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TERAI Hitoshi

    Department of Information and Computer Science　Professor/Assistant General Manager
Last Updated :2024/04/19

Researcher Information

URL

J-Global ID

Research Interests

  • Scientific discovery   図書館   Web検索   問題解決   Web   情報探索   モデルベースアプローチ   情報検索   学習支援   学習   電子図書館   シミュレーション   学習環境   情報資源   思考   Insight   

Research Areas

  • Humanities & social sciences / Library/information science, humanistic/social informatics
  • Humanities & social sciences / Cognitive sciences
  • Humanities & social sciences / Educational technology

Academic & Professional Experience

  • 2019/04 - Today  Kindai UniversityFaculty of Humanity-Oriented Science and Engineering Department of Information and Computer Sciences教授
  • 2015/04 - 2019/03  Kindai UniversityFaculty of Humanity-Oriented Science and Engineering Department of Information and Computer Sciences准教授
  • 2010/08 - 2015/03  Nagoya UniversityGraduate School of Information ScienceContract Associate Professor (CREST, JST)
  • 2008/04 - 2010/07  Tokyo Denki UniversitySchool of Information EnvironmentAssistant Professor
  • 2007/06 - 2010/03  Research Organization of Information and SystemsNational Institute of InformaticsVisiting Associate Professor
  • 2006/06 - 2008/03  Nagoya UniversityLibrary StudiesAssistant Professor

Education

  • 2003/04 - 2006/03  Nagoya University  Graduate School of Information Science
  • 2001/04 - 2003/03  Nagoya University  Graduate School of Human Infomatics

Published Papers

  • Shota Matsubayashi; Kazuhisa Miwa; Hitoshi Terai; Yuki Ninomiya
    Transportation Research Part F: Traffic Psychology and Behaviour Elsevier BV 102 164 - 176 1369-8478 2024/04
  • 二宮 由樹; 岩田 知之; 寺井 仁; 三輪 和久
    認知科学 30 (3) 217 - 231 2023 [Refereed]
  • Yuki Ninomiya; Tomoyuki Iwata; Hitoshi Terai; Kazuhisa Miwa
    Memory & Cognition 2023
  • Shota Matsubayashi; Kazuhisa Miwa; Hitoshi Terai; Asaya Shimojo; Yuki Ninomiya
    Human Factors: The Journal of the Human Factors and Ergonomics Society SAGE Publications 001872082211214 - 001872082211214 0018-7208 2022/08 
    Objective The objective is to clarify the nature of cooperative moving behavior that realizes smooth traffic with others from the viewpoint of the trade-off between self-benefit and others’ benefit in the shared space. Background The shared space is not constrained by formal rules or behavioral norms, and is a potentially ambiguous situation where it is not clear who has priority. Therefore, the nature of cooperative behavior in the shared space is unclear. Method An experimental task was conducted to compare cooperative and nonurgent moving behavior regarding completion time (self-benefit), the amount of interruption (others’ benefit), and the amount of operation (cognitive effort). Results First, cooperative behavior benefits others. Second, although cooperative behavior decreases self-benefit compared to the baseline without any instructions, it can obtain relatively more self-benefit than nonurgent behavior without considering self-benefit. Third, cooperative behavior requires cognitive effort. Conclusion Cooperative behavior provides benefit to both oneself and others by spending cognitive effort in not interrupting others. Application If the nature of the cooperative behavior can be clarified, a cooperative module can be implemented into the algorithms of various mobilities.
  • Yuki Ninomiya; Hitoshi Terai; Kazuhisa Miwa
    Frontiers in Psychology Frontiers Media SA 13 2022/08 
    The human ability to flexibly discover alternatives without fixating on a known solution supports a variety of human creative activities. Previous research has shown that people who discover an alternative procedure relax their attentional bias to information regarding the known solutions just prior to the discovery. This study examined whether the difference in the distribution of attention between the finders and non-finders of the alternative procedure is observed from the phase of solving the problem using the trained procedure. We evaluated the characteristics of the finders' distribution of attention in situations where problem solving using a trained procedure was successful. This aspect has been little examined in previous research. Our study obtained empirical evidence for the fact that, compared to non-finders, finders pay more attention to information unrelated to the trained procedure acquired through knowledge and experience, even time when using a trained procedure. We also confirmed that this difference does not exist from the beginning of the task, but emerges during repeated use of familiar procedures. These findings indicate that in order to find an alternative procedure, one should not only divert attention from a familiar procedure just before the discovery but also pay a certain amount of attention to information unrelated to the familiar procedure even when the familiar procedure is functioning well.
  • Asaya Shimojo; Yuki Ninomiya; Kazuhisa Miwa; Hitoshi Terai; Shota Matsubayashi; Hiroyuki Okuda; Tatsuya Suzuki
    Transportation Research Part F: Traffic Psychology and Behaviour Elsevier BV 89 236 - 248 1369-8478 2022/08
  • Asaya Shimojo; Kazuhisa Miwa; Hitoshi Terai
    Frontiers in Psychology 11 2020/11 [Refereed]
  • Junya Morita; Kazuhisa Miwa; Akihiro Maehigashi; Hitoshi Terai; Kazuaki Kojima; Frank E. Ritter
    Frontiers in Psychology Frontiers Media SA 11 2020/10
  • Shota Matsubayashi
    Cognitive Studies 日本認知科学会 26 (3) 332 - 342 1341-7924 2019/09 [Refereed]
  • Shota Matsubayashi; Kazuhisa Miwa; Hitoshi Terai
    Proceedings of the 41th Annual Meeting of the Cognitive Science Society(CogSci) cognitivesciencesociety.org 776 - 781 2019 [Refereed]
  • Shota Matsubayashi; Kazuhisa Miwa; Hitoshi Terai
    Shinrigaku Kenkyu The Japanese Psychological Association 90 (3) 274 - 283 0021-5236 2019 [Refereed]
     
    © 2019 Japanese Psychological Association. All rights reserved. We often encounter various anomalous behaviors of systems, such as machine failures, unexpected behaviors of intelligent agents, and irregular natural phenomena. In order to predict these anomalous behaviors, it is a useful strategy to infer the causal structure of target domains (the inference-based strategy). However, we assume another strategy, the memory-based strategy, to memorize the anomalous behaviors for the predictions. In the present study, we analyzed the features and benefits of the memory-based strategy using the spatial movement prediction task. Experiments 1 and 2 revealed that participants who were instructed to apply the memory-based strategy encoded only the anomalous instances, and not the regular instances. Additionally, the inference-based strategy was more effective for identifying the anomalous instances in a low-complexity task, whereas the memory-based strategy was more effective in a high-complexity task. Experiment 3 revealed that it was difficult to spontaneously select an appropriate strategy based on task complexity and to make benefits of the memory-based strategy for a high-complexity task even if the strategy was applied.
  • Kazuhisa Miwa; Hitoshi Terai; Kazuaki Kojima
    Proceedings of the 14th International Conference on Intelligent Tutoring Systems 120 - 129 2018/03 [Refereed]
  • Subjective Evaluation on Three Types of Cognitive Load and its Learning Effects.
    Kazuhisa Miwa; Hitoshi Terai; Kazuaki Kojima
    Proceedings of the 10th International Conference on Advanced Cognitive Technologies and Applications 51 - 54 2018/02 [Refereed]
  • Preliminary Study on Learning by Constructing a Cognitive Model Based on Problem-Solving Processes.
    Kazuaki Kojima; Kazuhisa Miwa; Ryuichi Nakaike; Nana Kanzaki; Hitoshi Terai; Junya Morita; Hitomi Saito; Miki Matsumuro
    Workshop Proceedings of the 25th International Conference on Computers in Education 438 - 444 2017/12 [Refereed]
  • 自動化システムのユーザビリティ評価アンケートの開発
    前東晃礼; 三輪和久; 小島一晃; 寺井仁; 鈴木達也
    電子情報通信学会A分冊 J100-A (6) 240 - 250 2017 [Refereed]
  • 市川淳; 三輪和久; 寺井仁
    認知科学 23 (4) 337 - 354 2016/12 [Refereed]
  • Basic Framework for Learning by Constructing Cognitive Models Based on Problem-Solving Processes.
    Kazuaki Kojima; Kazuhisa Miwa; Ryuichi Nakaike; Nana Kanzaki; Hitoshi Terai; Junya Morita; Hitomi Saito; Miki Matsumuro
    Workshop Proceedings of the 24th International Conference on Computers in Education 451 - 453 2016/11 [Refereed]
  • Measuring Cognitive Loads Based on the Mental Chronometry Paradigm.
    Kazuhisa Miwa; Kazuaki Kojima; Hitoshi Terai; Yosuke Mizuno
    Proceedings of the 8th International Conference on Advanced Cognitive Technologies and Applications 38 - 41 2016/08 [Refereed]
  • Akihiro Maehigashi; Kazuhisa Miwa; Kazuaki Kojima; Hitoshi Terai
    Proceedings of the 18th International Conference Human-Computer Interaction, Part I 340 - 349 2016/07 [Refereed]
  • Matsumuro Miki; Miwa Kazuhisa; Terai Hitoshi; Yamada Kento
    The Japanese journal of psychology The Japanese Psychological Association 87 (3) 229-239 - 239 2016/05 
    According to dual process theory, there are two systems in the mind: an intuitive and automatic System 1 and a logical and effortful System 2. While many previous studies about number estimation have focused on simple heuristics and automatic processes, the deliberative System 2 process has not been sufficiently studied. This study focused on the System 2 process for large number estimation. First, we described an estimation process based on participants' verbal reports. The task, corresponding to the problem-solving process, consisted of creating subgoals, retrieving values, and applying operations. Second, we investigated the influence of such deliberative process by System 2 on intuitive estimation by System 1, using anchoring effects. The results of the experiment showed that the System 2 process could mitigate anchoring effects.
  • Kazuhisa Miwa; Hitoshi Terai; Kazuya Shibayama
    INTELLIGENT TUTORING SYSTEMS, ITS 2016 SPRINGER INT PUBLISHING AG 9684 3 - 12 0302-9743 2016 
    Students build cognitive models for solving a cryptarithmetic task in a learning environment that enables them to formally describe various types of procedural knowledge in a group learning setting in which each student is allowed to refer to the procedural rules described by the other group members. Experimental evaluation showed that: (1) three-quarters of participants successfully constructed valid models with the system, and (2) participants learned to describe procedural knowledge more precisely not only for the training task (cryptarithmetic task) but also for a transfer task (bug identification for a multi-column subtraction problem).
  • 市川 淳; 三輪 和久; 寺井 仁
    認知科学 日本認知科学会 23 (4) 337 - 354 1341-7924 2016 [Refereed]
  • 自動化システムと警報システムの併用に関する実験的検討
    前東晃礼; 三輪和久; 寺井仁; 小島一晃; 森田純哉
    電子情報通信学会論文誌A 98-A 523-532  2015/08
  • Kazuhisa Miwa; Nana Kanzaki; Hitoshi Terai; Kazuaki Kojima; Ryuichi Nakaike; Junya Morita; Hitomi Saito
    Proceedings of the 17th International Conference on Artificial Intelligence in Education 287 - 296 2015/06 [Refereed]
  • Miwa Kazuhisa; Terai Hitoshi; Okamoto Shoma
    Transactions of the Japanese Society for Artificial Intelligence The Japanese Society for Artificial Intelligence 30 (3) 526-535 - 535 1346-0714 2015/05 
    We developed a learning environment to support participants problem posing in a formal logic system, natural deduction, by combining problem-posing and problem-solving activities. In the problem posing-phase, the participants posed original problems and presented them on a shared problem database called ``Forum, which was accessible to other group members. During the problem-solving phase, the participants solved the problems presented on Forum. This first round of problem posing and solving was followed by a second round of problem posing. We performed two practices: one for undergraduates in a liberal arts college and the other for graduates in a graduate school of information science. The results showed that the participants successfully posed more advanced problems in the second round of problem posing as compared to the first. The empirical data gathered from the two practices indicated a significant relationship between problem-solving and problem-posing abilities.
  • Kanzaki Nana; Miwa Kazuhisa; Terai Hitoshi; Kojima Kazuaki; Nakaike Ryuichi; Morita Junya; Saito Hitomi
    Transactions of the Japanese Society for Artificial Intelligence The Japanese Society for Artificial Intelligence 30 (3) 536-546 - 546 1346-0714 2015/05 
    When people understand an object, they construct a mental model of the object. A mental model is a structural, behavioral, or functional analog representation of a real-world or imaginary situation, event, or process. We conducted a class practice in which newcomers to cognitive science constructed a mental model by implementing and simulating a computational model of cognitive information processing, i.e., a cognitive model. We quantitatively evaluated the learning outcomes of the class. The participants were required to implement a complete cognitive model of subtraction processing. Furthermore, they were required to implement bug models, which are cognitive models with bug rules that cause several types of errors. Pre- and post-tests were performed before and after implementing and using these models, respectively. The results indicate that the class intervention led to the increase of the number of the participants who constructed the correct mental model and promoted more accurate mental simulations. However, the significant effects were confirmed only with participants who correctly completed the bug model, but the effects were limited with those who failed.
  • Saito Hitomi; Miwa Kazuhisa; Kanzaki Nana; Terai Hitoshi; Kojima Kazuaki; Nakaike Ryuichi; Morita Junya
    Transactions of the Japanese Society for Artificial Intelligence The Japanese Society for Artificial Intelligence 30 (3) 547-558 - 558 1346-0714 2015/05 
    Data interpretation based on theory is one of most important skills in scientific discovery learning, but to achieve this process is difficult for learners. In this study, we propose that model construction and execution could support data interpretation based on theory. We used the web-based production system ``DoCoPro'' as an environment for model construction and execution, and we designed and evaluated class practice in cognitive science domain to confirm our ideas. Fifty-three undergraduate students attended the course in Practice 1 in 2012. During class, students constructed a computational model on the process of semantic memory and conducted simulations using their model from which we evaluated any changes in learner interpretation of experimental data from pretest to posttest. The results of comparing pretest with posttest showed that the number of theory-based interpretations increase from pretest to posttest. However, we could not confirm the relationship between students' interpretations and their mental models acquired through learning activities and whether the students could transfer their understanding of theory to other different experimental data. Therefore, we conducted Practice 2 in 2013, in which 39 undergraduate students attended the course. Instruction in Practice 2 was same as in Practice 1. We improved pretest and posttest to assess students' mental model of theory and whether they transfer their understanding to another experiment. Comparing the pretest and posttest results showed that students acquired more sophisticated mental models from pretest to posttest, and they could apply their understanding of theory to their interpretations of near transfer experimental data. The results also indicated that students who shifted their interpretations from non theory-based to theory-based acquired more superior mental models on theory. Finally, we discuss applicability of our findings to scientific education.
  • 運動計測と言語報告に基づく身体スキル獲得に関する実験的検討
    市川 淳; 三輪 和久; 寺井 仁
    人工知能学会論文誌 30 (3) 585 - 594 2015 [Refereed]
  • Terai Hitoshi; Miwa Kazuhisa; Matsubayashi Shota
    Cognitive Studies Japanese Cognitive Science Society 22 (2) 223 - 234 1341-7924 2015 [Refereed]
     
    Reconstructing explanations perform a crucial role not only in the progress of science,
    but in educational practice and daily activities including comprehension of phenomena.
    We focused on the transition of attention on a key fact that contradicts the preceding
    explanation and has a central role in its reconstruction. We used a short story as an
    experimental material in which the participants first constructed a prior explanation
    and reconstructed it. The experimental results are summarized as follows. First, when
    the prior explanation was rejected, a new explanation was required, after attention on
    the key fact was inhibited. Second, hypothesized premises not inconsistent with the
    prior explanation were sought to protect the prior explanation. Third, the explanation
    reconstruction was facilitated by having the participants focus on the key fact. Last,
    attention on the key fact was recovered through explanation reconstruction.
  • Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation.
    Kazuhisa Miwa; Kazuaki Kojima; Hitoshi Terai
    Proceedings of the 2014 International Conference on Educational Technologies 241 - 244 2014/12 [Refereed]
  • 寺井 仁; 三輪 和久; 田嶋 あゆみ
    認知心理学研究 12 (1) 37 - 49 2014/10 [Refereed]
  • Morita Junya; Miwa Kazuhisa; Nakaike Ryuichi; Terai Hitoshi; Saito Hitomi; Kojima Kazuaki; Kanzaki Nana
    Transactions of Japanese Society for Information and Systems in Education Japanese Society for Information and Systems in Education 31 (3) 225-238 - 238 1341-4135 2014/07 
    This paper presents a learning support system, MIPP (Modeling Interface for Pulley Problems) that supports learners to understand pattern matching implemented in production systems. Although many cognitive scientists acknowledge importance of pattern matching for modeling human cognition, it is difficult for beginners to understand how this works. To support understanding of pattern matching, MIPP provides three features to learners; visualization of WM (Working Memory), description of rules that leads unexpected rule firings and visualization of pattern matching. The authors expected that learners who observed unexpected rule firings would notice characteristics of production systems and human cognitive system. This paper reports five classes. MIPP have been improved through these classes. As a result, the scores of the exam had risen through the five tests, indicating that the learners acquired skills of controlling pattern matching.
  • Development of a Design Database and Experimental Discussion of Brain Activations for Creativity Assessment
    TERAI Hitoshi; MIWA Kazuhisa; MIZUNO Shunsuke
    Proceedings of 36rd Annual Conference of the Cognitive Science Society (CogSci 2014) 1568 - 1573 2014/07 [Refereed]
  • 学習支援の提供と保留のジレンマ解消問題
    三輪和久; 寺井仁; 松室美紀; 前東晃礼
    教育心理学研究 62 156-167  2014/06
  • Kazuhisa Miwa; Junya Morita; Ryuichi Nakaike; Hitoshi Terai
    INTERACTIVE LEARNING ENVIRONMENTS ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD 22 (3) 326 - 350 1049-4820 2014/05 
    Cognitive modelling is one of the representative research methods in cognitive science. It is believed that creating cognitive models promotes learners' meta-cognitive activities such as self-monitoring and reflecting on their own cognitive processing. Preceding studies have confirmed that such meta-cognitive activities actually promote learning effects. However, there are some difficulties in bringing about learning by creating cognitive models in an educational context. To overcome the difficulties, we propose an innovative learning design, 'learning through intermediate problems' and also developed a web-based production system called DoCoPro that can be used anywhere and anytime in an environment connected to the Internet. We performed three introductory cognitive science classes in which the participants learned cognitive modelling and constructed running computer models using our system. In the first and second classes, the participants were required to construct production system models that solve pulley problems. They also posed their original pulley problems that their own models were subsequently able to solve. These generated problems were distributed to the other members. The participants were able to find incompleteness in their cognitive models, revise them to remove the incompleteness, and improve their models while solving the given problems. The participants, by successfully creating sophisticated models, acquired a deeper knowledge of the learning domain. The class practices confirmed the utility of 'learning through intermediate problems' when constructing an educational environment for learning creating cognitive models. In the third class, the participants constructed cognitive models solving addition and subtraction problems using DoCoPro. The cognitive processing underlying such problem solving is automated, therefore it may be difficult to verbalize and externalize such cognitive processes. The post-questionnaire showed evidence that the participants actually performed meta-cognitive activities while monitoring their own internal information processing.
  • 前東晃礼; 三輪和久; 寺井仁
    認知科学 21 100-112  2014/03
  • Terai Hitoshi
    Cognitive Studies Japanese Cognitive Science Society 21 (4) 429 - 430 1341-7924 2014
  • Miwa Kazuhisa; Terai Hitoshi; Kanzaki Nana; Nakaike Ryuichi
    IMT Information and Media Technologies Editorial Board 9 (1) 132 - 140 1881-0896 2014 
    We present an intelligent tutoring system that teaches natural deduction to undergraduate students. An expert problem solver in the system provides basic instructional help, such as suggesting the use of a rule in the next step of solving a problem and indicating the inference drawn by applying the rule. The system provides help by using a complete problem solver as an expert instructor. Students learning with our tutoring system can vary the degree of help they receive (from low to high and vice versa). Empirical evaluation showed that the system enhanced the problem-solving performance of participants during the learning phase, and these performance gains were carriedover to the post-test phase. The analysis of participants interactions with the system revealed the between-participants adaptation of students, meaning that participants with lower scores learned using higher levels of assistance than those with higher scores. In addition, the analysis revealed the within-participants adaptation of students, meaning that they adaptively changed levels of support according to their learning progress and the degree of difficulty of the problem.
  • Miwa Kazuhisa; Terai Hitoshi; Kanzaki Nana; Nakaike Ryuichi
    Transactions of the Japanese Society for Artificial Intelligence The Japanese Society for Artificial Intelligence 29 (1) 148 - 156 1346-0714 2014 
    We present an intelligent tutoring system that teaches natural deduction to undergraduate students. An expert problem solver in the system provides basic instructional help, such as suggesting the use of a rule in the next step of solving a problem and indicating the inference drawn by applying the rule. The system provides help by using a complete problem solver as an expert instructor. Students learning with our tutoring system can vary the degree of help they receive (from low to high and vice versa). Empirical evaluation showed that the system enhanced the problem-solving performance of participants during the learning phase, and these performance gains were carried over to the post-test phase. The analysis of participants interactions with the system revealed the between-participants adaptation of students, meaning that participants with lower scores learned using higher levels of assistance than those with higher scores. In addition, the analysis revealed the within-participants adaptation of students, meaning that they adaptively changed levels of support according to their learning progress and the degree of difficulty of the problem.
  • Kazuhisa Miwa; Hitoshi Terai
    ENGINEERING PSYCHOLOGY AND COGNITIVE ERGONOMICS, EPCE 2014 SPRINGER-VERLAG BERLIN 8532 244 - 254 0302-9743 2014 [Refereed]
     
    We propose a new concept, disuse atrophy in cognitive abilities, i.e., cognitive disuse atrophy. Generally, the term "disuse atrophy" has been used to describe physical atrophy, such as muscle wasting. We advance the idea that disuse atrophy appears not only as physical loss but also as a loss of cognitive abilities. To understand the mechanisms underlying cognitive disuse atrophy, we note the duality of cognitive activities such as performance- and learning-oriented activities when engaging in tasks. It is crucial to investigate the balancing of these two types of activities as the assistance dilemma in learning science. We explored principles for controlling this balance based on two theories: cognitive load theory and goal achievement theory. Cognitive load theory distinguishes three types of cognitive loads. This theory proposes to suppress the extraneous load to the minimum, while assigning adequate amounts of the germane load for learning-oriented activities into working memory, and still leave enough resources for the intrinsic load of performance-oriented activities. Goal achievement theory assumes principles from the viewpoint of goal setting. Specifically, orientation to a performance goal activates performance- oriented activities, and orientation to a learning goal causes learners to direct their efforts to learning-oriented activities.
  • Kazuhisa Miwa; Jyunya Morita; Hitoshi Terai; Nana Kanzaki; Kazuaki Kojima; Ryuichi Nakaike; Hitomi Saito
    INTELLIGENT TUTORING SYSTEMS, ITS 2014 SPRINGER-VERLAG BERLIN 8474 398 - 403 0302-9743 2014 [Refereed]
     
    We developed a cognitive simulator of the dual storage model of the human memory system that simulates the serial position effect of a traditional memory recall experiment. In a cognitive science class, participants learned cognitive information processing while observing the memory processes visualized by the simulator. Through the practice, we confirmed that participants learned to predict experimental results in assumed situations implying that participants successfully constructed a mental model and performed mental simulations while running the mental model in various settings. We discuss the possibility that a cognitive model can be used as a learning tool and, more specifically, as a mediator tool connecting theory and empirical data.
  • Analysis of motor skill acquisition in novice jugglers by three-dimensional motion recording system
    Ichikawa, J.; Miwa, K.; Terai, H.
    Proceedings of the 36th Annual Meeting of the Cognitive Science Society (CogSci 2014) 643 - 648 2014 [Refereed]
  • Construction of a Cognitive Simulator for Human Memory Process and Class Practice.
    Kazuhisa Miwa; Junya Morita; Hitoshi Terai; Nana Kanzaki; Ryuichi Nakaike; Kazuaki Kojima; Hitomi Saito
    Proceedings of the 21th International Conference on Computers in Education 71 - 76 2013/11 [Refereed]
  • Educational Practice for Interpretation of Experimental Data Based on a Theory.
    Hitomi Saito; Kazuhisa Miwa; Nana Kanzaki; Hitoshi Terai; Kazuaki Kojima; Ryuichi Nakaike; Junya Morita
    Proceedings of the 21th International Conference on Computers in Education 228 - 233 2013/11 [Refereed]
  • Complacencyと自動化システム使用傾向との関連に関する実験的検討
    前東晃礼; 三輪和久; 寺井仁; 小島一晃; 森田純哉
    電子情報通信学会A分冊 96-A 676-686  2013/09
  • A Discussion on the Consistency of Driving Behavior across Laboratory and Real Situational Studies
    TERAI Hitoshi; MIWA Kazuhisa; OKUDA Hiroyuki; TAZAKI Yuichi; SUZUKI Tatsuya; KOJIMA Kazuaki; MORITA Jyunya; MAEHIGASHI Akihiro; TAKEDA Kazuya
    Proceedings of 35rd Annual Conference of the Cognitive Science Society (CogSci 2013) 1444 - 1449 2013/08 [Refereed]
  • fMRI Study in Insight Problem Solving Using Japanese Remote Associates Test Based on Semantic Chunk Decomposition
    TERAI Hitoshi; MIWA Kazuhisa; ASAMI Kazuaki
    Proceedings of 35rd Annual Conference of the Cognitive Science Society (CogSci 2013) 3516 - 3521 2013/08 [Refereed]
  • Kazuhisa Miwa; Hitoshi Terai; Nana Kanzaki; Ryuichi Nakaike
    Proceedings of the 35th Annual Meeting of the Cognitive Science Society(CogSci) cognitivesciencesociety.org 2013
  • Yusuke Tanaka; Takashi Bando; Masumi Egawa; Hiroyuki Okuda; Hitoshi Terai; Takatsugu Hirayama; Chiyomi Miyajima; Daisuke Deguchi; Katsuhiko Kaji; Kazuya Takeda; Tatsuya Suzuki
    20th ITS World Congress Tokyo 2013 2013 
    Overtrust and overreliance are dangerous driver states in driving support systems. These latent states are caused by the driver misunderstanding the performance of the system. To avoid overtrust and overreliance, and to achieve appropriate cooperation between a driver and a vehicle, we first investigate influence of an information feedback device. It naturally informs operation mode of a driving support system so that the vehicle achieves intuitive communication with the driver. We thus conduct an experiment using experimental Adaptive Cruise Control system to investigate influence of the information feedback device. The results indicates information feedback reduce driver's cognitive and operational workload.
  • MAEHIGASHI Akihiro; MIWA Kazuhisa; TERAI Hitoshi; KOJIMA Kazuaki; MORITA Junya
    IEICE Trans. Fundamentals The Institute of Electronics, Information and Communication Engineers 96 (7) 1625 - 1636 0916-8508 2013 
    This study investigated the relationship between human use of automation and their sensitivity to changes in automation and manual performance. In the real world, automation and manual performance change dynamically with changes in the environment. However, a few studies investigated whether changes in automation or manual performance have more effect on whether users choose to use automation. We used two types of experimental tracking tasks in which the participants had to select whether to use automation or conduct manual operation while monitoring the variable performance of automation and manual operation. As a result, we found that there is a mutual relationship between human use of automation and their sensitivity to automation and manual performance changes. Also, users do not react equally to both automation and manual performance changes although they use automation adequately.
  • Terai Hitoshi; Miwa Kazuhisa; Asami Kazuaki
    The Japanese journal of psychology The Japanese Psychological Association 84 (4) 419 - 428 0021-5236 2013 [Refereed]
     
    The Remote Associates Test (RAT) is one of the most popular tasks in experimental studies of insight in psychological and neuroscience studies. Since the RAT was originally developed for English-speaking countries, we developed a Japanese version of the RAT. This paper provides a brief overview of the structure of the task based on chunk decomposition using Japanese kanji characters and a list of sets of words as experimental stimuli, with representative data for experimental studies of insight.
  • Kazuhisa Miwa; Hitoshi Terai
    COMPUTERS IN HUMAN BEHAVIOR PERGAMON-ELSEVIER SCIENCE LTD 28 (4) 1286 - 1297 0747-5632 2012/07 [Refereed]
     
    Participants engaged in the Prisoner's dilemma game with a partner through a computer terminal. We define two types of partner: a perceived partner and an actual partner, and manipulated the two factors independently. A perceived partner means a partner with whom participants imagined themselves to be interacting: instruction given by an experimenter controls the image of the perceived partner. An actual partner can change its behavior. In one scenario participants actually interacted with a human partner, in another scenario their partner was either a mostly cooperating computer agent or a mostly defecting computer agent. Three experiments were performed. The result suggested that the participants' selection behavior was largely influenced by the instruction given about the partner by the experimenter and not influenced by the partner's actual behavior. The analysis of the participants' impressions of the partner showed that the effect of instruction about the partner disappeared. Individual likeability for a partner was very influenced by the partner's behavior: as the participants incurred more defect actions from the partner, individual likeability for the partner decreased. On the other hand, social likeability for a partner was not so influenced by the partner's behavior, but rather related to the participants' own behavior. The participants who made more defect actions rated their partner's social likeability lower. (C) 2012 Elsevier Ltd. All rights reserved.
  • MATSUMURO Miki; MIWA Kazuhisa
    Cognitive Studies Japanese Cognitive Science Society 19 (2) 258 - 261 1341-7924 2012/06
  • TERAI Hitoshi; MIWA Kazuhisa; SHIBATA Hisashi
    認知科学 日本認知科学会 19 (2) 146 - 163 1341-7924 2012/06 [Refereed]
  • Miwa Kazuhisa; Terai Hitoshi; Morita Jyunya; Nakaike Ryuichi; Saito Hitomi
    Transactions of the Japanese Society for Artificial Intelligence The Japanese Society for Artificial Intelligence 27 (2) 61-72 - 72 1346-0714 2012/02 
    We designed and practiced a cognitive science class for graduate students. In the class, the participants were required to build three cognitive models: a bug model, a trace model, and an individual model. In the construction of the bug model, the participants learn to construct a cognitive model by monitoring their mental processing. The participants confirmed that the trace model can explain human normative behavior; and also understood that the individual model can explain various patterns of human behavior that are generated by different problem solving strategies. The post questionnaire analysis shows that the participants successfully understood various aspects of advantages of the mode-based approach in cognitive science and important features of human cognitive processing.
  • Kazuhisa Miwa; Hitoshi Terai; Nana Kanzaki; Ryuichi Nakaike
    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 7315 645 - 646 0302-9743 2012 
    We investigated whether students behave adaptively in hint-seeking from the viewpoint of self-fading. To let students effectively learn, scaffolding should be eliminated gradually with the progress of learning. We define self-fading as fading behavior lowing the levels of support by students themselves. We investigated the relation between such metacognitive behavior and learning effects through two experiments in a laboratory setting and in actual class activities. The results showed that our participants successfully faded help supports, and also confirmed that those who lowered the levels of support and learned with their own efforts gained larger learning effects. © 2012 Springer-Verlag.
  • H. Terai; K. Miwa; H. Okuda; Y. Tazaki; T. Suzuki; K. Kojima; J. Morita; A. Maehigashi; K. Takeda
    Work 41 (SUPPL.1) 1471 - 1476 1051-9815 2012 
    We constructed an innovative experimental platform to study cross-situational consistency in driving behavior, conducted behavioral experiments, and reported the data obtained in the experiment. To discuss cross-situational consistency, we separated situations in which people use some systems to conduct tasks into three independent conceptual factors: environment, context, and system. We report the experimental results with the following systems: a laboratory system with a gaming controller and steering/pedal controllers and a real system, COMS an instrumented vehicle. The results are summarized as follows. 1) The individual behaviors in each system were stable, and consistency was retained. 2) The consistency of the behaviors was also confirmed when the participants drove using different interfaces in identical systems. 3) However, only slight correlation was observed across different systems in a specific situation where a strong high-order cognitive constraint (i.e., rapid driving) and a weak low-order cognitive constraint (driving with easy handling toward a straight-line course) were given. © 2012 - IOS Press and the authors. All rights reserved.
  • Hitomi Saito; Ryo Nakashima; Yuka Egusa; Masao Takaku; Hitoshi Terai; Makiko Miwa; Noriko Kando
    74th Annual Meeting of the American Society for Information Science and Technology (accepted as Poster; to appear) 2011/10 [Refereed]
  • Makiko Miwa; Yuka Egusa; Hitomi Saito; Masao Takaku; Hitoshi Terai; Noriko Kando
    Information Research 16 (3) 2011/09 [Refereed]
     
    This paper reports on a method for closely observing, eliciting and visualizing exploratory search processes with embedded information encountering in context.
  • SAITO Hitomi; NAKASHIMA Ryo; EGUSA Yuka; TAKAKU Masao; TERAI Hitoshi; KANDO Noriko; MIWA Makiko
    Joho Chishiki Gakkaishi Japan Society of Information and Knowledge 21 (2) 137 - 142 0917-1436 2011/05 
    In this study, we investigate the changes in the users' mental representations of a topic during their exploratory search on the Web. This was done by comparing the concept maps depicted before and after each users searching. Participants were instructed to search for and gather Web pages for the task of writing a term paper on two given topics, ecology and trip, while working in either of two conditions: divergent and convergent. A comparative analysis of the concept maps between the pre- and post-search maps indicated that the users in the divergent condition changed their knowledge widel...
  • Modeling Human-Automation Interaction in a Unified Cognitive Architecture.
    Junnya Morita; Kazuhisa Miwa; Akinobu Maehigashi; Hitoshi Terai; Kazuaki Kojima; Frank Ritter
    Proceedings of the 20th Behavior Representation in Modeling & Simulation Conference 146 - 153 2011/03 [Refereed]
  • Maehigashi, A; Miwa, K; Terai, H; Kojima, K; Morita, J; Hayashi, Y
    Lecture Notes in Computer Science 6764 384-393  2011
  • Nakaike Ryuichi; Miwa Kazuhisa; Morita Jyunya; Terai Hitoshi
    Transactions of the Japanese Society for Artificial Intelligence The Japanese Society for Artificial Intelligence 26 (5) 536-546 - 546 1346-0714 2011 
    In learning cognitive science, students must learn how to handle an actual production system that runs on a computer. We developed a web-based production system for education that can be used from anywhere such as class rooms, offices, and homes. The system as a web-based application has many advantages as a learning support system. It furnishes students with learning support information for if-clause matching to facilitate learning. We confirmed that our system works sufficiently in a standard computer facility and students learned important features of human cognitive processing by meta-monitoring their own thinking processes.
  • TERAI Hitoshi
    Journal of Japan Society of Library and Information Science Japan Society of Library and Information Science 57 (2) 43 - 62 1344-8668 2011 [Refereed]
     
    When providing information services for users in libraries, it is essentially important to understand how they make use of multiple information resources and included information. There have been many studies about users' preference, information seeking behavior, and learning effects in individual resources. However, there is little empirical research about how users search for information and what problems exist in such information seeking processes in the environment including multiple information resources. In this study, we try to understand how participants search for their needed information in a university library consisted of physical and electronic information resources. In our experiments, we revealed the participants' general use of information resources and the effect of definiteness of their goal state manipulated experimentally. The results of our study are summarized as follows. First, their use of information resources was biased toward either physical resources or electronic resources. Second, they often switched information resources without definite reason about what they wanted to found out on there. Third, even if they had a precise intention about what they searched for, they encountered and picked up unintended information during their search process. And finally, the clear goal state experimentally operated affected use of multiple information resources and generation of information needs.
  • Hitomi Saito; Masao Takaku; Yuka Egusa; Hitoshi Terai; Makiko Miwa; Noriko Kando
    Proceedings of The 6th Asia Information Retrieval Societies Conference (AIRS 2010), Dec 1-3, Taipei (LNCS 6458) Springer 6458 173 - 182 0302-9743 2010/12 [Refereed]
     
    Our final goal is to understand exploratory searches as four levels of search processes: search task, intent unit, search unit, and link unit. To complete these objectives, we used qualitative data to categorize participants' information needs for search units and quantitatively analyzed whether differences in the information needs of search units influence users' search processes and how task types and groups affect search units. In the experiment, eleven undergraduates and five graduates conducted information gathering task for writing a report and trip planning. We recorded their verbal protocols during the tasks and post interviews, browser logs, screen captured video, and eye-tracking data. We divided the process of exploratory searches into search units. Then search units were classified into the two types of information needs, navigational and informational, based on qualitative data. We conducted a quantitative analysis to compare between tasks and groups and types of search units. The results showed that there were many differences between the information and navigation search units.
  • Toward Understanding User Behaviors through Analysis of Search Sessions, Search Units, and Click Ranks
    Masao Takaku; Yuka Egusa; Hitomi Saito; Daisuke Ishikawa; Noriko Kando; Hitoshi Terai; Makiko Miwa
    Proceedings of Conference on Multilingual and Multimodal Information Access Evaluation (CLEF 2011) 1 - 11 2010/09
  • Yuka Egusa; Hitomi Saito; Masao Takaku; Hitoshi Terai; Makiko Miwa; Noriko Kando
    Proceedings of the Third Symposium on Information Interaction in Context (IIiX 2010) ACM 175 - 184 2010/08 [Refereed]
     
    We propose a user-centered method to evaluate the effectiveness of an exploratory search by focusing on the change in the users' mental representations of a topic during their exploratory search on the Web. This was done by comparing the concept maps depicted before and after each users searching. Thirty-five undergraduate students recruited from various departments and universities participated in our experiment. The participants were instructed to search for and gather Web pages for the task of writing a term paper on two given topics, politics and media, while working in either of two scenarios: ``Selective scenario'' (identifying only ten Web pages as important) and ``As-Many-As scenario'' (collecting as many Web pages as possible). They composed their concept maps before and after searching. We defined the following measures to show the differences between the maps before and after a search to analyze the concept maps made by the participants: common, new, and lost map components like nodes, links, and link labels. We used these measures to compare the results from different topics, scenarios, and browser types. The results showed that the concept maps greatly changed after searching and that there were more common nodes and link labels in the Selective scenario than in the As-Many-As scenario. A comparative analysis of the concept maps between the pre- and post-search maps indicated that the users significantly changed their knowledge structure of a topic by completing the exploratory search task.
  • Kanzaki Nana; Miwa Kazuhisa
    Cognitive Studies: Bulletin of the Japanese Cognitive Science Society Japanese Cognitive Science Society 17 (3) 589 - 598 1341-7924 2010 [Refereed]
     
    Everyone has some experiences of finding innovative ideas while explaining our familiar things. In the present study, we investigate the effects of explanation activities on creative idea generation. Basic design of our experiment comes from Finke's creative cognition approach. In our experiment, in Phase 1, the participants were required to design furniture from given parts with pencil and paper. The products designed in this phase were called pre-products. In Phase 2, the participants explained their products in the explanation condition. In the control condition, the participants engaged in thinking about innovative furniture instead of explaining it. Last, in Phase 3, the participants were required to design innovative furniture by revising their own pre-products.The products designed in this phase were called post-products.
    The pre- and post-products were rated from the viewpoint of originality and practicality and categorized based on the rating.Increase of practicality from pre- to post-products was more salient in the explanation condition than increase in the control condition.This result suggests that explanation activities contribute to maintaining high practicality while generating high originality ideas.
  • Yuka Egusa; Hitomi Saito; Masao Takaku; Hitoshi Terai; Makiko Miwa; Noriko Kando
    Hawaii; Proceedings of the 43rd Hawaii International Conference on System Sciences (HICSS 2010) 1 - 8 2010/01 [Refereed]
     
    We focus on clarifying the unique characteristics of seeking behaviors after obtaining results from a search engine. We conducted an experimental study of Web information-seeking behaviors by comparing two different types of tasks by recording browser logs and screen capture video. The participants were 11 undergraduate and 5 graduate students. They were given two tasks: A "Report Task" in which they had to gather information to create a report on world history, and a "Trip Task," in which they had to plan for a trip. The results of analysis of the undergraduate students showed that they viewed more Web pages in the Trip Task than the Report Task. Furthermore, the results of both participant groups showed that for the Trip Task, participants tended to search deeper for pages through numerous links.
  • TAKAKU Masao; EGUSA Yuka; TERAI Hitoshi; SAITO Hitomi; MIWA Makiko; KANDO Noriko
    Journal of Japan Society of Information and Knowledge Japan Society of Information and Knowledge 20 (3) 249 - 276 0917-1436 2010 [Refereed]
     
    We investigated the effect of user-based and task-based properties of people's information seeking behaviors by using screen-capture videos, browser logs, and eye movement data. The participants were 5 graduates and 11 undergraduate students. They were given two tasks: a "report task" in which they had to gather information to prepare a report on world history, and a "trip task" in which they had to plan for a trip. The results of the analysis of eye movement data show that there are several differences in focused areas for each task; e.g., participants viewed snippet blocks on the search engine results pages in the report task more often than those in the trip task, and they viewed sponsor link blocks more often in the trip task than those in the report task. Furthermore, the results of both participant groups showed that for the the trip task, participants tended to search deeper for pages through numerous links. On the other hand, graduate students tended to have more parallel browsing behaviors, i.e., using tab browsing functions, compared with the undergraduate students.
  • 三輪眞木子; 江草由佳; 齋藤ひとみ; 高久雅生; 寺井仁; 神門典子
    東京; 情報処理学会情報学基礎研究報告会 2009-FI-96 (2) 1 - 8 2009/11
  • 江草由佳; 高久雅生; 齋藤ひとみ; 寺井仁; 三輪眞木子; 神門典子
    神戸; 情報処理学会情報学基礎研究報告会 2009-FI-95 (20) 1 - 7 2009/07
  • ユーザの認知プロセスに着目したWebインタラクションの分析
    齋藤ひとみ; 江草由佳; 高久雅生; 寺井仁; 三輪眞木子; 神門典子
    第15回 Webインテリジェンスとインタラクション研究会; 広島市, 広島市立大学 2009/07
  • Hitomi Saito; Hitoshi Terai; Yuka Egusa; Masao Takaku; Makiko Miwa; Noriko Kando
    Boston; Proceedings of the Workshop on Understanding the User (UUIR 2009) (SIGIR 2009 Workshop) 1 - 4 2009/07 [Refereed]
     
    We investigated what influence task type and user experience
    had on information-seeking behaviors on the Web
    by using screen-capture logs and eye-movement data. Five
    graduate students in library and information science and
    eleven undergraduate students with other majors performed
    two different Web searches, a report-writing and a trip planning
    task, and their think-aloud protocols, behaviors,
    and eye movements were recorded. Analysis of the screen capture
    logs and eye-movement data revealed that the task
    type and user experience affected the participants’ information seeking
    behaviors.
  • TAKAKU Masao; EGUSA Yuka; TERAI Hitoshi; SAITO Hitomi; MIWA Makiko; KANDO Noriko
    Journal of Japan Society of Information and Knowledge Japan Society of Information and Knowledge 19 (2) 224 - 235 0917-1436 2009/05 
    We used an eye tracking tool to investigate the effect of user-based, task-based, and query-based properties when people performed information seeking behaviors on the Web on the search engine results pages (SERP). For the analysis of the user experimental data, we integrated information from various sources, including eye tracking data, browser logs, and post-interview data. An analysis of the results indicated that the query type has a dominant effect and implies that SERPs behaviors might be predictable from the type of query.
  • TOKUNAGA Hiroko; YUASA Masahide; TERAI Hitoshi; MUKAWA Naoki
    ITE Technical Report The Institute of Image Information and Television Engineers 33 31 - 36 2009 
    This paper proposes a novel turn-taking model in which participants in conversations estimate next possible speaker based on the 'preceding utterance attitudes' (want to speak/let someone speak) in advance of actual turn-takings and shows that the estimation model contributes to understanding of turn-taking phenomena. In the existing turn-taking rule of multiparty conversation proposed by Sacks explains that turn-takings are performed by using 'current speaker selects next' technique. In this research, first, preceding utterance attitudes are evaluated by three evaluators by observing conversation scenes and evaluated attitudes are compared with actual turn-taking results. From the analysis, we suggest that the next speaker is selected by expressing and estimating attitudes of utterance among participants rather than others' utterances.
  • Kazuhisa Miwa; Ryuichi Nakaike; Jyunya Morita; Hitoshi Terai
    ARTIFICIAL INTELLIGENCE IN EDUCATION IOS PRESS 200 91 - + 0922-6389 2009 [Refereed]
     
    The authors have developed a web-based production system that users can use whenever and anywhere by the Internet. The authors held two cognitive science introductory classes with the system. In our class activities, participants were required to construct running cognitive models on the production system architecture that can solve pulley problems. The participants not only constructed cognitive models but also produced original problems, which were distributed to the other class members. The participants found the defects in their models while trying to solve the problems from other members and trying to improve their models. A posttest indicated that the participants who successfully constructed high performance models revealed deeper understanding of pulley systems.
  • 齋藤ひとみ; 江草由佳; 高久雅生; 寺井仁; 三輪眞木子; 神門典子
    第13回 Webインテリジェンスとインタラクション研究会; 横浜市, 神奈川近代文学館 33 - 42 2008/12
  • Yuka Egusa; Masao Takaku; Hitoshi Terai; Hitomi Saito; Noriko Kando; Makiko Miwa
    National Institute of Informatics; Tokyo; Proceedings of the Second International Workshop on Evaluating Information Access (EVIA 2008) (NTCIR-7 Pre-Meeting Workshop) 42 - 46 2008/12 [Refereed]
     
    We propose new visualization techniques for the
    user behaviors when using search engine results
    pages. Our visualization method provides an overview
    of a user’s actual visual behavior using the logs for
    eye-movement data and browser link-clicking. We also
    report on the eye-movement data collected from user
    experiments.
  • Hitoshi Terai; Hitomi Saito; Masao Takaku; Yuka Egusa; Makiko Miwa; Noriko Kando
    Proceedings of the Second Symposium on Information Interaction in Context (IIiX 2008) ACM 152 - 159 2008/10 [Refereed]
     
    We examine the influence of task types on information-seeking
    behaviors on the Web by using screen capture logs and eye movement
    data. Eleven participants performed two different
    types of web search, an informational task and a transactional
    task, and their think aloud protocols and behaviors
    were recorded. Analysis of the screen capture logs showed
    that the task type affected the participants’ information seeking
    behaviors. In the transactional task, participants
    visited more web pages than for the informational task, but
    their reading time for each page was shorter than in the informational
    task. A preliminary analysis of eye-movement
    data for nine participants revealed characteristics of the scan paths
    followed in search result pages as well as the distribution
    of lookzones for each task.
  • TAKAKU Masao; TERAI Hitoshi; EGUSA Yuka; SAITO Hitomi; MIWA Makiko; KANDO Noriko
    Journal of Japan Society of Information and Knowledge Japan Society of Information and Knowledge 18 (2) 181 - 188 0917-1436 2008/05 
    The authors have conducted a user study for 11 undergraduate students in order to understand information seeking behaviors on Web. The participants were assigned two types of information seeking tasks, Informational task and Transactional task, where each task takes 15 minutes. This paper reports preliminary analyses of eye movement data during conducted tasks. Two types of the analysis are shown. One is an analysis based on manual coding for area of interests. The other is based on fixation analysis of rough block assignments into some of display areas.
  • 検索システムの性能評価と利用者実験との比較
    齋藤ひとみ; 寺井仁; 高久雅生; 江草由佳
    日本認知科学会第24回大会; 東京, 成城大学 544 - 545 2007/09
  • Masao Takaku; Yuka Egusa; Hitomi Saito; Hitoshi Terai
    Amsterdam; Proceedings of the First Workshop on Web Information-Seeking and Interaction (WISI 2007) (SIGIR 2007 Workshop) SIGIR 49 - 52 2007/07 [Refereed]
  • TERAI Hitoshi
    名古屋大学附属図書館研究年報 名古屋大学附属図書館研究開発室 5 69 - 82 1348-687X 2007/03
  • TERAI Hitoshi; TANEICHI Junko; ITSUMURA Hiroshi
    Annals of Nagoya University Library Studies 名古屋大学附属図書館研究開発室 0 (6) 39 - 45 1348-687X 2007 [Refereed]
  • 寺井 仁
    人工知能学会誌 社団法人人工知能学会 22 (1) 136 - 136 0912-8085 2007/01
  • TERAI Hitoshi; MIWA Kazuhisa; KOGA Kazuo
    Cognitive studies. Bulletin of the Japanese Cognitive Science Society 日本認知科学会 12 (2) 74 - 88 1341-7924 2005/06 [Refereed]
  • Kazuhisa Miwa; Yoshie Baba; Hitoshi Terai
    CSCL 2005: Computer Supported Collaborative Learning 2005: The Next 10 Years, Proceedings LAWRENCE ERLBAUM ASSOC PUBL 433 - 439 2005 [Refereed]
     
    In this study, we experimentally investigate collaborative scientific activities that are undertaken through a virtual space such as the Internet. In such cases, a partner has two aspects: an imaginary partner with whom the problem solver seems to work together, and an actual partner with whom he/she actually works. We design an experimental environment in which we can control the two factors independently. The experimental result shows: (1) a bias appearing in human behavior, such as the positive test bias in hypothesis testing, was not influenced by the change of an actual partner; however (2) the degree of using information given by a partner, such as reference to a partner's hypothesis, varied considerably with the change of an actual partner. Neither phenomenon above depended on the type of imaginary partner.
  • MIWA Kazuhisa; TERAI Hitoshi; Kazuhisa Miwa; Hitoshi Terai; Graduate School of Information Science Nagoya University; Graduate School of Information Science Nagoya University
    Journal of Japanese Society for Artificial Intelligence 人工知能学会 20 (1) 30-33 - 33 0912-8085 2005
  • 三輪和久; 寺井仁
    Human interface ヒュ-マンインタフェ-ス学会 6 (2) 103-106 - 106 1344-7254 2004
  • 寺井仁; 三輪和久
    認知科学 11 (3) 262 - 269 2004
  • Miwa Kazuhisa; Terai Hitoshi
    Journal of Japanese Society for Artificial Intelligence 社団法人人工知能学会 18 (3) 275 - 282 0912-8085 2003/05 [Invited]

Books etc

  • A Chance Favours a Prepared Mind: Chance Discovery from Cognitive Psychology
    TERAI Hitoshi; MIWA Kazuhisa (ContributorStudies in Computational Intelligence, Vol. 423. In Ohsawa, Y. and Abe, A. (Eds.), Advances in Chance Discovery (pp. 33-48))Springer Berlin Heidelberg 2013 9783642301131

MISC

Awards & Honors

  • 2013/08 日本認知科学会 2012年度日本認知科学会論文賞
     
    受賞者: 寺井 仁;三輪 和久;柴田 恭志
  • 2013/06 人工知能学会 JSAI SIG Research Award 2012
     
    受賞者: 三輪 和久;中池 竜一;森田 純哉;寺井 仁
  • 2011/05 情報知識学会 2011年度情報知識学会論文賞
     
    受賞者: 高久 雅生;江草 由佳;寺井 仁;齋藤 ひとみ;三輪 眞木子;神門 典子
  • 2009/06 人工知能学会 JSAI SIG Research Award 2008
     
    受賞者: 松井 隆幸;三輪 和久;寺井 仁;林 勇吾
  • 2006/08 日本認知科学会 2005年度日本認知科学会論文賞
     
    受賞者: 寺井 仁;三輪 和久;古賀 一男
  • 2005/12 日本認知科学会 2005年度日本認知科学会大会発表賞
     
    受賞者: 寺井 仁;三輪和久

Research Grants & Projects

  • 日本学術振興会：科学研究費助成事業
    Date (from‐to) : 2022/04 -2025/03 
    Author : 三輪 和久; 寺井 仁
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2020/04 -2023/03 
    Author : 小島 一晃; 三輪 和久
     
    近年の教育研究では「計算機科学者のように思考する」ことを意味するComputational Thinking (CT)に注目が集まっている．CTに唯一の明確な定義はないとされるが，「（人間と計算機を含む）情報処理エージェントが効率的に実行可能な形式で解法が表現されるように，問題と解法を定義する思考過程」という説明で概ね了承されている．情報分野の専門家に限らず，CTは問題解決一般において，誰にとっても重要なスキルとなっている．国内外におけるCTの育成は初等中等教育が対象の中心となっているが，高等教育を対象としたCTの育成方法も必要であると考えられる．本研究では，高等教育を対象として，人間の問題解決を再現する計算機モデルを構築することを通じた学習者のCT促進のフレームワークと，学習支援手法の考案を行う．これは，認知科学の分野において計算機科学者が実践してきたアプローチである． 2020年度においては，学習フレームワークの考案を志向して，2つの実験調査を行った．1つ目は，プロダクションシステムを用いて一般大学生に単純な計算機モデルを構築させる経験をさせ，この経験に基づいて問題解決における思考スキルについて考えさせる実験調査であった．調査の結果，問題解決の暗黙的な思考と，情報を表現することの重要性を認識させることはできたものの，計算機モデルの構築，特にモデルの問題表現の考案において大学生が困難さを示すことが判明した．2つ目は，人間の情報処理過程の計算機モデルの動作を観察させることで，情報処理プロセスに注目して人間の認知過程を説明させる実験調査であった．調査の結果，モデルの観察を通じて情報処理プロセスに基づく認知過程の説明構築が促進されることが判明した．
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2018/04 -2022/03 
    Author : Terai Hitoshi
     
    Hierarchical regularity, the emergence of higher-level rules that are global regularities from lower-level rules that are local regularities, is one of the universal properties recognized in the phenomena covered by science in general. From the cognitive characteristics represented by the pattern recognition and the set effect, it is expected that people selectively recognize and adhere to a emergent rule. In this study, we investigated the process of discovering fundamental rules from phenomena with hierarchical regularity from the following three perspectives: First, the effect of noise in the observed data on the discovery of the fundamental rules. The second is the influence of prior knowledge of hierarchical regularity. The third is the effect of verbalization in the search for subrules.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2015/04 -2019/03 
    Author : TERAI Hitoshi
     
    In this study, we focused on effects of abstraction of instance space in rule discovery. We revealed that (1) abstraction of each instance contributes to find a rule underlying a huge instance space. In particular, (2) focusing on superficial features of each instance was dominant in the early phase of problem solving and decreased toward the middle phase, while focusing on structural features tended to increase from the middle phase to the late phase. Moreover, self-reflection reflecting on their own actions increased at the last phase of problem solving. This implies that self-reflection becomes possible after the abstract understanding of each instance has progressed. Finally, (3) we verified that the abstraction of each instance facilitates searching for the instance space by constructing and simulating a cognitive model for searching for a large amount of an instance space.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2015/04 -2018/03 
    Author : Miwa Kazuhisa
     
    In this project, learning by building computational models was expanded to the domain of psychological and learning sciences. First, we experimentally verified that creating a model promotes the development of theory-based thinking and the construction of mental models. Based on the results there, we developed hybrid psychology practice and model art cognitive science practice as a new learning paradigm, and examined their usefulness through class practices. We developed and realized a ubiquitous laboratory distributed throughout the related schools via the Internet as an experiment and practice basis for that purpose.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2009 -2011 
    Author : KANDO Noriko; MIWA Makiko; SAITO Hitomi; EGUSA Yuka; TAKAKU Masao; TERAI Hitoshi
     
    We have investigated the users cognitive process and behavior in exploratory search on the Web. Through the laboratory experiments with more than 200 participants, we have collected users exploratory search process data with different detailnessf such as think-aloud protocol, gaze, depth interview, questionnaire, search logs, and concept maps, and analyzed users exploratory search process according to different tasks, topics and users characteristics. We have also proposed a set of new analytical frameworks such as Lookzone, Web action categories, LinkDepth, taxonomies for knowledge changes and utilization, and the data collection and analysis tools such as Copatt, QT honey, viscmaps. The proposed methods were also applied to evaluate various exploratory search systems and system function design.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2008 -2010 
    Author : UDA Norihiko; MATSUMURA Atsushi; TERAI Hitosh
     
    This research focused on interaction between learning and information resources (course materials, books, research papers, and web sites). A desirable learning environment is that information resources provide in response to the activity of thinking. Informal learning environment which open course wares linked to information resources in a digital library was constructed. This research showed following findings1)information resources had an effect on learner's views on things beyond expectation ; 2)interaction between thinking and information resources was complementary to each other ; 3)library services should be improved because resource providing was not connect to learning process.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2007 -2010 
    Author : MIWA Kazuhisa; ARITA Takaya; TODAYAMA Kazuhisa; TERAI Hitoshi; MORITA Jyunya; NAKAIKE Ryuichi
     
    There are two primary research approaches in cognitive science : the experimental approach and the model based approach. In this project, we expanded the model-based approach and tried to open a new era of the approach in Japanese cognitive science community. First, we tried to make theoretical discussion about the nature of the model-based approach from the cognitive scientific, computational scientific, and philosophical viewpoints. We also developed a web-based production system, and a learning support system where a cognitive model of analogy was implemented. We used those systems in a real class setting, and evaluated the utility of the systems.
  • Ministry of Education, Culture, Sports, Science and Technology：Grants-in-Aid for Scientific Research(若手研究(B))
    Date (from‐to) : 2007 -2009 
    Author : Hitoshi TERAI
     
    When providing information services for students in university libraries, it is essentially important to understand how they make use of multiple information resources and included information. There have been many studies about users' preference, information seeking behavior, and learning effects in individual resources. However, there is little empirical research about how users search for information and what problems exist in such information seeking processes in the environment including multiple information resources. In this study, we try to understand how library users behave in the information environment consisting of physical and electronic information resources through the psychological experiment. The results of this study are summarized as follows. First, using information resources are biased towards either a physical resource or an electronic resource in the information seeking process. Second, there is awareness of differences between characteristics of information resources and using information resources are based on them. Finally, a clear purpose tends to facilitate using multiple information resources and generation of information needs.

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