Biomedical subjects

Takashi Kusumi

Publications and source records attributed to Takashi Kusumi.

6 recordsLinked to original sources

PubMed2005

Remembering a nuclear accident in Japan: did it trigger flashbulb memories?

Flashbulb memories are vivid memories of the details surrounding the discovery of an emotional event. We investigated whether the nuclear accident that occurred in Japan in 1999 produced flashbulb memories among people who lived near the accident site. A questionnaire was distributed twice (approximately 3 weeks after the accident and 1 year later) to (1) the residents of the communities surrounding the accident site, (2) the students at a university near the accident site, and (3) the students at two universities far away from the accident site. Flashbulb memory holders were defined as those individuals who showed consistent memories between test and retest. The results indicated that only a small percentage of participants formed flashbulb memories. Further, no age-related decline was found. Flashbulb memories were distinguished by perfect or near perfect scores on four attributes: source, place, activity, and people. The results also indicated that the ratings on emotional reactions, personal consequentiality, and surprise did not differentiate between the flashbulb and non-flashbulb memory holders. In contrast, the flashbulb memory holders reported rehearsing more than the non-flashbulb memory holders. These results supported the notion that flashbulb memories are formed through rehearsal rather than at encoding. However, it is also possible that rehearsal was a result of the flashbulb memory.

Adult↗

PubMed2005

[Roles of reader's feelings in understanding narratives: forefeel, empathy, and a sense of strangeness].

This study examined the cross-domain, anticipatory, and self-referential roles of affect (Miall, 1989) in reading short mystery novels. In Experiment 1, undergraduate students either read an entire story once or read the same story twice. During the first reading, these participants read only the first part of the story, and during the second reading, they read the entire story. They rated the importance of each sentence. Then they either described a prediction or their impression of the story. Finally, they created a title. In Experiment 2, the first group rated the importance of each sentence. The second group rated the feelings of understanding: forefeel, empathy, and a sense of strangeness. The results of both experiments showed that the relative importance of sentences shifted between first reading and second reading. As they read the end of the story, empathy increased but a sense of strangeness decreased. The results of description showed that the readers updated their interpretations in order to understand the story correctly.

Adult↗

PubMed2005

[Effects of repetition and dual-task on output monitoring errors].

We investigated output-monitoring errors in a modified source-monitoring paradigm. Unlike the traditional paradigm that involves two phases, learning and monitoring, the modified paradigm involves three phases, learning, enactment, and monitoring. Three experiments produced two major findings. First, compared with the traditional paradigm, the modified paradigm produced fewer monitoring errors. Second, performing a dual-task during the enactment phase increased monitoring errors for the items that participants repeatedly enacted during the learning phase. In contrast, performing a dual-task during the learning phase did not influence monitoring errors. It only decreased the number of items that were enacted during the enactment phase. We concluded that monitoring errors are more likely to occur (a) when the modality of items matches between the learning and enactment phases (i.e., items are enacted during both phases), and (b) when a dual-task increases processing demands during the enactment phase.

Adult↗

PubMed2004

[Change in feelings of regret over time: relation to decision-making style, behavior, and coping methods].

This study investigated the change in feelings of regret over time in relation to decision-making style, critical thinking, behavior, and coping methods with the regret. Seventy undergraduate students completed a questionnaire on critical thinking, decision-making styles, feelings of regret and the coping methods in five different situations: entrance examinations, declarations of love, skiing, career changes, and investments. Results showed the following. First, in situations which normally occur only once (i.e., entrance examinations), subjects who indicated inaction felt increased regret over time, but those who indicated action felt decreased regret. Conversely, in situations which occur regularly (i.e., declarations of love and skiing), both of those who indicated action and inaction felt decreased regret. Second, people who indicated action coped with their regret using the method of rationalization more often than those who indicated inaction. In situations which normally occur only once, analytic decision-makers tended to cope with their regret by improving their behavior more than intuitive decision-makers. Finally, critical thinkers tended to adopt an analytic style more often than an intuitive style.

Adaptation, Psychological↗

PubMed2003

Effects of instructions and representation on mathematical problem-solving.

We investigated whether specific instructions have different representations for target problems, and hence whether task representations mostly affect the direction of typical errors in permutation problem-solving. We hypothesized that different instructions produce specific representations of a permutation problem in an identical description. The 39 participants were randomly assigned to the three groups: the equation instruction group, the subgoal instruction group, and the control group. Results confirmed our prediction that the treatment groups solved the problem more correctly than the control group. More importantly, a subgoal instruction (a set of steps in a meaningful task) decreased the typical mistakes. Educational implications are discussed.

Humans↗

PubMed2002

[Connectionist modeling of higher-level cognitive processes].

Connectionist modeling is one approach to understanding human intelligence using simulated networks of neuron-like processing units. In this article, we report on recent progress in connectionist models that simulate empirical data of higher-level cognitive processes, these being memory, learning, language, thinking, cognitive development, and social cognition. We also review and summarize the advantages and disadvantages of these connectionist models. The computational framework of connectionist modeling has the potential to integrate specialized psychological findings of different areas using the same architectures and local functions of units and connections, inspired from neuroscience. In particular, the problems of dealing with structured information in distributed form, and doing tasks that require variable binding in connectionist networks are discussed from several different perspectives. As one possible solution to treat systematic mental representations properly, the symbolic connectionist model, which is a hybrid approach using symbolic representations and connectionist architectures, is explained. We argue that connectionist computer simulation offers significant benefits for today's psychological researches, and that connectionist modeling is likely to have an important influence on future studies.

Cognition↗