[P1-01] Mental addition and subtraction affect spatial attention

*Yuto Yagi¹, Hiroshi Nittono¹, Kazumitsu Shinohara¹ (1. OSAKA UNIVERSITY Graduate School of Human Sciences)

[P1-02] The relationship between visuospatial attention and focused attention in older adults

高齢者を対象として

*Kimiko Kato¹, Kazuhito Yoshizaki¹ (1. Aichi Shukutoku University)

[P1-03] Temporal asymmetry of effects of fearful and disgusted faces on attentional blink

*Yasuhiro Takeshima¹ (1. Doshisha University)

[P1-04] Angry Does Not Always Threaten You

Testing the Anger Superiority Effect in Adult and Baby Faces

*Ryuta Iseki¹ (1. Taisho University)

[P1-05] Interactions of anxiety, gaze direction, and emotional expressions in the gaze-cueing paradigm

*Koki Tsuji¹, Midori Shibata², Satoshi Umeda³ (1. Graduate School of Human Relations, Keio University, 2. Global Centre for Advanced Research on Logic and Sensibility, Keio University, 3. Department of Psychology, Keio University)

[P1-06] Working memory and attention-guiding cues in multimedia learning

*Chihiro Suzuki¹, Michiko Nakamura¹ (1. Future University Hakodate)

[P1-07] Attentional disengagement from weapons

The role of attentional processes in the weapon forcuse effect

*Kastuya Tandoh¹ (1. Aichi Shukutoku University)

[P1-08] Is an environmental context not related to attentional capture in weapon focus?

*Masae Takeno^1,2, Shinji Kitagami¹ (1. Graduate School of Informatics, Nagoya University , 2. Japan Society for the Promotion of Science)

[P1-09] Subliminal gaze cues affect preference judgements

*Takashi Mitsuda¹, Syuta Masaki¹ (1. Ritsumeikan University)

[P1-10] Frequency of response to the specific stimulus affects the performance in a simple stimulus-response task

Experiment by elderly participants

*Yurina Watanabe^1,2, Kazuhito Yoshizaki³ (1. Graduate School of Psychology and Medical Sciences, Aichi Shukutoku University, 2. Japan Society for the Promotion of Science, 3. Department of Psychology, Aichi Shukutoku University)

[P1-11] Associations between cross-modal interaction and warm or cool color.

*Megumi Kawaguchi¹ (1. Komazawa Women's Junior College)

[P1-12] How We Fold Origami?(19)

Observation example of the fold strategy of the young children in the "Transformation Origami"

*Manami Maruyama¹ (1. Sigakkan University)

[P1-13] Discrimination of /b-g/ and /r-l/ contrasts by Japanese infant

*Yoritaka Akimoto¹, Miki Takahashi¹, Naoto Yamane¹, Natsumi Shibata¹, Yuri Hatano¹, Minako Morishima², Reiko Yamada³, Reiko Mazuka¹ (1. RIKEN Brain Science Institute Laboratory for Language Development, 2. Nara Medical University, 3. Advanced Telecommunications Research Institute International)

[P1-14] Adult's concept of research

Case study of graduate students of the Open University of Japan

*Hideaki Takahashi¹ (1. The Open University of Japan)

[P1-15] The educational effect of emotional intelligence in University

*Sahoko Komatsu¹ (1. Tokuyama University)

[P1-16] A proposal and evaluation of an education program for information ethics using experimental method of cognitive psychology

*Koji Tanaka¹, Honomi Miwa², Mitsuru Ikeda¹, Masahiro Hori² (1. School of Knowledge Science, Japan Advanced Institute of Science and Technology, 2. Graduate School of Informatics, Kansai University)

[P1-17] Influence of Achievement Goals and Test Values of a Test on Test-Related Thinking Styles among Japanese university students.

*Karin NAKAGAWA¹ (1. Graduate School of Humanities, HOSEI Univ.)

[P1-18] The relationship between achievement goal in junior high school student and a school report on his/her grades and conduct

What kind of junior high school students' learning activity do teachers rate in Japan ?

*Kohichi Sayama¹, Ryota Sekiguchi² (1. Otaru University of Commerce, 2. Kaisei Gakuin High School)

[P1-19] Are video manuals better for older people, too? (1)

Comparison between older- and younger- adults’ performances at the initial learning tasks

*Rin Kawakami¹, Shinnosuke Tanaka², Yutaro Nagasawa¹, Yuki Endo¹, Etsuko T. Harada³ (1. College of Psychology, School of Human Sciences, University of Tsukuba, 2. Doctoral Program in Psychology, University of Tsukuba, 3. Faculty of Human Sciences, University of Tsukuba)

[P1-20] Are video manuals better for older people, too? (2)

Comparison between older- and younger- adults’ performances in incidental learning tasks

*Shinnosuke Tanaka¹, Rin Kawakami², Yutaro Nagasawa², Yuki Endo², Etsuko T. Harada³ (1. Graduate School of Comprehensive Human Sciences, University of Tsukuba, 2. School of human sciences, University of Tsukuba, 3. Faculty of Human Sciences, University of Tsukuba)

Session information

[P1] ポスター1 《注意, 発達・教育・学習》