Perspectives on the research history of Giyoo Hatano

Human Development

Volumn 50, Issue 1, 2007, Pages 7-15

  Inagaki, Kayoko ^a   Miyake, Naomi ^b  

^a CHIBA UNIVERSITY   (Japan)

^b CHUKYO UNIVERSITY   (Japan)

Author keywords

Adaptive expertise; Classroom learning; Conceptual change; Conceptual development; Motivation for comprehension; Naive biology; Routine expertise

Indexed keywords

BIOLOGY; COGNITION; COGNITIVE DEVELOPMENT; CULTURAL ANTHROPOLOGY; EDUCATION; HUMAN DEVELOPMENT; JAPANESE; MATHEMATICS; PRIORITY JOURNAL; PSYCHOLOGY; RESEARCH; REVIEW;

EID: 33846858850     PISSN: 0018716X     EISSN: None     Source Type: Journal    
DOI: 10.1159/000097679     Document Type: Review

References (34)

1. Akita, K., & Hatano, G. (1999). Learning to read and write in Japanese. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 214-234). Cambridge: Cambridge University Press.
2. Baroody, A.J., & Dowker, A. (2003). The development of arithmetic concepts and skills: Constructing adaptive expertise. Mahwah: Erlbaum.
3. Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How people learn. Washington: National Academy Press.
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6. Harris, M., & Hatano, G. (1999). Learning to read and write: A cross-linguistic perspective. Cambridge: Cambridge University Press.
7. Hatano, G. (1982). Cognitive consequences of practice in culture-specific procedural skills. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4, 15-18.
8. Hatano, G. (1998). Comprehension activity in individuals and groups. In M. Sabourin, F. Craik, & M. Robert (Eds.), Advances in psychological sciences. Vol. 2: Biological and cognitive aspects (pp. 399-418). Hove: Psychology Press.
9. Hatano, G. (2003). Forward. In A.J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. xi-xii). Mahwah: Erlbaum.
10. Hatano, G., Amaiwa, S., & Shimizu, K. (1987). Formation of a mental abacus for computation and its use as a memory device for digits: A developmental study. Developmental Psychology, 23, 832-838.
11. Hatano, G., & Inagaki, K. (1971). Intrinsic motivation in development and education (in Japanese). Tokyo: Meiji-Tosyo.
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13. Hatano, G., & Inagaki, K. (1987a). Everyday biology and school biology: How do they interact? Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 9, 120-128.
14. Hatano, G., & Inagaki, K. (1987b). A theory of motivation for comprehension and its application to mathematics instruction. In T.A. Romberg & D.M. Stewart (Eds.), The monitoring of school mathematics: Background papers. Vol. 2: Implications from psychology; outcomes of instruction. Program Report 87-2. (pp. 27-46). Madison: Wisconsin Center for Education Research.
15. Hatano, G., & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331-348). Washington: American Psychological Association.
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17. Hatano, G., & Inagaki, K. (1994a). A two-level analysis of collective comprehension activity. Paper presented at the symposium, Integrating the cognitive and social in the construction of mathematical and scientific knowledge, at the meeting of the American Educational Research Association, New Orleans.
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21. Hatano, G., Kuhara, K., & Akiyama, M. (1981). Kanji help readers of Japanese infer the meaning of unfamiliar words. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 3, 30-33.
22. Hatano, G., Miyake, Y., & Binks, M.G. (1977). Performance of expert abacus operators. Cognition, 5, 47-55.
23. Hatano, G., & Osawa, K. (1983). Digit memory of grand experts in abacus-derived mental calculation. Cognition, 15, 95-110.
24. Inagaki, K. (1990). The effects of raising animals on children's biological knowledge. British Journal of Developmental Psychology, 8, 119-129.
25. Inagaki, K., & Hatano, G. (1968). Motivational influences on epistemic observation (in Japanese with English summary). Japanese Journal of Educational Psychology, 16, 191-202.
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27. Inagaki, K., & Hatano, G. (1989). Learning histories of vocal and silent participants in group discussion (in Japanese). Paper presented at the annual meeting of the Japanese Psychological Association, Tukuba.
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29. Inagaki, K., & Hatano, G. (2002). Young children's naive thinking about the biological world. New York: Psychology Press.
30. Inagaki, K., Hatano, G., & Morita, E. (1998). Construction of mathematical knowledge through whole-class discussion. Learning and Instruction, 8, 503-526.
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32. Resnick, L.B., LeVine, J.M., & Teasley S.D. (1991). Perspectives on socially shared cognition. Washington: American Psychological Association.
33. Takahashi, K., & Hatano, G. (1994). Understanding of the banking business in Japan: Is economic prosperity accompanied by economic literacy? British Journal of Developmental Psychology, 12, 585-590.
34. Vosniadou, S., & Ioannides, C. (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20, 1213-1230.