Welcome to
the Home Page of
Kazuo MORI
the Home Page of
Kazuo MORI
Wearing a tiger mask at the Mentor Award ceremony at the APS 2022 in Chicago (with Past-President of APS, Prof. Kitayama).
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the Home Page of Kazuo MORI |
Wearing a tiger mask at the Mentor Award ceremony at the APS 2022 in Chicago (with Past-President of APS, Prof. Kitayama). |
Nin, R., Nemoto, K., & Mori, K.(2025). Reassessing Gender Bias in Japanese Spousal Terms: A Replication of Nin and Mori (2025) with Elderly Participants. Research in Social Sciences, 8(5), 51-58.
Mori, K. & Uchida, A. (2025). Excessive Implicit Self-Esteem May Impair Girls’ Academic Performance: A Survey of Japanese Junior High School Students. Journal of Contemporary Research in Social Sciences, 7 (2), 79-86.
Hamada, A. & Mori, K. A Pilot Study on the Impact of an Undergraduate Physical Education Course on Intellectual Image Formation. Research in Social Sciences, 8 (5), 10-18.
After a ten-year interval, my KAKENHI research proposal has been accepted for the years 2025-2028. I will conduct a collaborative project on the fake math-dislike elementary school students.
Akita, A. & Mori, K. (2025). An Experimental Assessment of Gender Equality Lessons for Japanese 4th Graders. Research in Social Sciences, 8 (3), 1-10. (Published Online on April 11th, 2025)
Mori, K., Miyazawa, S., Morioka, Y., & Murayama, T. (2024). The Minority Confederate Induced Errors of the Majority Members in the Role-Inverted Asch Experiment. Advances in Social Sciences Research Journal, 11 (Published on April 24, 2024) [Open Access]
Mori, K., Fukushima, Y., Uchida, A., Ito, H., Watamura, E., & Naka, M. (2024). A Quick Guide to Applied Cognitive Research in Japan. Open Journnal of Social Sciences (Published online on January 31, 2024) [Open Access]
Kękuś, M., Chylińska, K., Szpitalak, M., Polczyk, R., Ito, H., Mori, K., Barzykowski, K. (2023). Reinforced self‐affirmation as a method for reducing eyewitness memory conformity: An experimental examination using a modified MORI technique, (Registered Report Stage 2: Results) Applied Cognitive Psychology (Published online in April, 2023) https://doi.org/10.1002/acp.4065
Akita, S. & Mori, K. (2023). How Implicit Image of Woman Changed in Japanese Children after Gender Equality Education: Follow-up Data Showed the Education Effect Was Maintained after Three Years. SN Social Sciences (Published online in March, 2023)SharedIt Link
Akita, S. & Mori, K. (2022). How implicit image of woman changed in Japanese sixth-grade children after a gender equality education lesson. The Journal of Social Studies Research, 46, 153-159. [a private preprint PDF copy ]
Mori, K. & Kudo, H. (2021). I can do it well because I did it well: The effect of promoted self-efficacy through induced success performance in junior high school students, Contemporary School Psychology. (Published Online) [Pre-Print: Pre-Print]
Kękuś, M., Chylińska, K., Szpitalak, M., Polczyk, R., Ito, H., Mori, K., Barzykowski, K. (2020). Reinforced self‐affirmation as a method for reducing eyewitness memory conformity: An experimental examination using a modified MORI technique, (Registered Report Stage 1: Study Design), Applied Cognitive Psychology. (Published online) [Pre-Print DOI: 
Ito, H., Barzykowski, K., Grzesik, M, Gulgoz, S., Gurdere, C., Janssen, S. M. J., Khor, J., Rowthorne, H., Wade, K.A., Luna, K., Albuquerque, P. B., Kumar, D., Singh, A. D., Cecconello, W. W., Cadavidi, S., Laird, N., Baldassari, M. J., Lindsay, D. S., & Mori, K. (2019) Eyewitness Memory Distortion Following Co-Witness Discussion: A Replication of Garry, French, Kinzett, and Mori (2008) in Ten Countries. Journal of Applied Research in Memory and Cognition, 8, 68-77. [Pre-Print DOI: 10.31234/osf.io/smp9a]
Uchida, A., Michael, R. B., & Mori, K. (2018) An induced successful performance enhances student self-efficacy
and boosts academic achievement. AERA Open, October-December 2018, 4, (4), 1–9. (Open access published online)
Uchida, A. & Mori, K. (2018) Detection and treatment of fake math-dislikes among Japanese junior high school students. International Journal of Science and Mathematics Education, 16, 1115–1126. (SharedIt link) [Pre-print (311 KB)]
Mori, K. (2018) Assessment of the implicit attitude of Japanese people toward blacks and Little Black Sambo. Open Journal of Social Sciences, 6, 1-13. 
Fujita, Y. & Mori, K. (2017) Group versus Individual Reward in the Asch Experiment without Confederates. Open Journal of Social Sciences, 5, 396-402.
Kudo, H. & Mori, K. (2015) A preliminary study of increasing self-efficacy in junior high school students: Induced success and a vicarious experience. Psychological Reports 117, 631-642. [Pre-print (160 KB)]
Mori, K. & Uchida, A. (2015) Paper-based Affect Misattribution Procedure for Implicit Measurement. Psychology, 6, 1531-1538.
Mori, K. & Arai, M. (2010) No need to fake it: Reproduction of the Asch experiment without using confederates. International Journal of Psychology, 45, 390-397. doi: 10.1080/00207591003774485 [Author Copy (305KB)]
International Roundtable on Memory (IROM)
Non-racist version of "The Story of Little Black Sambo"