Updated on 2023/03/27

写真a

 
MATSUI Tomoko
 
Organization
Faculty of Letters Professor
Other responsible organization
English Studies Course of Graduate School of Letters, Master's Program
English Studies Course of Graduate School of Letters, Doctoral Program
Contact information
The inquiry by e-mail is 《here
External link

Degree

  • Doctor of Philosophy ( University College London )

  • Master of Arts ( University College London )

Education

  • 1995.10
     

    University College London   Department of Phonetics & Linguistics, PhD Course   doctor course   completed

  • 1988.9
     

    University College London   Department of English, MA Course   master course   completed

  • 1987.3
     

    Waseda University   graduated

  • 1985.3
     

    Waseda University   graduated

Research History

  • 2021.4 -  

    中央大学文学部教授

Professional Memberships

  • 日本英語学会

  • 日本語用論学会

  • 日本言語科学会

  • 日本発達心理学会

  • 日本心理学会

  • 日本認知科学会

▼display all

Research Interests

  • コミュニケーション

  • Language

  • Communication

  • 心の理論

  • 言語

  • Theory of mind

Research Areas

  • Humanities & Social Sciences / Cognitive science

Papers

  • Context-prosody interaction in sarcasm comprehension: A functional magnetic resonance imaging study Reviewed

    Tagiru Nakamura, Tomoko Matsui, Akira Utsumi, Motofumi Sumiya, Eri Nakagawa, Norihiro Sadato

    Neuropsychologia   170   108213 - 108213   2022.6

     More details

    Publishing type:Research paper (scientific journal)   Publisher:Elsevier BV  

    DOI: 10.1016/j.neuropsychologia.2022.108213

    researchmap

  • School Readiness in Language-Minority Dual Language Learners in Japan: Language, Executive Function, and Theory of Mind Reviewed

    Mioko Sudo, Tomoko Matsui

    The Journal of Genetic Psychology   182 ( 6 )   375 - 390   2021.11

     More details

    Authorship:Corresponding author   Publishing type:Research paper (scientific journal)   Publisher:Informa UK Limited  

    DOI: 10.1080/00221325.2021.1930994

    researchmap

  • Developmental changes in understanding emotion in speech in children in Japan and the United States

    Shinnosuke Ikeda, Mioko Sudo, Tomoko Matsui, Etsuko Haryu

    COGNITIVE DEVELOPMENT   60   2021.10

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ELSEVIER SCIENCE INC  

    The present study investigated how 91 3- and 5-year-old children in Japan and the United States (U.S.) attended to lexical cues (i.e., what is said) and paralinguistic cues (i.e., how it is said) when inferring emotion from speech, as well as the cognitive mechanisms potentially underlying attention to such cues. Japanese children were less likely to be influenced by lexical cues than U. S. children when inferring emotion from speech with conflicting lexical and paralinguistic cues. Moreover, executive function and theory of mind were related to a reduced reliance on lexical cues for Japanese children, while such relationships were negligible for U.S. children. Such crosscultural differences in emotional processing may arise from differences in cultural demands to attend to paralinguistic cues.

    DOI: 10.1016/j.cogdev.2021.101110

    Web of Science

    researchmap

  • Perception of native and non-native phonemic contrasts in children with autistic spectrum disorder: effects of speaker variability

    Tomoko Matsui, Mariko Uchida, Hiroshi Fujino, Yoshikuni Tojo, Koichiro Hakarino

    CLINICAL LINGUISTICS & PHONETICS   2021.7

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:TAYLOR & FRANCIS INC  

    The current study investigated speech perception in children with ASD by directly comparing discrimination accuracy of phonemic contrasts in the native and non-native languages. The effect of speaker variability on phoneme perception was also examined. We also explored the relation between language impairment and accuracy in phoneme discrimination in children with ASD. Significant differences in performance were found between the ASD and TD groups on discrimination of the native phonemic contrasts. By contrast, no difference was found between the two groups on discrimination of the non-native phonemic contrasts. Further subgroup analysis revealed that the ALN group (ASD without language delay or impairment) showed significantly higher discrimination accuracy for the native syllable contrasts than the non-native counterpart. No significant difference was found in the discrimination accuracy between the native and non-native phonemic contrasts in the ALD group (ASD with language delay or impairment). The effect of speaker viability on phoneme discrimination was observed in the TD group but not in the ASD subgroups. Nonverbal reasoning ability was highly related to discrimination accuracy of both the native and non-native phonemic contrasts in children with ASD. The results of the present study suggest that speech perception in children with ASD is not as attuned to their native language as in their TD peers. Our findings also indicate that language delay or impairment is related to difficulty in perception of native phonemes in children with ASD.

    DOI: 10.1080/02699206.2021.1947385

    Web of Science

    researchmap

  • Knowing minds: Culture and perceptions of mental state access

    Matthew Wice, Minoru Karasawa, Tomoko Matsui, Joan G. Miller

    ASIAN JOURNAL OF SOCIAL PSYCHOLOGY   23 ( 3 )   319 - 327   2020.9

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:WILEY  

    How does culture influence the ways in which individuals reflect upon their knowledge of others' mental states? We addressed this question in a two-study cross-cultural investigation examining perceptions of mental state access in the United States and Japan. Study 1 (n = 100) revealed that American participants reported greater mental state access than did Japanese participants. Study 2 (n = 146) showed that both Americans and Japanese perceived greater access to the mental states of a close friend relative to a casual friend and that the observed cultural differences in perceived mental state access to a close friend's mental states were mediated by how much access was considered appropriate. Overall, the results indicate that culturally variable norms specifying appropriate levels of mental state access play an important role in how individuals estimate their knowledge of other people's minds in close relationships.

    DOI: 10.1111/ajsp.12404

    Web of Science

    researchmap

  • Verbal display rule knowledge: A cultural and developmental perspective

    Matthew Wice, Tomoko Matsui, Gen Tsudaka, Minoru Karasawa, Joan G. Miller

    COGNITIVE DEVELOPMENT   52   2019.10

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ELSEVIER SCIENCE INC  

    The current investigation examined the development of verbal display rule knowledge among three age groups (elementary school children, adolescents, and adults) from the U.S. and Japan (N = 183). Participants predicted verbal display rule behavior (i.e. regulating the verbal expression of emotion in alignment with social norms) and motives in response to two scenarios: a) a conflicting opinions scenario in which two peers hold conflicting opinions, and b) a welfare scenario in which expressing a true opinion is likely to cause emotional harm. Cultural differences in response to the conflicting opinions scenario emerged gradually over development, with Japanese adults endorsing greater emotion regulation than American adults; children and adolescents in both countries, however, endorsed similar degrees of emotion expression. In response to the welfare scenario, Japanese and Americans both endorsed the use of masking display rules to protect the welfare of others, with display rule endorsement increasing with age for both groups. Results contribute to a greater understanding of how display rule knowledge changes over the course of development in a manner that is both culturally variable and context-specific.

    DOI: 10.1016/j.cogdev.2019.100801

    Web of Science

    researchmap

  • Cross-Cultural Differences in the Valuing of Dominance by Young Children

    Rawan Charafeddine, Hugo Mercier, Takahiro Yamada, Tomoko Matsui, Mioko Sudo, Patrick Germain, Stephane Bernard, Thomas Castelain, Jean-Baptiste Van der Henst

    JOURNAL OF COGNITION AND CULTURE   19 ( 3-4 )   256 - 272   2019.8

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:BRILL ACADEMIC PUBLISHERS  

    Developmental research suggests that young children tend to value dominant individuals over subordinates. This research, however, has nearly exclusively been carried out in Western cultures, and cross-cultural research among adults has revealed cultural differences in the valuing of dominance. In particular, it seems that Japanese culture, relative to many Western cultures, values dominance less. We conducted two experiments to test whether this difference would be observed in preschoolers. In Experiment 1, preschoolers in France and in Japan were asked to identify with either a dominant or a subordinate. French preschoolers identified with the dominant, but Japanese preschoolers were at chance. Experiment 2 revealed that Japanese preschoolers were more likely to believe a subordinate than a dominant individual, both compared to chance and compared to previous findings among French preschoolers. The convergent results from both experiments thus reveal an early emerging cross-cultural difference in the valuing of dominance.

    DOI: 10.1163/15685373-12340058

    Web of Science

    researchmap

  • Japanese preschoolers' evaluation of circular and non-circular arguments

    Hugo Mercier, Mioko Sudo, Thomas Castelain, Stephane Bernard, Tomoko Matsui

    EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY   15 ( 5 )   493 - 505   2018

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    Observational and experimental data have revealed that preschoolers possess some argumentation skills, both in the production and the evaluation of arguments. However, these skills might have been fostered by the particular cultural context of Western middle- and upper-classes families, to which most children studied belong. Some data suggests that children in other cultures possess at least some of these skills, but no experimental data had been gathered in Eastern cultures. These cultures are supposed to frown on argumentation, and might thus be less conducive to the early development of argumentation skills. We test the emergence of argument evaluation skills in Japanese 5-year-olds by presenting them with a choice between endorsing a strong, perceptual argument, and a weak, circular argument. A first experiment revealed a trend in the direction of the strong argument. A second experiment that addresses some methodological concerns of the first demonstrates a significant tendency to follow the strong argument. These results are similar to those previously gathered in two other cultures (Swiss and Maya), and suggest that some basic argumentation skills are early developing across cultures.

    DOI: 10.1080/17405629.2017.1308250

    Web of Science

    researchmap

  • The role of the amygdala in incongruity resolution: the case of humor comprehension

    Tagiru Nakamura, Tomoko Matsui, Akira Utsumi, Mika Yamazaki, Kai Makita, Tokiko Harada, Hiroki C. Tanabe, Norihiro Sadato

    SOCIAL NEUROSCIENCE   13 ( 5 )   553 - 565   2018

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    A dominant theory of humor comprehension suggests that people understand humor by first perceiving some incongruity in an expression and then resolving it. This is called "the incongruity-resolution theory." Experimental studies have investigated the neural basis of humor comprehension, and multiple neural substrates have been proposed; however, the specific substrate for incongruity resolution is still unknown. The reason may be that the resolution phase, despite its importance in humor comprehension, has not been successfully distinguished from the perception phase because both phases occur almost simultaneously. To reveal the substrate, we conducted a functional magnetic resonance study using 51 healthy participants. We used a humor-producing frame of "Given A, I'd say B, because C" so as to focus on the resolution phase independently by suspending humor processing just after the perception phase. This frame allowed us to separate the two phases. Based on our results, incongruity resolution evoked positive emotion and activated the left amygdala, which is known to be related to positive emotion. On the basis of these findings, we argue that the amygdala plays an important role in humor comprehension, considering its functional role in emotional evaluation, particularly the relevance detection for incoming stimuli.

    DOI: 10.1080/17470919.2017.1365760

    Web of Science

    researchmap

  • The relationship between non-cognitive and cognitive development of children in the high quality kindergarten.

    Kyoko Iwatate, Sayuri Nishizaka, Chisato Kusumoto, Tomoko Matsui, Shizuo Iwatate

    INTERNATIONAL JOURNAL OF PSYCHOLOGY   51   497 - 497   2016.7

     More details

    Language:English   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    Web of Science

    researchmap

  • The role of prosody and context in sarcasm comprehension: Behavioral and fMRI evidence

    Tomoko Matsui, Tagiru Nakamura, Akira Utsumi, Akihiro T. Sasaki, Takahiko Koike, Yumiko Yoshida, Tokiko Harada, Hiroki C. Tanabe, Norihiro Sadato

    NEUROPSYCHOLOGIA   87   74 - 84   2016.7

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:PERGAMON-ELSEVIER SCIENCE LTD  

    A hearer's perception of an utterance as sarcastic depends on integration of the heard statement, the discourse context, and the prosody of the utterance, as well as evaluation of the incongruity among these aspects. The effect of prosody in sarcasm comprehension is evident in everyday conversation, but little is known about its underlying mechanism or neural substrates. To elucidate the neural underpinnings of sarcasm comprehension in the auditory modality, we conducted a functional MRI experiment with 21 adult participants. The participants were provided with a short vignette in which a child had done either a good or bad deed, about which a parent made a positive comment. The participants were required to judge the degree of the sarcasm in the parent's positive comment (praise), which was accompanied by either positive or negative affective prosody. The behavioral data revealed that an incongruent combination of utterance and the context (i.e., the parent's positive comment on a bad deed by the child) induced perception of sarcasm. There was a significant interaction between context and prosody: sarcasm perception was enhanced when positive prosody was used in the context of a bad deed or, vice versa, when negative prosody was used in the context of a good deed. The corresponding interaction effect was observed in the rostro-ventral portion of the left inferior frontal gyrus corresponding to Brodmann's Area (BA) 47. Negative prosody incongruent with a positive utterance (praise) activated the bilateral insula extending to the right inferior frontal gyrus, anterior cingulate cortex, and brainstem. Our findings provide evidence that the left inferior frontal gyrus, particularly BA 47, is involved in integration of discourse context and utterance with affective prosody in the comprehension of sarcasm. (C) 2016 The Authors. Published by Elsevier Ltd.

    DOI: 10.1016/j.neuropsychologia.2016.04.031

    Web of Science

    researchmap

  • Young children's early sensitivity to linguistic indications of speaker certainty in their selective word learning

    Tomoko Matsui, Taeko Yamamoto, Yui Miura, Peter McCagg

    LINGUA   175   83 - 96   2016.5

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ELSEVIER  

    In everyday conversation, both children and adults have an expectation that the speaker is telling the truth. In reality, however, this expectation is not always fulfilled, and both children and adults are equipped with a capacity for epistemic vigilance, i.e. a capacity to assess the speaker's trustworthiness in order to avoid being misinformed. The hearer's assessment of the speaker's trustworthiness is based on two criteria: his ability to provide true information and his benevolence toward the hearer. In two studies, we investigated how young children use these criteria, by focusing on two indicators of trustworthiness: linguistic expressions of speaker certainty, and personal familiarity. In the first study, both 3- and 4-year-olds were successful in distinguishing the degree of speaker certainty expressed by linguistic indicators and using it to assess the trustworthiness of the speaker. In the second study, children's ability to assess the speaker's trustworthiness on the basis of his attitude of certainty was further scrutinized. When pitted against personal familiarity, children's bias toward the certain speaker was modified in 5-year-olds but not 3 year-olds. The difference between the two age groups suggests that epistemic vigilance consists of a set of distinct components, with different developmental timelines. (C) 2015 Elsevier B.V. All rights reserved.

    DOI: 10.1016/j.lingua.2015.10.007

    Web of Science

    researchmap

  • Pragmatic development in Ll, L2, L3: Its biological and cultural foundations

    Elly Ifantidou, Tomoko Matsui

    JOURNAL OF PRAGMATICS   59   1 - 4   2013.12

     More details

    Language:English   Publisher:ELSEVIER SCIENCE BV  

    DOI: 10.1016/j.pragma.2013.11.010

    Web of Science

    researchmap

  • Developing sensitivity to the sources of information: Early use of the Japanese quotative particles tte and to in mother-child conversation

    Tomoko Matsui, Taeko Yamamoto

    JOURNAL OF PRAGMATICS   59   5 - 25   2013.12

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ELSEVIER  

    The ability of infants and toddlers to imitate words they hear promotes early word learning. Their imitation of words gradually grows into proper quotation of words and utterances, in which the original source of the utterance is formally acknowledged. Little is known, however, about the development of children's ability to quote a variety of linguistic inputs. On the basis of previous findings in theory-of-mind research and cognitive pragmatics, we adopted the following working hypotheses: children will (a) quote onomatopoeia and words earlier and more frequently than utterances; (b) first quote utterances concerning desires and emotions and later quote utterances expressing thoughts; and (c) base early quotations on resemblance in form rather than resemblance in meaning. These hypotheses were tested in a study of Japanese quotative particles in recorded conversations between a mother and her child. The data are intensive and longitudinal, and detailed analyses of their conversational content generally support the hypotheses, with one important difference. Contrary to our first hypothesis, the child quoted utterances as often as onomatopoeia and words, the majority of which were imagined utterances attributed to the child's non-human companions. (C) 2013 Elsevier B.V. All rights reserved.

    DOI: 10.1016/j.pragma.2013.06.008

    Web of Science

    researchmap

  • Absence of spontaneous action anticipation by false belief attribution in children with autism spectrum disorder

    Atsushi Senju, Victoria Southgate, Yui Miura, Tomoko Matsui, Toshikazu Hasegawa, Yoshikuni Tojo, Hiroo Osanai, Gergely Csibra

    DEVELOPMENT AND PSYCHOPATHOLOGY   22 ( 2 )   353 - 360   2010.5

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:CAMBRIDGE UNIV PRESS  

    Recently, a series of studies demonstrated false belief understanding in young children through completely nonverbal measures. These studies have revealed that children younger than 3 years of age, who consistently fail the standard verbal false belief test, can anticipate others' actions based on their attributed false beliefs. The current study examined whether children with autism spectrum disorder (ASD), who are known to have difficulties in the verbal false belief test, may also show such action anticipation in a nonverbal false belief test. We presented video stimuli of an actor watching an object being hidden in a box. The object was then displaced while the actor was looking away. We recorded children's eye movements and coded whether they spontaneously anticipated the actor's subsequent behavior, which could only have been predicted if they had attributed a false belief to her. Although typically developing children correctly anticipated the action, children with ASD failed to show such action anticipation. The results suggest that children with ASD have an impairment in false belief attribution, which is independent of their verbal ability.

    DOI: 10.1017/S0954579410000106

    Web of Science

    researchmap

  • Understanding of speaker certainty and false-belief reasoning: a comparison of Japanese and German preschoolers

    Tomoko Matsui, Hannes Rakoczy, Yui Miura, Michael Tomasello

    DEVELOPMENTAL SCIENCE   12 ( 4 )   602 - 613   2009.7

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:WILEY-BLACKWELL  

    It has been repeatedly shown that when asked to identify a protagonist's false belief on the basis of his false statement, English-speaking 3-year-olds dismiss the statement and fail to attribute to him a false belief. In the present studies, we tested 3-year-old Japanese children in a similar task, using false statements accompanied by grammaticalized particles of speaker (un)certainty, as in everyday Japanese utterances. The Japanese children were directly compared with same-aged German children, whose native language does not have grammaticalized epistemic concepts. Japanese children profited from the explicit statement of the protagonist's false belief when it was marked with the attitude of certainty in a way that German children did not - presumably because Japanese but not German children must process such marking routinely in their daily discourse. These results are discussed in the broader context of linguistic and theory of mind development.

    DOI: 10.1111/j.1467-7687.2008.00812.x

    Web of Science

    researchmap

  • Children's Understanding of Certainty and Evidentiality: Advantage of Grammaticalized Forms Over Lexical Alternatives

    Tomoko Matsui, Yui Miura

    EVIDENTIALITY: A WINDOW INTO LANGUAGE AND COGNITIVE DEVELOPMENT   125   63 - 77   2009

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:WILEY PERIODICALS  

    In verbal communication, the hearer takes advantage of the linguistic expressions of certainty and evidentiality to assess how committed the speaker might be to the truth of the informational content of the utterance. Little is known, however, about the precise developmental mechanism of this ability. In this chapter, we approach the question by elucidating factors that are likely to constrain young children's understanding of linguistically encoded certainty and evidentiality, including the types of linguistic form of these expressions, namely, grammaticalized or lexical forms. (C) Wiley Periodicals, Inc.

    DOI: 10.1002/cd.250

    Web of Science

    researchmap

  • Knowing How We Know: Evidentiality and Cognitive Development

    Tomoko Matsui, Stanka A. Fitneva

    EVIDENTIALITY: A WINDOW INTO LANGUAGE AND COGNITIVE DEVELOPMENT   125   1 - 11   2009

     More details

    Language:English   Publishing type:Research paper (scientific journal)   Publisher:WILEY PERIODICALS  

    Evidentials are grammatical elements such as affixes and particles indicating the source of knowledge. We provide an overview of this grammatical category and consider three research domains to which developmental studies on evidentiality contribute: the acquisition of linguistic means to characterize knowledge, the conceptual understanding of knowledge sources, and the evaluation of others' testimony. We also consider the study of evidentiality in relation to the Sapir-Whorf hypothesis about the influence of language on thought. (C) Wiley Periodicals, Inc.

    DOI: 10.1002/cd.246

    Web of Science

    researchmap

▼display all

Research Projects

  • 自閉スペクトラム症児の「聞き取り」と「読み取り」の困難さの要因を探る実証研究

    Grant number:19H01753  2019.4 - 2023.3

    日本学術振興会  科学研究費助成事業 基盤研究(B)  基盤研究(B) 

    松井 智子, 藤野 博, 篠原 靖明

      More details

    Grant amount: \16250000 ( Direct Cost: \12500000 、 Indirect Cost: \3750000 )

    本研究では、自閉スペクトラム症児の音素認知能力の躓きがどこにあるか探るため、行動実験と脳波計測実験の両面から調査を行うことを目的としている。
    本年度は、実験で使用するための刺激音を作成するため、日本語話者及び英語話者によるそれぞれの言語の音声を録音し、またその録音データから実験で使用するための刺激音を作成した。さらにその刺激音を用いて行動実験を開始し、自閉スペクトラム症児の聞き取りの躓きが、音響/音声レベルと音韻レベルのどちらにあるのか、検討した。
    さらに自閉スペクトラム症児と定型発達児を対象に,読解力に強い関連のある「心の理論」と,各種言語能力の関係について検討した。心の理論の発達については標準的誤信念課題(一次と二次)で評価した。語彙力はPVT-R絵画語彙検査で測定し,文法理解力をJ.COSS日本語理解力テスト,文法表出力を松井が開発した文復唱課題で測定した。その結果、自閉スペクトラム症児は、誤信念課題と言語能力(語彙力、文法理解力、文法表出力)に強い相関がみられた一方、定型発達児は誤信念課題と語彙力のみに相関がみられた。

    researchmap

  • 多言語環境における学習言語の発達: 家庭言語の役割に着目した縦断的実証研究

    Grant number:18KK0060  2018.10 - 2023.3

    日本学術振興会  科学研究費助成事業 国際共同研究加速基金(国際共同研究強化(B))  国際共同研究加速基金(国際共同研究強化(B))  東京学芸大学

    松井 智子, 塘 利枝子, 三浦 優生, 権藤 桂子

      More details

    Grant amount: \17680000 ( Direct Cost: \13600000 、 Indirect Cost: \4080000 )

    本研究は、「二言語相互依存モデル」に基づき、英国に在住し、第二言語で教育を受ける日本人児童を対象に、第一言語の発達が就学後の学習言語の発達にどのように影響するかを検証する。具体的には、①参加児童の日本語と英語の発達を多角的、縦断的に検討し、その結果を国内外の教育現場で使える査定ツールの開発につなげること、②乳幼児期の家庭での言語経験と学習言語の発達との関係を検証し、家庭の支援と教育現場の指導に生かせるエビデンスとして提供することを目的とする。
    ロンドン補習授業校の協力を得て、小学1年生の保護者を対象として、子どもの言語発達と家庭環境に関する質問紙調査を実施した。さらにロンドンの補習校の新1年生をリクルートし、7月から9月までの間に、日本語と英語の語彙力、文法力、ナラティブの力を含めた言語能力に関する実験的調査と、非言語認知力、社会的認知能力を含めた認知能力に関する実験的調査を行った。また10月以降に日本人モノリンガル児を対象とした調査を実施した。質問紙調査の結果および言語発達の解析を行った。子どもの家庭環境に基づいて、国際結婚家庭、日本人両親家庭で長期滞在、日本人両親家庭で短期滞在の3つのグループに分けて比較を行った。また実験的調査に参加した児童の日英二言語能力に関して。個別にフィードバックを行った。
    7月から9月の間に、実験的調査に参加した小学1年児童の母親を対象とする聞き取り調査を行った。加えてロンドン補習授業校の高等部に在籍する生徒を対象とする聞き取り調査も行った。これらについては分析を行い、高等部生徒を対象とする聞き取り調査については論文としてまとめることができた。

    researchmap

  • Cognitive Science Study on the Process of Language Development

    Grant number:17H06382  2017.6 - 2022.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research on Innovative Areas (Research in a proposed research area)  Grant-in-Aid for Scientific Research on Innovative Areas (Research in a proposed research area)  Tokyo Denki University

      More details

    Grant amount: \163020000 ( Direct Cost: \125400000 、 Indirect Cost: \37620000 )

    researchmap

  • 言葉と情動スキルを伸ばす早期介入プログラムの検討:貧困の連鎖を断ち切るために

    Grant number:18K18688  2018.6 - 2021.3

    日本学術振興会  科学研究費助成事業 挑戦的研究(萌芽)  挑戦的研究(萌芽)  東京学芸大学

    松井 智子

      More details

    Grant amount: \6110000 ( Direct Cost: \4700000 、 Indirect Cost: \1410000 )

    本研究は探索的な研究として、「ポピュレーションアプローチ(大規模調査)」ではなく、より規模の小さい「ハイリスクアプローチ」に基づき、言語発達遅滞など、子のリスク要因が確認された2歳から3歳の子を持つハイリスク家庭を対象とした介入研究である。言葉の遅れを主訴として相談に訪れた、子のリスク要因がわかっている母子と、貧困、低学歴に加えて、文化的マイノリティであるため必要な支援を受けにくいなど親のリスク要因がわかっている国内の日系外国人家庭を対象とする。
    平成31年度は引き続き言語発達遅滞が見られる3歳児とその母親の会話データを収集するとともに、子どもの家庭での言語使用に関する質問紙調査を実施した。また昨年度収集した国内の日系外国人家庭の母子会話データを書き起こし、さらに日本語訳をつけるところまで進めることができた。

    researchmap

  • Children's understanding of contextual informaion in verbal communication

    Grant number:15H03450  2015.4 - 2019.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)  Tokyo Gakugei University

    MATSUI Tomoko

      More details

    Grant amount: \16510000 ( Direct Cost: \12700000 、 Indirect Cost: \3810000 )

    The aim of the research project is to investigate how children’s ability to understand the speaker’s intentions and emotions in interpersonal communication develops. We conducted two separate studies to look at how children understand the speaker’s intentions and emotions that are communicated implicitly.
    The first study examined how typically developing children and children with autistic spectrum disorder (ASD) understand vocal emotion. The second study examined how mothers use mental state terms toward their children with Autism Spectrum Disorder (ASD).

    researchmap

  • Cognitive Development in Children of a Permanent Resident in Japan

    Grant number:15K13128  2015.4 - 2018.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research  Grant-in-Aid for Challenging Exploratory Research  Tokyo Gakugei University

    MATSUI Tomoko, GONDO Keiko

      More details

    Grant amount: \3250000 ( Direct Cost: \2500000 、 Indirect Cost: \750000 )

    The aim of this study was to investigate the effects of bilingual experiences on the cognitive development of socioeconomically disadvantaged minority children in Japan. We compared the performance of 17 low-socio-economic status (SES) Brazilian 5-year-olds, who were Portuguese-Japanese bilinguals, to 17 age-matched middle-SES Japanese monolinguals on measures of executive function (EF) and theory of mind (ToM). Despite the bilinguals’ lower SES and verbal ability, there were no mono-bilingual differences in measures of EF. However, the monolingual children outperformed the bilingual children on measures of ToM. The results suggest that bilingualism had protective effects on the Brazilian children’s EF, but such effects did not extend to their ToM development in the face of syntactic delay.

    researchmap

  • Language and cognitive development in children who grow up in multilingual/multicultural environment

    Grant number:24402043  2012.4 - 2016.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)  Tokyo Gakugei University

    Matsui Tomoko, Gondo Keiko, Inada Motoko

      More details

    Grant amount: \17420000 ( Direct Cost: \13400000 、 Indirect Cost: \4020000 )

    Patterns of language development are diversifying for children who move across cultures in their infancy or early childhood and grow up in environments where the home and societal language differ. The aim of the present study was to provide preliminary data on the language development of Japanese children in their preschool or early schools years within a multicultural and multilingual environment, as well as their parents’ approach to education and language acquisition. This study specifically targeted Japanese families residing in a district in the United States where there is a variety of educational opportunities in Japanese and English.

    researchmap

▼display all