研究テーマ別論文リスト

映像トリック　MORIテクニック

• Mori, K. (2003) Surreptitiously projecting different movies to two subsets of viewers. Behavior Research Methods, Instruments, and Computers, 35, pp.599-604. doi: 10.3758/BF03195539 [Mori2003.PDF (65 KB)]
  
• Mori, K. (2007) Projecting two words with one machine: A method for presenting two different visual stimuli using just one projector without viewers' noticing the duality. Behavior Research Methods, 39(4), 811-815. doi: 10.3758/BF03192973
• Mori, K. (2007) A revised method for projecting two different movies to two groups of viewers without their noticing the duality. Behavior Research Methods, 39(3), 574-578. doi: 10.3758/BF03193028
• French, L., Gerrie, M.P., Garry, M., & Mori, K. (2009) Evidence for the efficacy of the MORI technique: Viewers do not notice or implicitly remember details from the alternate movie version. Behavior Research Methods, 41, 1224-1232. doi: 10.3758/BRM.41.4.1224 [FGG&M2009.pdf (369 KB)]

集団式潜在連想テスト　FUMIEテスト

• Mori, K., Uchida, A., & Imada, R. (2008) A Paper-format group performance test for measuring the implicit association of target concepts. Behavior Research Methods, 40(2), 546-555. doi: 10.3758/BRM.40.2.546
• 坂口雅彦・中川明子・永村和哉・守一雄(2009) 理科教育実践の効果を科学的に測定・評価する取り組み : FUMIEテストの利用『信州大学教育学部研究論集』 第1号, 15-27 (2009) [信州大学リポジトリ.pdf (2.37MB)]
• 内田昭利・守一雄 (2012) 中学生の「数学嫌い」「理科嫌い」は本当か--潜在意識調査から得られた教育実践への提言--『教育実践学論集』第13号, 221-227 (2012) [内田・守2012.pdf (455KB)]
• 守一雄・川村康文・多田恭子 (2012) 理科教員養成課程学生の実験実習による「科学」イメージの変化：集団式潜在連想テストによる測定『共生社会システム研究』 Vol.6, No.1 (2012)　 [守・川村・多田2012.pdf (238KB)]
• 内田昭利・守一雄 (2013) 中学生は学校集団登山経験をどう評価するか--潜在連想テストとアンケート調査による評価事例報告-- 『信州大学教育学部研究論集』第14号, (2013) [内田・守2013.pdf (455KB)]
• 内田昭利・守一雄 (2015) 潜在連想テストによる「偽装数学嫌い」中学生の検出と対策『数学教育学論究』第97巻臨時増刊, (2015) [プレプリント (401KB)]
• Mori, K. & Uchida, A. (2015) Paper-based Affect Misattribution Procedure for Implicit Measurement. Psychology, 6, 1531-1538. doi:10.4236/psych.2015.612149 　
• 内田昭利・守一雄(2018)『中学生の数学嫌いは本当なのか』北大路書房

ミニチュア人工言語習得

• Mori, K. (1980) The effect of irrelevant factors in the reference field on the acquisition of a miniature artificial language. Japanese Psychological Research, 22(2), 72-81. PDF
• Mori, K. (1981) The effects of mistakes in the input on the acquisition of a miniature artificial language (II): Using a subject-paced procedure. Japanese Psychological Research, 23(2), 113-117. PDF
• Mori, K. (1982) The acquisition processes of a miniature artificial language: Effects of mistaken inputs. Japanese Psychological Research, 24(1), 10-20. PDF
• Mori, K. & Moeser, S. D. (1983) The role of syntax markers and semantic referents in learning an artificial language. Journal of Verbal Learning and Verbal Behavior, 22, ,701-718. doi: 10.1016/S0022-5371(83)90415-2 [Mori&Moeser1983.pdf (2MB)]
• Mori, K. (1991) The negative effects of sentence production and its false recognition on learning a miniature artificial language. Shinshu-Daigaku-Kyouiku-gakubu-Kiyou (Journal of the Faculty of Education Shinshu University), 74, pp.85-97.
• Mori, K. (1993) The role of phonology in learning a miniature artificial language. Shinshu-Daigaku-Kyouiku-gakubu-Kiyou (Journal of the Faculty of Education Shinshu University), 78, pp.39-44.

目撃（耳撃）記憶変容

• 兼松仁・守一雄・守秀子(1996) 異なる事態を目撃した２人の目撃者の話し合いによる記憶の変容『認知科学』　([英訳論文 (PDF 1.08 MB)]）
• Kanematsu, H., Mori, K., & Mori, H. (2003) Memory distortion in eyewitness pairs who observed nonconforming events and discussed them. Shinshu-Daigaku-Kyouiku-gakubu-Kiyou(Journal of the Faculty of Education Shinshu University), 109, pp.75-84. [KM&M1996.pdf (111 KB)] （『認知科学』論文(1996)の英訳）
• Mori, K. (2003) Surreptitiously projecting different movies to two subsets of viewers. Behavior Research Methods, Instruments, and Computers, 35, pp.599-604. doi: 10.3758/BF03195539 [Mori2003.PDF (65 KB)]
  
• 松野絵里子・守一雄・廣川空美・浮田潤 (2005) 話し合う2人の目撃者の性別が記憶の再生率に及ぼす影響『認知心理学研究』 (2005) PDFfile
• 守一雄・守秀子(2005) 目撃証言における同調『心理学評論』 (2005)
• Hirokawa, K., Matsuno, E., Mori, K., & Ukita, J. (2006) Relationship between masculinity-femininity and concession in an experimental collaborative eyewitness testimony. Asian Journal of Social Psychology, 9, 132-139. doi: 10.1111/j.1467-839X.2006.00190.x [HMM&U2006.pdf (122 KB)]
• Mori, K. (2007) A revised method for projecting two different movies to two groups of viewers without their noticing the duality. Behavior Research Methods, 39(3), 574-578. doi: 10.3758/BF03193028
• Mori, K. & Mori, H. (2008) Conformity among cowitnesses sharing same or different information about an event in experimental collaborative eyewitness testimony. Perceptual and Motor Skills, 106, 275-290. doi: 10.2466/pms.106.1.275-290 [M&M-PMS2008.pdf (369 KB)]
• French, L., Garry, M., & Mori, K. (2008) You say tomato? Collaborative remembering leads to more false memories for intimate couples than for strangers. Memory, 16, 262-273. doi: 10.1080/09658210701801491 [FG&M2008.pdf (333 KB)]
• Garry, M., French, L., Kinzett, T., & Mori, K. (2008) Eyewitness memory following discussion: Using the MORI technique with a Western sample. Applied Cognitive Psychology, 22(4), 431-439. doi: 10.1002/acp.1376 [GFK&M2008.pdf (107 KB)]
• Mori, K. & Kitabayashi, M. (2009) How child-mother pairs reported what they had witnessed together: An experimental examination using the MORI technique. Psychology Journal, 6(2), 60-69. [M&K-PJ2009.pdf (184 KB)]
• French, L., Gerrie, M.P., Garry, M., & Mori, K. (2009) Evidence for the efficacy of the MORI technique: Viewers do not notice or implicitly remember details from the alternate movie version. Behavior Research Methods, 41, 1224-1232. doi: 10.3758/BRM.41.4.1224 [FGG&M2009.pdf (369 KB)]
• French, L., Garry, M., & Mori, K. (2011) Relative―not absolute―judgments of credibility affect susceptibility to misinformation conveyed during discussion. Acta Psychologica, 136, 119-128. doi: 10.1016/j.actpsy.2010.10.009 [FG&M-AP2011.pdf (376 KB)]
• Mori, K. & Takahashi, R. (2012) Pre-schoolers’ reports of conflicting points secretly inserted into a co-witnessed event: An experimental investigation using the MORI technique. Psychology, 3 (1), 30-35. doi:10.4236/psych.2012.31005
• Mori, K. & Kishikawa, T. (2014) Co-witness auditory memory conformity following discussion: A misinformation paradigm. Perceptual and Motor Skills, 118 (2), 533-547. doi: 10.2466/24.22.PMS.118k22w4 [Pre-print (438KB)]
• Tainaka, T., Miyoshi, T., & Mori, K. (2014) Conformity of Witnesses with Low Self-Esteem to their Co-witnesses. Psychology, 5(7), 1695-1701.
• 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. (2018) 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. (Published online) [Pre-Print DOI: 10.31234/osf.io/smp9a]
• 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: 10.1002/acp.3685]

表情フィードバック仮説

• Mori, H. & Mori, K. (2007) A test of the passive facial feedback hypothesis: We feel sorry because we cry. Perceptual and Motor Skills 105, 1242-1244. doi: 10.2466/pms.105.4.1242-1244 [M&M2007PMS.pdf (50 KB)]
• Mori, K. & Mori, H. (2009) Another test of the passive facial feedback hypothesis: When your face smiles you feel happy. Perceptual and Motor Skills, 109, 76-78. doi: 10.2466/pms.109.1.76-78 [Mori&Mori2009.pdf (393 KB)]
• Mori, K. & Mori, H. (2010) Examination of the passive facial feedback hypothesis using an implicit measure: With a furrowed brow, neutral objects with pleasant primes look less appealing. Perceptual and Motor Skills, 111(3), 785-789. doi: 10.2466/02.07.24.PMS.111.6.785-789 [M&M-PMS2010.pdf (299 KB)]
• Mori, H. & Mori, K. (2013) An implicit assessment of the effect of artificial cheek raising: When your face smiles the world looks nicer. Perceptual and Motor Skills, 116 (2), 466-471. doi: 10.2466/24.50.PMS.116.2.466-471 [Pre-print (116KB)]

サクラなしのアッシュ同調実験

• Mori, K. (2007) Projecting two words with one machine: A method for presenting two different visual stimuli using just one projector without viewers' noticing the duality. Behavior Research Methods, 39(4), 811-815. doi: 10.3758/BF03192973
• 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)]
• Hanayama, A. & Mori, K. (2011) Conformity of six-year-old children in the Asch experiment without using confederates. Psychology, 2 (7), 661-664. doi: 10.4236/psych.2011.27100
• Mori, K., Ito-Koyama, A., Arai, M., & Hanayama, A.(2014) Boys, be independent! Conformity development of Japanese children in the Asch experiment without using confederates. Psychology, 5 (7), 617-623. doi: 10.4236/psych.2014.57073
• Mori, K. (2016) Updating the Asch conformity study. Psychology Review Magazine, 22 (1), 27-29. [PDFcopy (4.6MB)]
• Fujita, Y. & Mori, K. (2017) Group versus Individual Reward in the Asch Experiment without Confederates. Open Journal of Social Sciences, 5, 396-402.
• Uchida, A., Michael, R., & Mori, K. (2020). Scholastic achievement levels and conformity of junior high school students in the Asch experiment. Psychology, 11 (9), 1285-1299.

映像提示トリックを使った社会的比較実験

• Mori, K. & Mori, H. (2011) No confederates needed: Social comparison without collaboration. Social Behavior and Personality, 39 (4), 543-552. doi: 10.2224/sbp.2011.39.4.543 [M&M2011SBP.pdf (106 KB)]
• Mori, K. & Mori, H. (2013) Japanese are modest even when they are winners: Competence ratings of winners and losers in social comparison. Psychology， 4(11), 827-830. doi: 10.4236/psych.2013.411119

『ちびくろサンボ』問題

• 守一雄(1995) 「チビクロさんぽ」はどう評価されたか
• 守一雄 (1997) 『ちびくろ・さんぼ』の差別性をめぐって(PDF) 『信州大学教育学部紀要』
• 森まりも(1995)『チビクロさんぽ』H.バナマン(1899)の翻訳　北大路書房
• 森まりも(1997)『チビクロひるね』北大路書房
• Mori, K. (2005) A comparison of amusingness for Japanese children and senior citizens of The Story of Little Black Sambo in the traditional version and nonracist version. Social Behavior and Personality, 33(5), pp.455-466. doi: 10.2224/sbp.2005.33.5.455 [MoriSBP2005.PDF (340 KB)]
• Mori, K. (2005) What have we learned from Chibikuro Sambo? Metropolis, Issue #610, p.58. [LastWord2005.pdf (406 KB)]
• Mori, K. (2014) A Revival of Little Black Sambo in Japan. Advances in Literary Study, 2(1), 9-11. doi: 10.4236/als.2014.21003
• 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.

自己効力感の向上

• 内田昭利・守一雄(2004) 中学生を対象とした自己効力感を向上させるための実験的研究の概観『信州大学教育学部紀要』(2004) 信州大学リポジトリ(pdf)
• Mori, K. & Uchida, A. (2009) Can contrived success affect self-efficacy among junior high school pupils? Research in Education, 82, 60-68. doi: 10.7227/RIE.82.5 [Mori&Uchida2009.pdf (152 KB)]
• Uchida, A. & Mori, K. (2012) The effect of contrived success in calculation tasks on the self-efficacy of junior high school students. International Journal of Educational and Pedagogical Sciences, 6(8), 2017-2020. [Authors’copy (98 KB)]
• 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. doi: 10.2466/11.07.PR0.117c22z4 [Pre-print (160 KB)]
• Uchida, A., Michael, R., & 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)
• 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, March 1st, 2021). [a private preprint PDF copy]

こめかみ鏡映書字

• Mori, K. (2005) Elicitation of spontaneous mirror reversal drawing on the forehead. Perceptual and Motor Skills, 101, pp.898-900. doi: 10.2466/pms.101.3.898-900 [MoriPMS2005.pdf (64 KB)]
• Mori, K. (2012) Asymmetrical drawing patterns on the temples by left-handers. Perceptual and Motor Skills, 114, 137-140. doi: 10.2466/22.24.PMS.114.1.137-140 [MoriPMS2012.pdf(116KB)]

偽装数学嫌い

• Mori, K., Uchida, A., & Imada, R. (2008) A Paper-format group performance test for measuring the implicit association of target concepts. Behavior Research Methods, 40(2), 546-555. doi: 10.3758/BRM.40.2.546
• 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)]
• 内田昭利・守一雄(2018)『中学生の数学嫌いは本当なのか』北大路書房

その他

• Koyama, R., Takahashi, Y., Mori, K. (2006) Assessing the cuteness of children: Significant factors and gender differences. Social Behavior and Personality, 34(9), 1087-1100. doi: 10.2224/sbp.2006.34.9.1087 [KT&M2006.pdf (423 KB)]
• Mori, K. & Uchida, A. (2012) The leading group effect: Illusionary declines in scholastic standard scores of mid-range Japanese junior high school pupils. Research in Education, 87, 64-74. doi: 10.7227/RIE.87.1.5 [Mori&Uchida2012.pdf (340 KB)]