. (2005).
Integrating incremental learning and episodic memory models of the hippocampal region.
Psychological Review, 112, 560-585.
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Onishi, K. H., & Baillargeon, R. (2005).
Do 15-month-old infants understand false beliefs?
Science, 308, 255-258.
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Melara, R. D. (2004).
The cognitive neuroscience of attention.
In A. Johnson, & R. W. Proctor, Attention: Theory and practice. Thousand Oaks, CA: Sage. pp. 333-365.
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Tomasello, M. (2003).
Chapter 8: Biological, cultural, and ontogenetic processes.
Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press. pp. 282-322.(後半)
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Aggleton, J. P. & Young, A. W. (2000).
The enigma of the amygdala: On its contribution to human emotion.
In R. D. Lane, L. Nadel, G. L. Ahern, J. J. B. Allen, A. W. Kaszniak, S. Z. Rapcsak, & G. E. Schwartz (Eds.), Cognitive neuroscience of emotion. New York: Oxford University Press. pp. 106-128.
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Levin, J. R., O'Donnell, A. M., & Kratochwill, T. R. (2003).
Educational/psychological intervention research.
In W. M. Reynolds & G. E. Miller (eds.), Handbook of psychology: Educational psychology, Vol. 7. New York: Wiley. pp. 557-581.
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Kareev, Y. (2000).
Seven (indeed, plus or minus two) and the detection of correlations. (この論文に対する2005年のコメント論文も簡単に紹介)
Psychological Review, 107, 397-402.
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Campbell, A. L., Brooks, P., & Tomasello, M. (2000).
Factors affecting young children's use of pronouns as referring expressions.
Journal of Speech, Language, and Hearing Research, 43, 1337-1349.
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Harackiewicz, J. M., Durik, A. M., & Barron, K. E. (2004).
Multiple goals, optimal motivation, and the development of interest.
In J. P. Forgas, K. D. Williams, & S. M. Laham (Eds.), Social motivation: Conscious and unconscious processes. New York: Cambridge University Press. pp 21-39.
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Loewenstein, G. & Learner, J. S. (2003).
The role of affect in decision making.
In R. J. Davidson, K. R. Scherer, & H. H. Goldsmith (Eds.), Handbook of affective sciences. Oxford: Oxford University Press.(pp.619-642).
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Yonelinas, A. P. (2001).
Consciousness, control, and confidence: The 3 Cs of recognition memory.
Journal of Experimental Psychology: General, 130, 361-379.
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Aggleton, J. P., & Pearce. J. M. (2002).
Neural systems underlying episodic memory: Insights from animal research.
In A. Baddeley, M. Conway, & J. Aggleton (Eds.), Episodic memory: New directions in research. Oxford, England: Oxford University Press. (pp. 204-231).
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Squire, L. R. (1992).
Memory and the hippocampus: A synthesis from findings with rats, monkeys, and humans.
Psychological Review, 99, 195-231.
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Marsh, B., Todd, P. M., & Gigerenzer, G. (2004).
Cognitive heuristics: Reasoning the fast and frugal way.
In J. P. Leighton & R. J. Sternberg (eds.), The nature of reasoning. New York: Cambridge University Press. (pp. 273-287).
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Navarro, D. J., Pitt, M. A., \& Myung, I. J. (2004).
Assessing the distinguishability of models and the informativeness of data.
Cognitive Psychology, 49, 47-84.
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Gluck, M. A., \& Myers, C. E. (2001).
Stimulus representation in cortex.(Chapter 8)
Gateway to memory: An introduction to neural network modeling of the hippocampus and learning. Cambridge, MA: MIT Press. pp215-258.
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Kinder, A., & Shanks, D. R. (2003).
Neuropsychological dissociations between priming and recognition: A single-system connectionist account.
Psychological Review, 110, 728-744.
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Oaksford, M., & Chater, N. (1994).
A rational analysis of the selection task as optimal data selection.
Psychological Review, 101, 608-631.
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Anderson, M. C., Ochsner, K. N., Kuhl, B., Cooper, J., Robertson, E., Gabrieli, S. W., Glover, G. H., & Gabrieli, D. E. (2004).
Neural systems underlying the suppression of unwanted memories.
Science, 303, 232-235.
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Anderson, M. C., & Green, C. (1999).
Supressing unwanted memories by executive control.
Nature, 410, 366-369.
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Spelke, E. S. (2003).
What makes us smart? Core knowledge and natural language. (後半)
In D. Ggentner & S. Goldin (Eds.), Language in mind: Advances in the issues of language and thought. MIT Press. pp277-311.
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Dehaene, S., Spelke, E., Pinel, P., Stanescu, R., & Tsivkin, S. (1999).
Sources of mathematical thinking: Behavioral and brain-imaging evidence.
Science, 284, 970-974.
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Cervone, D., Mor, N., Orom, H., Shadel, W. G., & Scott, W. D. (2004).
Self-efficacy beliefs and the architecture of personality: On knowledge, appraisal, and self-regulation.
In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 188-210). New York: Guilford Press.
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Norman, K. A. & O'Reilly, R. C.(2003).
Modeling hippocampal and neocortical contributions to recognition memory: A complementary-learning-systems approach.
Psychological Review, 110, 611-646.
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Staub, F. C., & Stern, E. (2002).
The nature of teacher's pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics.
Journal of Educational Psychology, 94, 344-355.
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Willingham, D. T., & Dunn, E. W. (2003).
What neuroimaging and brain localization can do, cannot do, and should not do for social psychology.
Journal of Personality and Social Psychology, 85, 662-671.
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Cacioppo, J. T., Berntson, G. G., Lorig, T. S., Norris, C. J., Rickett, E., & Nusbaum, H. (2003).
Just because you're imaging the brain doesn't mean you can stop using your head: A primer and set of first principles.
Journal of Personality and Social Psychology
, 85, 650-661.
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White, P. A. (2003).
Effects of wording and stimulus format on the use of contingency information in causal judgment.
Memory & Cognition
, 31, 231-242.
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Long, D. L., & Prat, C. S. (2002).
Memory for star trek: The role of prior knowledge in recognition revisited.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 1073-1082.
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National Research Counsil (2001).
Contributions of measurement and statistical modeling to assessment.
In National Research Council (ed.) 2001 Knowing what students know: the science and design of educational assessment pp111-172. National Academy Press.
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Bong, M. (2001).
Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals.
Journal of Educational Psychology
, 93, 23-34.
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Bates, E. A., & Elman, J. L (2002).
Connectionism and the study of change.
In M. Johnson (Eds.) Brain development and cognition: A reader (2nd ed.). Oxford: Blackwell Publishers.
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Shultz, T. R. (2003).
A neural network primer(後半)
Computational Developmental Psychology, Chapter2,
pp48-73.
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Shultz, T. R., & Lepper, M. R. (1996).
Cognitive dissonance reduction as constraint satisfaction.
Psychological Review, 103
, 219-240.
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Sidman, M. & Tailby, W. (1981).
Conditional discrimination vs. matching to sample: An expansion of the testing paradigm.
Journal of the Experimental Analysis of Behavior, 37, 5-22.
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(Wordファイル, 39kb)

Dodson, C. S. & Johnson, M. K. (1996).
Some problems with the process-dissociation approach to memory.
Journal of Experimental Psychology: General, 125, 181-194.
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(Wordファイル, 53kb)

Cheney, D. L., & Seyfarth, R. M. (1997).
Why animals don't have language.
The Tanner Lectures on Human Values. Delivered at Cambridge University, March 10-12.
ページへのリンク

Lovibond, P. F., (2003).
Causal beliefs and conditioned responses: Retrospective revaluation induced by experience and by instruction.
Journal of Experimental Psychology: Learning, Memory and Cognition
, 29, 97-106.
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Jacoby, L. L. (1991).
A process dissociation framework: separating automatic from intentional uses of memory.
Journal of Memory and Language
, 30, 513-541.
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Carver C. S. & Scheier, M. F. (1998).
Discrepancy-enlarging loops, and three further issues.
On the self-regulation of behavior. pp48-62. New York: Cambridge University Press.
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(Wordファイル, 43kb)

Carver C. S. & Scheier, M. F. (1998).
Discrepancy-reducing feedback processes in behavior.
On the self-regulation of behavior. Pp29-47. New York: Cambridge University Press.
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Pintrich, P. R. & Schunk, D. H. (2002).
Intrinsic motivation.
In Pintrich, P. R., & Schunk, D. H. (eds). Motivation in Education: Theory, Research, and Applications(2nd edition) pp243-273.
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(Wordファイル, 45kb)

Pintrich, P. R., & Schunk, D. H. (2002).
The role of goals and goal orientation.
In Pintrich, P. R., & Schunk, D. H. (eds).Motivation in Education: Theory, Research, and Applications (2nd edition)
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Levin, I. P., Gaeth, G. J., & Schreiber, J. (2002).
A new look at framing effects: Distribution of effect sizes, individual differences, and independence of types of effects.
Organizational Behavior and Human Decision Processes, 88, 411-429.
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Higgins, E. T. (1997).
Beyond pleasure and pain.
American Psychologist, 52, 1280-1300.
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Kroll, N. E. A., Yonelinas, A. P., Dobbins, I. G., & Frederick, C. M. (2002).
Separating sensitivity from response bias: Implications of comparisons of yes-no and forced-choice tsts for models and measures of recognition memory.
Journal of Experimental Psychology: General, 131, 241-254.
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Cameron, J., & Pierce, W. D. (1994).
Reinforcement, reward, and intrinsic motivation: A meta-analysis.
Review of Educational Research
, 64, 363-423.
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Pintrich, P. R., & Schunk, D. H.(2002).
Expectancy-value models of motivation.
In Pintrich, P. R., & Schunk, D. H. (eds). Motivation in Education: Theory, Research, and Applications (2nd edition). pp51-90.
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(Wordファイル, 71kb)

Vecera, S. P., Vogel, E. K., & Woodman, G. F. (2002).
Lower region: A new cue for figure-ground assignment.
Journal of Experimental Psychology
: General, 131, 194-205.
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Ormerod, T. C., MacGregor, J. N., & Chronicle, E. P. (2002).
Dynamics and Constrains in Insight Problem Solving.
Journal of Experimental Psychology: Learning, Memory, and Cognition
, 28, 791-799.
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Arnold, M. M., & Lindsay, D. S. (2002).
Remembering Remembering.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 521-529
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(Wordファイル, 39kb)

Eysenck, M. W. & Keane, M. (2000).
Objects, Concepts, and Categories.
In M. W. Eysenck & Keane M. (eds). Cognitive Psychology: A Students' Handbook. pp279-304.
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Dunbar, R. I. M. (2001).
Causal reasoning, mental rehearsal, and the evolution of primate cognition
In C. Heyes and L. Huber (eds). The evolution of cognition pp205-219.
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Dunbar, R. I. M. (1998).
The social brain hypothesis.
Evolutionary Anthropology, 6, 178-190.
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Schunn, C. D., Lovett, M. C., & Reder, L. M. (2001).
Awareness and working memory in strategy adaptivity.
Memory and Cognition, 29, 254-266.
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Cooper, J. (2001).
Motivating cognitive change: The self-standards model of dissonance.
In Joseph P. Forgas, Kipling D. Williams, Ladd Wheel(eds). The social mind : cognitive and motivational aspects of interpersonal behavior. Cambridge University Press. pp72-91.
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Tice, D. M. & Faber, J. (2001).
Cognitive and motivational processes in self-presentation.
In Joseph P. Forgas, Kipling D. Williams, Ladd Wheel(eds). The social mind : cognitive and motivational aspects of interpersonal behavior. Cambridge University Press. pp139-155.
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Son, L. K., & Metcalfe, J. (2000).
Metacognitive and control strategies in study-time allocation.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204-221.
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Bargh, J. A. & Gollwitzer, P. M. (1994).
Environmental control of goal-directed action: Automatic and strategic contingencies between situations and behavior.
In W. D. Spaulding (ed). Integrative views of motivation, cognition, and emotion. University of Nebraska Press. pp94-123(後半部).
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Kunf, L., Aschersleben, G. & Prinz, W. (2001).
An Analysis of Ideomotor Action.
Journal of Experimental Psychology: General, 130, 779-798.
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Elliot, A. J. & Harackiewicz, J. M. (1996).
Approach and avoidance achievement goals and intrinsic motivation:A mediational analysis.
Journal of Personality and Social Psychology, 70. 461-475.
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Hitch, G. J., Towse, J. N., & Hutton, U. (2001).
What limits children's working memory span? Theoretical accounts and applications for scholastic development
Journal of Experimental Psychology: General, 130, 184-198.
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Chi, M. T. H., de Leeuw, N., Chiu, M., & LaVancher, C. (1994).
Eliciting self-explanations improves understanding.
Cognitive Science, 18, 439-477.
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Dias, M. G., & Harris, P. L. (1990).
The influence of the imagination on reasoning by young children.
British Journal of Developmental Psychology, 8, 305-318.
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Au, T. K., Dapretto, M. & Song, Y. (1994).
Input vs constraints: early word acquisition in korean and english.
Journal of Memory and Language, 33, 567-582.
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Karniol, R. & Ross, M. (1996).
The motivational impact of temporal focus:Thinking about the future and the past.
Annual Review of Psychology, 47. 593-620.
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Goldenberg, J. L., Pyszczynski, T., Solomon, S., Kluck, B., & Cornwell, R. (2001).
I am not an animal: Mortality salience, disgust, and the denial of human creatureliness.
Journal of Experimental Psychology: General, 130, 427-435.
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Shulman, L. & Quilan, K. M. (1996).
The comparative psychology of school subjects.
Handbook of Educational Psychology, pp399-422.
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Vermetten, Y. J., Vermunt, J. D., & Lodewijks, H. G. (1999).
A longitudinal perspective on learning strategies in higher education:Different viewpoints towards development.
British Journal of Educational Psychology, 69, 221-242.
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Duncan, M. & Murdock, B. (2000).
Recognition and recall with precuing and postcuing.
Journal of Memory and Language, 42, 301-313.
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Kirk, E. P. & Ashcraft, M. H. (2001).
Telling stories: The perils and promise of using verbal reports to study math strategies.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 157-175.
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Kluger, A. N., & DeNisi, A (1996).
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
Psychological Bulletin, 119, 254-284.
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Pintrich, P. R. & De Groot, E. V. (1990).
Motivational and self-regulated learning components of classroom academic performance.
Journal of Educational Psychology, 82, 33-40.
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