Disaster Humanities and Social Science Division
Cognitive Sciences Lab
Ph.D.(Behavioral Science)

Concurrent: Graduate School of Information Sciences
Research Subject(s)
I conduct basic research on human language activities such as reading, writing, speaking, and listening from a cognitive-psychological perspective, and aim to apply the results obtained to practice in various fields such as education and disaster prevention.
Key Words
language comprehension / text comprehension / learning and memory / instructional design / education for disaster prevention
Research Activities

Transmitting memories of disasters across regions and generations is an extremely important issue.  Currently, we conduct active learning-type seminars for university students by visiting the disaster-stricken areas, and conduct practical research to plan and hold events that convey the disaster to elementary, junior high, and senior high school students in other areas.  At the same time, we are trying to clarify what kind of cognitive and psychological changes have occurred in the process until the event is held by university students who are the communicators of what they have learned.  In addition, we aim to build the foundation for building an effective disaster tradition and disaster prevention learning system while comparing and examining the characteristics, differences, merits and demerits of each disaster prevention education event.

Human cognition is domain specific, and spontaneous transfer of acquired knowledge to different domain is not easy.  What factors facilitate the transfer of learning?  We revealed that the transfer of learning differs depending on the type of learner's understanding process. The understanding process of the abstract text can be classified into the following three categories; GID (generate examples, integrate them, and develop them into other examples) type, GI (generate examples and integrate them, but not develop them into other examples) type, and GN (generate examples but not integrate them) type.  GID-type learners performed better than other types in the transfer task.  It was also found that learning with GID strategy leads to spontaneous transfer only if learners spontaneously produce elaborations.

Selected Works

Saito, R., Niikuni, K., Wada, Y., and Muramoto, T. (2020).  Retrieval practice after initial reading modulates the cognitive processes of re-reading: An eye-tracking study.  The Science of Reading, 62(1), 1-11, doi:10.19011/sor.62.1_1

Yasuda, M., Muramoto, T., and  Nouchi, R. (2018).  Assessment of Educational Methods for Improving Children’s Awareness of Tsunamis and Other Natural Disasters: Focusing on Changes in Awareness and Regional Characteristics in Japan, Geosciences, 8(2), 47, doi:10.3390/geosciences8020047

Sugiura, M., Sato, S., Nouchi, R., Honda, R., Abe, T., Muramot, T, and Imamura, F (2015).  Eight Personal Characteristics Associated with the Power to Live with
Disasters as Indicated by Survivors of the 2011 Great East Japan Earthquake Disaster, PLOS ONE,10(7), e0130349, doi:10.1371/journal.pone.0130349

Akimoto, Y., and Muramoto, T. (2009).  Is ironic meaning activated before considering common ground?  The Japanese Journal of Psychology, 80(5), 422-430, doi:10.4992/jjpsy.80.422

Selected Memberships
  • The Japanese Psychological Association
  • The Japanese Association of Educational Psychology
  • The Japan Reading Association