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

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

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

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

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

DOI： 10.1016/j.actpsy.2019.102897

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

Here, we investigated whether explicit feedback on the result of the action (success or failure) modified sense of agency (SoA) in a continuous action task. Participants carried a white dot with a delay to a target square while avoiding obstacle squares. The color of the target changed unpredictably between white and blue. A trial was considered as successful or failed if the dot reached the target while it was white or blue. Thus, actions during the task resulted in almost identical experiences of successful and failed trials. After each trial, the participants reported to what extent they felt that they had been in control of the dot. The results showed that SoA was higher with shorter delay (i.e., easier control) and in the successful trials. These findings indicate that the sense of online control and the evaluation of continuous action based on feedback independently influence SoA. Particularly, the evaluation retrospectively modulated SoA.

DOI： 10.1371/journal.pone.0202690

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

This study investigated whether implicit learning of sequence by observation occurred in a serial reaction time task and whether the learning effects were modulated by model behavioral type. In Experiment 1, we let 20 participants perform a sequence for 12 blocks and chose the best and worst performance models based on reaction time and errors. In Experiment 2, new observers viewed a movie clip chosen from the following three: the best model performing the sequential task in the first (the first six blocks) or second session (the last six blocks), or the worst model performing the task in the first session. Then, the observers performed the observed sequence, a test sequence and awareness test. We found that (1) implicit sequential learning occurred by observation regardless of model behavior type, (2) the learning effects were not susceptible to model behavior type and (3) speed index reflecting reaction time became larger even in the test session when the observers viewed the best model performing the second session. Overall, observers developed general motor representations through action–observation. In addition, their responses were also contagious; if the model performed the sequence faster, the observer might be able to perform the sequence faster.

DOI： 10.1080/17470218.2017.1342672

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

In the present study, we examined the effects of explicit knowledge, obtained through instruction or spontaneous detection, on the transfer of visuomotor sequence learning. In the learning session, participants learned a visuomotor sequence, via trial and error. In the transfer session, the order of the sequence was reversed from that of the learning session. Before the commencement of the transfer session, some participants received explicit instruction regarding the reversal rule (i.e., Instruction group), while the others did not receive any information and were sorted into either an Aware or Unaware group, as assessed by interview conducted after the transfer session. Participants in the Instruction and Aware groups performed with fewer errors than the Unaware group in the transfer session. The participants in the Instruction group showed slower speed than the Aware and Unaware groups in the transfer session, and the sluggishness likely persisted even in late learning. These results suggest that explicit knowledge reduces errors in visuomotor skill transfer, but may interfere with performance speed, particularly when explicit knowledge is provided, as opposed to being spontaneously discovered.

DOI： 10.1007/s00221-017-4933-4

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

Through practice, people are able to integrate a secondary sequence (e.g., a stimulus-based sequence) into a primary sequence (e.g., a response-based sequence), but it is still controversial whether the integrated sequences lead to better learning than only the primary sequence. In tshe present study, we aimed to investigate the effects of a sequence that integrated space and color sequences on early and late learning phases (corresponding to effector-independent and effector-dependent learning, respectively) and how the effects differed in the integrated and primary sequences in each learning phase. In the task, the participants were required to learn a sequence of button presses using trial-and-error and to perform the sequence successfully for 20 trials (m × n task). First, in the baseline task, all participants learned a non-colored sequence, in which the response button always turned red. Then, in the learning task, the participants were assigned to two groups: a colored sequence group (i.e., space and color) or a non-colored sequence group (i.e., space). In the colored sequence, the response button turned a pre-determined color and the participants were instructed to attend to the sequences of both location and color as much as they could. The results showed that the participants who performed the colored sequence acquired the correct button presses of the sequence earlier, but showed a slower mean performance time than those who performed the non-colored sequence. Moreover, the slower performance time in the colored sequence group remained in a subsequent transfer task in which the spatial configurations of the buttons were vertically mirrored from the learning task. These results indicated that if participants explicitly attended to both the spatial response sequence and color stimulus sequence at the same time, they could develop their spatial representations of the sequence earlier (i.e., early development of the effector-independent learning), but might not be able to enhance their motor representations of the sequence (i.e., late development of the effector-dependent learning). Thus, the undeveloped effector-dependent representations in the colored sequence group directly led to a long performance time in the transfer sequence. Copyright.

DOI： 10.3389/fpsyg.2017.00937

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

Preferences for colors and geometric shapes vary considerably across individuals. Studies have demonstrated these variations in preference separately for colors and shapes, but the relationships between preference variations for colors and shapes are not yet known. By measuring individual preferences for basic colors and shapes, we found that color preferences and shape preferences were partly, but systematically, correlated. People who preferred some simple shapes (e.g., cone, pyramid) tended to prefer some light or warm colors (e.g., yellow, orange). In contrast, people who preferred some complex shapes (e.g., scrambled truncated-pyramid, scrambled pyramid) tended to prefer some dark or cold colors (e.g., blue, blue-green). That is, people who like "simple" or "complex" visual features might tend to like "light or warm" or "dark or cold" visual features. These results indicate that individual preferences for colors and shapes might not be independent, but could be correlated and intertwined to some extent. We suggest that the semantic information associated with colors and shapes underlies the cross preferences.

DOI： 10.1002/col.21958

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

Studies have contended that neurotypical Japanese individuals exhibit consistent color-shape associations (red-circle, yellow-triangle, and blue-square) and those color-shape associations could be constructed by common semantic information between colors and shapes through learning and/or language experiences. Here, we conducted two experiments using a direct questionnaire survey and an indirect behavioral test (Implicit Association Test), to examine whether the construction of color-shape associations entailed phonological information by comparing color-shape associations in deaf and hearing participants. The results of the direct questionnaire showed that deaf and hearing participants had similar patterns of color-shape associations (red-circle, yellow-triangle, and blue-square). However, deaf participants failed to show any facilitated processing of congruent pairs in the IAT tasks as hearing participants did. The present results suggest that color-shape associations in deaf participants may not be strong enough to be proved by the indirect behavior tasks and relatively weaker in comparison to hearing participants. Thus, phonological information likely plays a role in the construction of color-shape associations.

DOI： 10.3389/fpsyg.2016.00355

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

The present study examined whether sequence learning led to more accurate and shorter performance time if people who are learning a sequence start over from the beginning when they make an error (i.e., practice the whole sequence) or only from the point of error (i.e., practice a part of the sequence). We used a visuomotor sequence learning paradigm with a trial-and-error procedure. In Experiment 1, we found fewer errors, and shorter performance time for those who restarted their performance from the beginning of the sequence as compared to those who restarted from the point at which an error occurred, indicating better learning of spatial and motor representations of the sequence. This might be because the learned elements were repeated when the next performance started over from the beginning. In subsequent experiments, we increased the occasions for the repetitions of learned elements by modulating the number of fresh start points in the sequence after errors. The results showed that fewer fresh start points were likely to lead to fewer errors and shorter performance time, indicating that the repetitions of learned elements enabled participants to develop stronger spatial and motor representations of the sequence. Thus, a single or two fresh start points in the sequence (i.e., starting over only from the beginning or from the beginning or midpoint of the sequence after errors) is likely to lead to more accurate and faster performance.

DOI： 10.1016/j.actpsy.2016.01.010

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

Implicit learning and transfer in sequence acquisition play important roles in daily life. Several previous studies have found that even when participants are not aware that a transfer sequence has been transformed from the learning sequence, they are able to perform the transfer sequence faster and more accurately; this suggests implicit transfer of visuomotor sequences. Here, we investigated whether implicit transfer could be modulated by the number of trials completed in a learning session. Participants learned a sequence through trial and error, known as the m × n task (Hikosaka et al. in J Neurophysiol 74:1652–1661, 1995). In the learning session, participants were required to successfully perform the same sequence 4, 12, 16, or 20 times. In the transfer session, participants then learned one of two other sequences: one where the button configuration Vertically Mirrored the learning sequence, or a randomly generated sequence. Our results show that even when participants did not notice the alternation rule (i.e., vertical mirroring), their total working time was less and their total number of errors was lower in the transfer session compared with those who performed a Random sequence, irrespective of the number of trials completed in the learning session. This result suggests that implicit transfer likely occurs even over a shorter learning duration.

DOI： 10.1007/s00221-015-4348-z

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

Albertazzi et al. (2013) showed naturally biased associations between geometric shapes and colors in Italian participants, suggesting that the "warmth" and "lightness" of color might account for the color-shape associations. In the present study, we replicated the previous study in Japanese participants to examine whether color-shape associations were unlikely influenced by differences between languages and cultures. Results showed that Japanese participants associated shapes with specific colors, and these color-shape associations, by and large, were consistent with those in the previous literature. In addition, correspondence analysis indicated that most of the color-shape associations could be interpreted by congruent "warmth" perception for colors and shapes. Therefore, semantic associations between visual features of color and shape might lead to the color-shape associations.

DOI： 10.1037/a0038056

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

Kandinsky proposed a correspondence theory that suggests associations between specific colors and shapes (i.e., circle-blue, square-red, triangle-yellow). Makin and Wuerger tested the theory using the Implicit Association Test (IAT) and did not find clear evidence for Kandinsky's color-shape associations among British participants. In the present study, we first replicated the previous study among Japanese participants and found similar results to those of Makin and Wuerger, showing little support for Kandinsky's theory. In the subsequent experiment, we tested another set of color-shape associations that had been revealed by using an explicit matching method (circle-red, square-blue, triangle-yellow) in Japanese participants. The IAT tests showed that response times were significantly faster when circle-red, square-blue, and triangle-yellow combinations were mapped onto the same response key, rather than different key combinations, indicating that these colorshape combinations were encoded. These results provide the first empirical evidence that color-shape associations can be measured by indirect behavioral methods, and in particular, Japanese people' s color-shape associations (circle-red, square-blue, triangle-yellow) can be observed by both direct and indirect experimental methods.

DOI： 10.1371/journal.pone.0116954

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

Implicit learning and transfer in sequence learning are essential in daily life. Here, we investigated the implicit transfer of visuomotor sequences following a spatial transformation. In the two experiments, participants used trial and error to learn a sequence consisting of several button presses, known as the m×. n task (Hikosaka et al., 1995). After this learning session, participants learned another sequence in which the button configuration was spatially transformed in one of the following ways: mirrored, rotated, and random arrangement. Our results showed that even when participants were unaware of the transformation rules, accuracy of transfer session in the mirrored and rotated groups was higher than that in the random group (i.e., implicit transfer occurred). Both those who noticed the transformation rules and those who did not (i.e., explicit and implicit transfer instances, respectively) showed faster performance in the mirrored sequences than in the rotated sequences. Taken together, the present results suggest that people can use their implicit visuomotor knowledge to spatially transform sequences and that implicit transfers are modulated by a transformation cost, similar to that in explicit transfer.

DOI： 10.1016/j.actpsy.2014.09.003

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

Some spatio-temporal structures are easier to transfer implicitly in sequential learning. In this study, we investigated whether the consistent reversal of triads of learned components would support the implicit transfer of their temporal structure in visuomotor sequence learning. A triad comprised three sequential button presses ([1][2][3]) and seven consecutive triads comprised a sequence. Participants learned sequences by trial and error, until they could complete it 20 times without error. Then, they learned another sequence, in which each triad was reversed ([3][2][1]), partially reversed ([2][1][3]), or switched so as not to overlap with the other conditions ([2][3][1] or [3][1][2]). Even when the participants did not notice the alternation rule, the consistent reversal of the temporal structure of each triad led to better implicit transfer; this was confirmed in a subsequent experiment. These results suggest that the implicit transfer of the temporal structure of a learned sequence can be influenced by both the structure and consistency of the change.

DOI： 10.1111/cogs.12098

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

Objective: We aimed to investigate how ordered mappings (e.g., left-to-right and right-to-left order representations) would interfere with each other. Background: Mental representations of numbers and letters are linked with spatial representation and can be changed intentionally. Method: The experiment consisted of three sessions. In the digit-alone session, two digits randomly selected from [1], [2], and [3] were shown. If the two digits were the same, participants pressed the button corresponding to the digit, and if the digits differed, they pressed the remaining button. The response buttons were ordered [1][2][3] from the left. In the letter-alone session, three different button configurations were prepared: sequential [A][B][C], reversed [C][B][A], or partially reversed [B][A][C]. The same-versus-different rules were basically identical to those in the digit task. In the mixed session, trials of the digit task and those of the letter task were randomly mixed. Results: We found that two ordinal representations did not interfere with each other when they shared the same direction of order ([1][2][3] vs. [A][B][C]), two ordinal mappings interfered with each other when they had different directions of order ([1][2][3] vs. [C][B] [A]), and an ordinal mapping ([1][2][3]) was affected by a nonordinal mapping ([B][A][C]), but the nonordinal mapping was less affected by the ordinal mapping. Conclusion: The mapping between ordinal information and space can be modulated by top-down processes, and it is prone to interference depending on the nature of another coexisting mapping. Application: Our findings may be used in designing response assignments for input devices for multiple functions.

DOI： 10.1177/0018720813484352

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

It remains unsettled whether human language relies exclusively on innately privileged brain structure in the left hemisphere or is more flexibly shaped through experiences, which induce neuroplastic changes in potentially relevant neural circuits. Here we show that learning of second language (L2) vocabulary and its cessation can induce bidirectional changes in the mirror-reverse of the traditional language areas. A cross-sectional study identified that gray matter volume in the inferior frontal gyrus pars opercularis (IFGop) and connectivity of the IFGop with the caudate nucleus and the superior temporal gyrus/supramarginal (STG/SMG), predominantly in the right hemisphere, were positively correlated withL2 vocabulary competence.We then implemented acohort study involving 16 weeks of L2 training in university students. Brain structure before training did not predict the later gain in L2 ability. However, training intervention did increase IFGop volume and reorganization of white matter including the IFGop-caudate and IFGop-STG/SMG pathways in the right hemisphere. These "positive" plastic changes were correlated with the gain in L2 abilityin the trained group but were not observed in the control group. We propose that the right hemispheric network can be reorganized into language-related areas through use-dependent plasticity in young adults, reflecting a repertoire of flexible reorganization of the neural substrates responding to linguistic experiences.

DOI： 10.1523/JNEUROSCI.0410-13.2013

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

Intervals between stimuli and/or responses have significant influences on sequential learning. In the present study, we investigated whether transfer would occur even when the intervals and the visual configurations in a sequence were drastically changed so that participants did not notice that the required sequences of responses were identical. In the experiment, two (or three) sequential button presses comprised a "set," and nine (or six) consecutive sets comprised a "hyperset." In the first session, participants learned either a 2×9 or 3×6 hyperset by trial and error until they completed it 20 times without error. In the second block, the 2×9 (3×6) hyperset was changed into the 3×6 (2×9) hyperset, resulting in different visual configurations and intervals between stimuli and responses. Participants were assigned into two groups: the Identical and Random groups. In the Identical group, the sequence (i.e., the buttons to be pressed) in the second block was identical to that in the first block. In the Random group, a new hyperset was learned. Even in the Identical group, no participants noticed that the sequences were identical. Nevertheless, a significant transfer of performance occurred. However, in the subsequent experiment that did not require explicit trial-and-error learning in the first session, implicit transfer in the second session did not occur. These results indicate that learning with explicit elaboration strengthens the implicit representation of the sequence order as a whole; this might occur independently of the intervals between elements and enable implicit transfer.

DOI： 10.1007/s00221-013-3573-6

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

It has been emphasized that understanding mental models is critical in problem solving, design, and reasoning. It also has been claimed that grasping mental models is difficult because mental models likely depend on our knowledge and experience. We focused attention on the transfer of mental models because we assumed that transfer probably has some common cognitive characteristics.this study, the transfer group (A-B) and the non-transfer group (B) were prepared.the transfer group, participants operated product A and product B in turn. By contrast, participants in the non-transfer group operated product B first. Operational time for product B in both groups was compared to examine how well mental models were transferred. We found that reducing the number of operational procedures could trigger the positive transfer of mental models if the other operational procedures were congruent.

DOI： 10.2117/psysoc.2010.256

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

The purpose of this study is to extract components of the capacity which elderly people have in comprehending electrical devices and determine its relationship with the components. Initially, we proposed a hypothesis through examining previous studies. The hypothesis states that the capacity which elderly people have mainly consists of four components, i.e., motivation, working memory, logical thinking and experience with personal computers (PC) or mobile phones. Then, some tests were conducted to examine the hypothesis. In this research, elderly people were interviewed about their impressions and experience with electrical devices. Moreover, three tests were conducted including, card sorting, tasks using digital video cameras and a test to measure working memory. As analysis methods, the Quantification 1 was used to see which component was important. In addition, Boolean algebra was conducted to simplify the components and understand some relationships. As a result, a relationship with the components in electrical devices was revealed. Furthermore, the use of Boolean algebra and the Quantification 1 suggested that the experience with PCs or mobile phones was the most important component for elderly people.

Event date： 2022.2

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Event date： 2019.11 - 2019.12

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