Kazuo MORI, Ph.D

Professor Emeritus

Tokyo University of Agriculture and Technology

Last updated on April 2nd, 2022

ResearcherID：E-6797-2013　　ORCID: 0000-0002-9631-5845

Date and place of birth:

June 7, 1951; Saitama, Japan

Major research fields:

cognitive psychology, applied cognitive psychology, educational psychology, social psychology

Academic degrees:

• 1982, Ph.D. in psychology, University of Tsukuba
• 1976, MA in educational psychology, Tokyo University of Education
• 1974, BA in psychology, Tokyo University of Education

Professional experience:

• 2022- present, Professor Emeritus, Tokyo University of Agriculture and Technology
• 2017-2022, Professor, Faculty of School Education, Matsumoto University
• 2010-2017, Professor, Institute of Engineering, Tokyo University of Agriculture and Technology
• 2007-2010, Professor, Institute of Symbiotic Science and Technology, Tokyo University of Agriculture and Technology
• 2003-2007, Professor, Institute of Research on Aging and Adaptation, Shinshu University (Joint Appointment)
• 1998-2007, Professor, Faculty of Education, Shinshu University
• 1986-1998, Associate Professor, Faculty of Education, Shinshu University
• 1985-1986, Visiting Researcher, Memorial University of Newfoundland
• 1984-1985, Associate Professor, Faculty of Education, Shinshu University
• 1982-1984, Assistant Professor, Faculty of Education, Shinshu University
• 1978-1980, Pre-doctoral Research Fellow, Institute for Research in Human Abilities, Memorial University of Newfoundland

Professional affiliations:

• Association for Psychological Science
• Japanese Psychological Association
• The Society for Applied Research in Memory and Cognition
  --Chair of the Program Committee for the SARMAC 2009 at Kyoto (2008-2009)
  --Member of the Program Committee for the SARMAC 2011 at NYC (2010-2011)
  --Member of the Governing Board (2010-2011)
  --Member of the Editorial Board of Applied Cognitive Psychology (2008-2011)
  --Executive Director (2012-2015)
• American Educational Research Association

Honors/Awards:

• Young Psychologist, Japanese Psychological Association (1980)
• Best Paper Award, Japanese Cognitive Science Society (1997)
• Creativity Award in Psychology, Institute of Psychology, University of Tsukuba (2011)
• APS Mentor Award, Association for Psycholgoical Science (2022)

Representative Publications:

• Papers published in English
  • [2023]
  • Akita, S. & Mori, K. (2023). Implicit image of women improved in Japanese children after gender equality education and maintained three years later. SN Social Sciences (published online on March 28th, 2023) [Pre-print]
  • 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
  • [2022]
  • Uchida, A. & Mori, K. (2022). The implicit self-esteem of Japanese junior high school students under the COVID-19 pandemic. Open Journal of Social Sciences, 10, 15-26. https://doi.org/10.4236/jss.2022.1012002.
  • [2021]
  • 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, (Accepted for publication). [a private preprint PDF copy] [SharedIt]
  • [2020]
  • 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.
  • 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] private PDF copy
  • [2019]
  • 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. C., 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. Share Link (Free access until May 18, 2019) [Pre-Print DOI: 10.31234/osf.io/smp9a]
  • [2018]
  • 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)
  • 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. doi: 10.1007/s10763-017-9825-3 (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.
  • [2017]
  • Fujita, Y. & Mori, K. (2017) Group versus Individual Reward in the Asch Experiment without Confederates. Open Journal of Social Sciences, 5, 396-402.
  • [2016]
  • Mori, K. (2016) Updating the Asch conformity study. Psychology Review Magazine, 22 (1), 27-29. [PDFcopy (4.6MB)]
  • [2015]
  • 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)]
  • Mori, K. & Uchida, A. (2015) Paper-based Affect Misattribution Procedure for Implicit Measurement. Psychology, 6, 1531-1538. 　
  • [2014]
  • Tainaka, T., Miyoshi, T., & Mori, K. (2014) Conformity of Witnesses with Low Self-Esteem to their Co-witnesses. Psychology, 5(7), 1695-1701.
  • 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.
  • Mori, K. (2014) Getting Rid of the Horizontal-to-Vertical Strategy: A Case Report of a Japanese Research Psychologist. Open Journal of Social Sciences, 2(4), 359-362. doi: 10.4236/jss.2014.24040
  • 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)]
  • 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
  • [2013]
  • Arai, M. & Mori, K. (2013) A questionnaire analysis of the Asch experiment without using confederates. 10.4236/psych.2013.411127
  • Mori, K. & Mori, H. (2013) Japanese are modest even when they are winners: Competence ratings of self and others in social comparison. Psychology , 4(11), 827-830. doi: 10.4236/psych.2013.411119
  • 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)]
  • [2012]
  • Uchida, A. & Mori, K. (2012) The effect of contrived success in calculation tasks on the self-efficacy of junior high school students. World Academy of Science, Engineering and Technology, 68, 226-229.
  • 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)]
  • 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)]
  • 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
  • [2011]
  • 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. & Komatsu, R. (2011) Reading words with jumbled characters in Japanese. Perceptual and Motor Skills, 112(3), 947-950. doi: 10.2466/11.28.PMS.112.3.947-950 [Mori&Komatsu2011.pdf (3.6 MB)]
  • 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)]
  • 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)]
  • [2010]
  • 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, 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)]
    • Download the questionnaire used in Mori & Arai (2010) from HERE (Word file)
    • Arai, M. & Mori, K. (2013) A questionnaire analysis of the Asch experiment without using confederates. Psychology , 4(11), 888-890. doi: 10.4236/psych.2013.411127
  • [2009]
  • 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)]
  • 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)]
  • 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. & 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)]
  • [2008]
  • 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., 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
  • 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)]
  • 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)]
  • [2007]
  • 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. (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
  • [2006]
  • 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)]
  • 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)]
  • [2005]
  • 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. (2005) What have we learned from Chibikuro Sambo? Metropolis, Issue #610, p.58. [LastWord2005.pdf (406 KB)]
  • Orukibich, J., Nassaw, K., & Mori, K. (2005) Comments on defining adolescence. Psychological Reports, 97, pp.737-738. doi: 10.2466/pr0.97.3.737-738 [ON&M2005.pdf (64 KB)]
  • 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)]
  • [2003]
  • 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)]
  • 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)]
    
  • [2002]
  • Takahashi, Y., Takahashi, T., & Mori, K. (2002) Student perspective on the advantages and disadvantages of learning psychology in English. Shinshu-Daigaku-Kyouiku-gakubu-Kiyou (Journal of the Faculty of Education Shinshu University), 106, pp.37-45.
  • [2001]
  • Takahashi, Y., Takahashi, T., & Mori, K. (2001) An exploratory study on the factors affecting academic performance when using a second language to learn. Shinshu-Daigaku-Kyouiku-gakubu-Kiyou(Journal of the Faculty of Education Shinshu University), 103, pp.69-79.
  • [2000 and before]
  • 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.
  • 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. (1985/1986) Models of semantic memory. Shinshu-Daigaku-Kyouiku-gakubu-Kiyou (Journal of the Faculty of Education Shinshu University), 54, pp.31-39, (1985), 55, pp.59-68, (1985), 56, pp.45-51, (1986)
  • Mori, K. (1984) An overview of studies on meaning. Shinshu-Daigaku-Kyouiku-gakubu-Kiyou (Journal of the Faculty of Education Shinshu University), 51, pp.59-69; No.52, pp.15-25.
  • 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. (1982) The acquisition processes of a miniature artificial language: Effects of mistaken inputs. Japanese Psychological Research, 24(1), 10-20. 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. (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

• Papers read/presented in English at Scientific Meetings/Conferences
  • [2022]
  • 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. Poster presented at the 34th Annual Convention of the Association for Psychological Science, Chicago, USA. (May 27, 2022).
  • Excessive Implicit Self-Esteem May be Harmful in Scholastic Performance of Girls: A Survey Report on Japanese Junior High School Students. Poster presented at the 34th Annual Convention of the Association for Psychological Science, Chicago, USA. (May 27, 2022).
  • [2021]
  • How Implicit Image of Woman Changed in Japanese Sixth-Grade Children after a Gender Equality Education Lesson. Paper presented at the Virtual Conference of the Society for Applied Research in Memory and Cognition (vSARMAC) . (July 22-23, 2021).
  • The majority members conformed to the minority confederate in the role-inverted Asch experiment. Paper presented at the Virtual Conference of the Society for Applied Research in Memory and Cognition (vSARMAC) . (July 22-23, 2021).
  • [2020]
  • Disguising self-esteem caused changes in academic achievements differently for boys and girls in Japanese junior high school. Poster presented at the 42nd annual meeting of the Cognitive Science Society (CogSci 2020), Toronto, Canada. (July 2020).
  • [2019]
  • International Barriers Workshop. A Board initiative workshop jointly organized by K. Mori, S. Janssen & M. Garry at The 13th Biennial Meeting of the Society for Applied Research in Memory and Cognition 2019 (SARMAC 2019), Cape Cod, MA. (June 8th, 2019).
  • [2018]
  • The replication of the discussion effect on memory distortion among co-witness pairs across different cultures: An international collaboration of ten countries. Poster presented at the 29th International Congress of Applied Psychology, Montreal, Canada. (June 2018).
  • [2017]
  • Research proposal: Assessment of the international index of conformity ratio of co-witness pairs by utilizing the Garry-Mori experimental procedure. Paper to be presented at the 12th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC 2017), Sydney, Australia. (January 2017).
  • [2016]
  • Treatment of fake math-dislikes among Japanese junior high school students. Paper to be presented at the 40th Annual Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary. (August 2016).
  • [2015]
  • The effect of post event conversation on eyewitness memory: Using the MORI technique with an East Asian sample. Paper presented at the 11th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC 2015), Victoria, Canada. (June 2015).
  • Group administration of the affect misattribution procedure for implicit measurement. Paper presented at the 11th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC 2015), Victoria, Canada. (June 2015).
  • Witnesses with Low Self-Esteem Tended to Conform More Frequently to their Co-witnesses. Paper presented in the symposium "Collaborative remembering in applied settings: New findings, implications, challenges and solutions" at the 11th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC 2015), Victoria, Canada. (June 2015).
  • [2014]
  • Can Japanese junior high students be spared fake math phobias? Poster to be presented at the 36th annual meeting of the Cognitive Science Society (CogSci 2014), Quebec City, Canada. (July 2014).
  • Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience. Paper to be read at the 28th International Congress of Applied Psychology, Paris, France. (July 2014).
  • When Your Face Smiles the World Looks Nicer: An Implicit Assessment of the Effect of Cheek Raising. Poster to be presented at the 28th International Congress of Applied Psychology, Paris, France. (July 2014).
  • Presentation tricks for a variety of psychological research: Projecting two different visual stimuli without being noticed by viewers. Colloquium of the Department of Psychology, Friedrich-Schiller-Universität Jena, Jena, Germany. (March 2014)
  • [2013]
  • Do Japanese junior high school pupils really dislike mathematics? -Discrepancies between explicit and implicit assessment measures-. Poster presented at the 35th annual meeting of the Cognitive Science Society (CogSci2013), Berlin, Germany. (July-August 2013)
  • Conformity and Scholastic Levels: An fMORI-Asch Experimental Study of Japanese Junior High School Students. Paper presented at the 10th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC X), Rotterdam, the Netherlands. (June 2013)
  • [2012]
  • Left-handers “see” the world through the right temple. Poster presented at the Tsukuba International Conference on Memory, TIC 10, Tsukuba, Japan. (March 2012)
  • [2011]
  • The Leading Group Effect: Illusionary Declines in Scholastic Standard Scores of Middle-Range Pupils in a Japanese Junior High School. Poster presented at the 75th Annual Convention of the Japanese Psychological Association, Tokyo, Japan. (September 2011)
  • Memory of a Contrived Success Promoted Scholastic Achievement in Japanese Junior High Students. Poster presented at ICOM-5 (the 5th International Conference on Memory) , York, UK, (August 2011)
  • Experimental Investigation of Co-witness Conformity Effects using the MORI Misinformation Paradigm. Symposium held with L. French, T. Azad, F. Jack, & G. Loftus the 9th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC IX), New York, USA. (June 2011)
  • Co-witness conformity effects of pre-schoolers. Paper presented the 9th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC IX), New York, USA. (June 2011)
  • A Questionnaire Analysis of the Asch Experiment without Using Confederates. Poster presented at the Tsukuba International Conference on Memory, TIC 9, Tokyo, Japan. (March 2011)
  • [2010]
  • With an Artificial Furrowed Brow, Goodies Look Less Appealing. Poster to be presented at the 22nd Annual Convention of the Association for Psychological Science, Boston, USA. (May 2010)
  • Japanese Are Modest Even When They Are Winners. Poster to be presented at the Tsukuba International Conference on Memory, TIC 8, Tsukuba, Japan. (March 2010)
  • [2009]
  • The MORI Technique for Applied Research in Social Interactions. Symposium at the 8th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC VIII), Kyoto, Japan. (July 2009)
  • I lift my cheeks in San Francisco: Passive facial feedback hypothesis. Poster presented at the 21st Annual Convention of the Association for Psychological Science, San Francisco, USA. (May 2009)
  • [2008]
  • Reproduction of the Asch line-judgment experiment without using confederates. Paper to be read at the XXIX International Congress in Psychology, Berlin, Germany. (July 2008)
  • Conformity among cowitnesses sharing same or different information about an event in experimental collaborative eyewitness testimony. Poster to be presented at the XXIX International Congress in Psychology, Berlin, Germany. (July 2008)
  • Effect of Artificially Contrived Success on Confidence Boosting in Junior High School Students. Poster to be presented at the XXIX International Congress in Psychology, Berlin, Germany. (July 2008)
  • We Feel Sorry Because We Cry. Poster to be presented at the 20th Annual Convention of the Association for Psychological Science, Chicago, USA. (May 2008)
  • [2007]
  • The MORI Technique: A methodological breakthrough for a variety of psychological research. Cognitive Development and Learning Seminar, School of Psychology, University of Nottingham, UK. (November 2007)
  • Boys, be independent!: Gender difference in development of conformity. Paper read at IROM 2007, Sapporo, Japan. (October 2007)
  • We feel sorry because we cry: A test of the passive facial feedback hypothesis. Paper read at IROM 2007, Sapporo, Japan. (October 2007)
  • Co-witnesses' influence on ear-witness recollection: A misinformation paradigm. Paper read at the SARMAC VII, Lewiston, Maine, MA. (July 2007)
  • Replication of the Asch experiment without using confederates. Poster presented at the 19th Annual Convention of the Association for Psychological Science, Washington, DC. (May 2007)
  • Effect of Artificially Contrived Success on Confidence Boosting in Junior High School Students. Poster presented at the 19th Annual Convention of the Association for Psychological Science, Washington, DC. (May 2007)
  • [2006]
  • Reproduction of the Asch Experiment without Using Confederates. Poster presented at the 70th Annual Convention of the Japanese Psychological Association, Fukuoka, Japan. (November 2006)
  • Interpersonal Memory Dynamics among Child-Mother Eyewitness Pairs: An Experimental Examination Using the MORI Technique. Symposium held with Itoh, Y., French, L., Lindsay, S., & Hirst, W. at ICOM-4 (the 4th International Conference on Memory) , Sydney, Australia, (July 2006)
  • Evaluation of Implicit Attitude toward Mono-polar Concepts using a Paper-and-Pencil Group Performance Test. Poster presented at ICOM-4 (the 4th International Conference on Memory) , Sydney, Australia, (July 2006)
  • Can Artificially Contrived Success Affect Subsequent Achievement among Junior High School Students? Poster presented at ICOM-4 (the 4th International Conference on Memory) , Sydney, Australia, (July 2006)
  • Effects of masculinity and femininity on collaborative memories of eyewitness pairs.. Paper read at ICOM-4 (the 4th International Conference on Memory) , Sydney, Australia, (July 2006)
  • Discussion Between Romantic Partners Leads to More Confident False Memories than Discussion with Strangers. Poster presented at the 18th Annual Convention of Association for Psychological Science, New York, (May 2006)
  • A Paper-Format Group- Performance Implicit Association Test. Poster presented at the 18th Annual Convention of Association for Psychological Science, New York, (May 2006)
  • [2005]
  • Can Artificially Contrived Success Affect Subsequent Achievement among Junior High School Students? Poster presented at the 17th Annual Convention of American Psychological Society, Los Angeles, (May 2005)
  • How Did Mother-Child Pairs Report What They Had Witnessed Together? An Experimental Examination Using the MORI Technique. Paper read at the 6th Tsukuba International Conference on Memory, Tsukuba, (March 2005)
  • Measuring Implicit Attitude of Mono-polar Concepts by A Paper-and-Pencil Test. Poster presented at SARMAC2005 (the 6th Conference of the Society for Applied Research in Memory and Cognition), Wellington, New Zealand, (January 2005)
  • Co-witnesses' effects on eyewitness memory: The Misinformation Paradigm. Symposium held with Loftus, E.F., Gabbert, F., & Itoh, Y. at SARMAC2005 (the 6th Conference of the Society for Applied Research in Memory and Cognition), Wellington, New Zealand, (January 2005)
  • [2004]
  • Reliablity and validity of the FUMIE test for measuring the implicit attitude. Paper presented at the 21st Annual Convention of the Japanese Cognitive Science Society, Tokyo, (July-August 2004)
  • Creating winners and losers in social comparison without using confederates. Poster presented at the 16th Annual Convention of American Psychological Society, Chicago, (May 2004)
  • Pre-schoolers' reports of conflicting points surreptitiously inserted into a co-witnessed event. Paper read at the 5th Tsukuba International Conference on Memory, Tsukuba, (March 2004)
  • The FUMIE Test: A group performance paper test to measure implicit evaluation of a concept. Poster presented at the 5th Tsukuba International Conference on Memory, Tsukuba, (March 2004)
  • [2003]
  • Development of the FUMIE Test for Measuring Implicit Association of Target Words with Negative Emotions.(PDF) Paper presented at the 44th Annual Convention of Japanese Society of Social Psychology, Tokyo, (September 2003).
  • Creating conflicts among eyewitnesses by using a new presentation technique. Poster presented at the 15th Annual Convention of American Psychological Society, Atlanta, (May 2003)
  • "No, Mum. It was a white car": What happens if mother and child dyads witnessed the same event differently? Poster presented at the 4th Tsukuba International Conference on Memory, Tsukuba, (January 2003)
  • [2002]
  • Memory Distortion in an Experimental Collaborative Eyewitness Testimony. Paper read at the 25th International Congress of Applied Psychology, Singapore (July 2002)
  • Manupulation of Overlapping Rivalrous Images by Polarizing Filters: A New Techinique for Experimental Research in Memory Distortion of Eyewitnesses. Poster presented at the 3rd Tsukuba International Conference on Memory, Tsukuba, (2002)
  • [-2000]
  • Memory Distortion in Eyewitnesses Who Observed Non-conforming Events Experimentally Produced by Polarizing Filters. Oral presentation at the 2nd International Conference on Cognitive Science and the 16th Annual Meeting of the Japanese Cognitive Science Society Joint Conference, (June 1999). PDFfile
    
  • Teaching Artificial Languages:Implications for English Education. Paper read at Nagano Chapter of the Japanese Association of Language Teachers (JALT) , Shinshu University (1992)
  • Inter-Campus Tele-Lecture System and Its Evaluation: An Experimental Study. Paper read at ICOMMET'91 (International Conference on Multi-Media in Education and Training), Tokyo(1991)
  • The effect of mistakes in the input on the acquisition of a miniature artificial language. Paper read at The 22nd International Congress of Psychology, Leipzig, DDR, (1980)

• Books (in Japanese)
  • Kazuo Mori (2019). Kyoshokukatei Koakarikyuramu ni Taioushita Kyoiku Shinrigaku. (A textbook on educational psychology that corresponds to the core curriculum of teacher licence courses.)
    Matsumoto University Press, Matsumoto, 2019, (in Japanese)
    
  • Akitoshi Uchida & Kazuo Mori (2018). Chugakusei no Sugaku-girai wa Honto nanoka. (Do Japanese Junior High School Students Really Dislike Mathematics?)
    Kitaooji Shobo Publishing, Kyoto, 2018, (in Japanese)
    
  • Kazuo Mori, Takashi Kusumi, & Takashi Tuzuki (2001). Konekushonisutomoderu to Shinrigaku (Connectionist Models and Psychology)
    Kitaooji Shobo Publishing, Kyoto, 2001, (in Japanese)
    
  • Kazuo Mori (1996). Yasashii-PDPmodel-no-hanashi (Introduction to the PDP models)
    Shinyosha Publishing, Tokyo, 1996, (in Japanese)
    
  • Kazuo Mori (1995). Ninchi-shinrigaku (Cognitive Psychology)
    Iwanami Shoten Publishing, Tokyo, 1995, (in Japanese)
    
  • Kazuo Mori (1992). Minichua Jinkougengo Kenkyu (Studies in Miniature Artificial Language Acquisition)
    Kazama Shobo Publishing, Tokyo, 1992, (bilingual edition in Japanese and English)
    

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  e-mail: kaz-mori[at sign]cc.tuat.ac.jp