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Researcher DataBase - Personal Information :
KOBAYASHI Keiichi
Papers, etc.
[1].
75/ 18-29 (2024) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[2]. Evaluating the effectiveness of classroom-based psychoeducational intervention programs: A review of applied field research articles in the Japanese Journal of Educational Psychology
Japanese Journal of Educational Psychology 72/3 197-208 (2024) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[3]. A role hypothesis for learning by teaching
66/2 175-192 (2023) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一
[4].
74/ 139-148 (2023) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [URL]
[5]. Learning by creating teaching materials: Conceptual problems and potential solutions
Frontiers in Psychology 14/ 1-4 095285 (2023) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[6].
73/ 157-173 (2022) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[7]. Learning by teaching face-to-face: The contributions of preparing-to-teach, initial-explanation, and interaction phases.
European Journal of Psychology of Education 37/ 551-566 (2022) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[8]. The retrieval practice hypothesis in research on learning by teaching: Current status and challenges
Frontiers in Psychology 13/ 1-6 (2022) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一
[9].
/72 169-182 (2021) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[10]. Effects of collaborative versus individual preparation on learning by teaching
Instructional Science /49 811-829 (2021) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[11]. Emphasis framing effects of conflicting messages
Journal of Media Psychology 32/3 119-129 (2020) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[DOI]
[12]. Why is learning by teaching other students effective? An examination of five hypotheses
Japanese Journal of Educational Psychology /68 401-414 (2020) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[13].
70/ 95-102 (2019) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一
[14]. Learning by preparing-to-teach and teaching: A meta-analysis
Japanese Psychological Research 61/3 192-203 (2019) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[15]. Communicating highly divergent levels of scientific and social consensus: its effects on people’s scientific beliefs
Social Influence 14/3-4 65-76 (2019) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[16]. Interactivity: A potential determinant of learning by preparing to teach and teaching
Frontiers in Psychology 11/ 1-6 (2019) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[17]. Learning Effects of Connecting Individual and Collaborative Learning Activities
69/ 49-60 (2018) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一
[18]. Effects of conflicting scientific arguments on belief change: Argument evaluation and expert consensus perception as mediators
Journal of Applied Social Psychology 48/ 177-187 (2018) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林敬一 [DOI]
[19].
(vol)68/(num) (xxx) 51- (zzz)62 (2018) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[20]. The impact of perceived scientific and social consensus on scientific beliefs.
Science Communication (vol)40/(num)1 (xxx) 63- (zzz)88 (2018) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[21]. Influence of Conflicting Scientific Information on Perceived Scientific Credibility
67/(num) 75-88 (2017) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[22]. Effects of exposure to conflicting information on attitude: A review focusing on types of conflict
59/2 143-161 (2016) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[23]. Relational Processing of Conflicting Arguments: Effects on Biased Assimilation
Comprehensive Psychology 5/(num) 1-13 (2016) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[24]. Undergraduate students' spontaneous comprehension of written controversy
(vol)65/(num) (xxx) 65- (zzz)76 (2015) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[25]. "Dialogue with authors" in Japanese language textbooks
(vol)46/(num) (xxx) 205- (zzz)212 (2015) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[26]. Learning from conflicting texts: The role of inertextual conflict resolution in between-text integration
Reading Psychology 36/6 519-544 (2015) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[27]. The effect of reading tasks on learning from multiple texts
Japanese Journal of Psychology (vol)85/(num)2 (xxx) 203- (zzz)209 (2014) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[28]. Willingness to express opinions about scientific problems
64/(num) 71-83 (2014) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[29]. Students’ consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution
Instructional Science (vol)42/(num)2 (xxx) 183- (zzz)205 (2014) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[30]. Undergraduate students' participation in a written controversy: Role of understanding intertextual relations
Japanese Educational Psychology (vol)60/(num)2 (xxx) 199- (zzz)210 (2012) [Refereed] refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[31]. The use of multiple texts in primary and secondary school education: The analysis of the New Courses of Study (Japanese) and their Guidebook
Bulletin of the Faculty of Education, Shizuoka University Educational Research Series (vol)43/(num) (xxx) 55- (zzz)70 (2012) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[32]. Learnig from written controversy: A literature review
Bulletin of the Faculty of Education, Shizuoka University, Social and Natural Sciences and Liberal Arts Series (vol)63/(num) (xxx) 83- (zzz)98 (2012) [Refereed] non-refereed [Internationally co-authored papers] non-internationally co-authored paper
[Lead author or co-author] author
[Author] 小林 敬一
[33].
61/ 85-96 (2011)
[Lead author or co-author] author
[Author] 小林敬一
[34].
58/4 503-516 (2010)
[Lead author or co-author] author
[Author] 小林敬一
[35]. Strategic use of multiple texts for the evaluation of arguments
Reading Psychology 31/2 121-149 (2010) [Refereed] refereed
[Lead author or co-author] author
[Author] Kobayashi Keiichi
[36]. Comprehension of relations among controversial texts: Effects of external strategy use.
37/ 311-324 (2009) [Refereed] refereed
[Lead author or co-author] author
[Author] 小林敬一
[37].
/59 139-152 (2009) [Refereed] non-refereed
[Lead author or co-author] author
[Author] 小林敬一
[38]. The influence of topic knowledge, external strategy use, and college experience on students' comprehension of controversial texts
Learning and individual Differences 19/1 130-134 (2009)
[Lead author or co-author] author
[Author] 小林敬一
[39].
/39 223-236 (2008)
[Lead author or co-author] author
[Author] 小林敬一
[40].
/58 159-170 (2008)
[Lead author or co-author] author
[Author] 小林敬一
[41]. The role of teacher in leading a deeper whole-class discussion in elementary school lessons.
57/ 283-294 (2007) [Refereed] non-refereed
[Lead author or co-author] co-author
[Author] 小澤敬小林敬一
[42]. Participation structures in dialogic lessons using peer-nomination system: Relations between teachers' stepping in and nomonation initiative.
13/ 287-296 (2007) [Refereed] non-refereed
[Lead author or co-author] co-author
[Author] 小林敬一小澤敬
[43]. Multiple-text reading strategies: An analysis of external representations
57/ 269-282 (2007) [Refereed] non-refereed
[Lead author or co-author] author
[Author] 小林敬一
[44]. Combined effects of note-taking/-reviewing on learning and enhancement through interventions: A meta-analytic review.
Educational Psychology 26/3 450-477 (2006) [Refereed] refereed
[Lead author or co-author] author
[Author] Keiichi Kobayashi
[45]. Conditional effects of interventions in note-taking procedures on learning: A meta-analysis
Japanese Psychological Research 48/2 109-114 (2006) [Refereed] refereed
[Lead author or co-author] author
[Author] Keiichi Kobayashi
[46]. Primary teachers' images of 'educational evaluation.'
/53 257-270 (2003)
[Lead author or co-author] author
[Author] 小林敬一
[47]. Co-construction of evaluation process internalized in classrom discourse.
/52 279-292 (2002)
[Lead author or co-author] author
[Author] 小林敬一
[48]. Taking an opportunity of revoicing through floor-control: A case-study of science lessons at a junior high school.
26/suppl 21-26 (2002)
[Lead author or co-author] author
[Author] 小林敬一
[49]. Junior college students' beliefs about functions of note-taking/reviewing and their behaviors.
25/suppl 45-48 (2001)
[Lead author or co-author] author
[Author] 小林敬一
[50]. Educational evaluation in lesson.
/51 371-284 (2001)
[Lead author or co-author] author
[Author] 小林敬一
[51]. Thinking with eyes, hands, and a mouth.
/50 249-265 (2000)
[Lead author or co-author]
[52]. Note-Taking and Note-Reviewing in a Seninor class Setting
48/2 154-164 (2000)
[Lead author or co-author]
[53]. Advances in the studies of memory "prospective memory"
/ 197-210 (2000)
[Lead author or co-author]
[54]. The structure of prospective memory system.
/ 200 (1998)
[Lead author or co-author]
[55]. Is memory 'closed in the head of an individual' or 'opened to the world'?
/ 149-164 (1998)
[Lead author or co-author]
[56]. How do we approach prospective memory? : Present statues and issues.
39/2 205-223 (1996)
[Lead author or co-author]
[57]. Cross-grader's differences in contents of available resources preventing from forgetting things
43/3 297-305 (1995)
[Lead author or co-author]
[58]. The role of other persons in prospective memory : Dependence on other persons inhibits remembering and execution of a task.
64/6 482-487 (1994)
[Lead author or co-author]
[59]. An analysis of contents in metamemory knowledge and processes as factors affecting prospective memory
40/4 377-385 (1992)
[Lead author or co-author]
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