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Kazuhide Hashiya Last modified date:2021.07.05

Professor / Developmental psychology Ⅰ
Department of Human Sciences
Faculty of Human-Environment Studies


Graduate School
Undergraduate School


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Homepage
https://kyushu-u.pure.elsevier.com/en/persons/kazuhide-hashiya
 Reseacher Profiling Tool Kyushu University Pure
http://www.babykyushu.org/
Phone
092-802-5170
Fax
092-802-5170
Academic Degree
Ph.D
Field of Specialization
comparative-developmental psychology, primatology
Research
Research Interests
  • Developmental and evulutional basis for communication
    keyword : communication, development, evolution, psychology, behavior, infant, primates
    2003.04~2013.03.
  • Developmental and evulutional basis for communication
    keyword : communication, development, evolution, psychology, behavior, infant, primates
    2003.04~2009.03.
Academic Activities
Books
1. Hashiya, K. Kojima, S., Hearing and auditory-visual intermodal recognition in the chimpanzee., Springer Verlag., In: T. Matsuzawa (Ed.), Primate foundation of human cognition and behavior. p.155-189., 2001.04.
Papers
1. KISHIMOTO, R., ITAKURA, S., FUJITA, K., HASHIYA, K., EVALUATION OF “CALCULATING” HELPERS BASED ON THIRD-PARTY OBSERVATION IN ADULTS AND CHILDREN. , Psychologia, https://doi.org/10.2117/psysoc.2019-A008, 2019-A008., 2020.05, In the context of reciprocity, behaving cooperatively only when it enhances one’s reputation is a strategy that brings reputational benefits at minimal cost; however, if other members of society notice an individual employing such a strategy, any accumulated positive reputation may be negated. The present study addresses the development of this social judgement by examining how preschoolers and adults evaluate agents with or without reputational management. We presented Public-only Helpers (cooperative only when they were seen) with Private-only Helpers (cooperative only when they were not seen) or Unconditional Non-Helpers (never cooperative regardless of being seen). Results showed that children less preferred Public-only Helpers presented with Private-only Helpers than with Unconditional Non-Helpers. Adults avoided Public-only Helpers irrespective of compared agents. Our findings indicate that although preschoolers’ evaluations of reputational management are not as salient as those of adults, they less prefer people who provide help to gain personal reputational benefits..
2. Xianwei Meng, Yo Nakawake, Hiroshi Nitta, Kazuhide Hashiya, Yusuke Moriguchi, Space and rank:
Infants expect agents in higher position to be socially dominant, Proceedings of the Royal Society B: Biological Sciences, 10.1098/rspb.2019.1674, 286, 1912, 2019.10, Social hierarchies exist throughout the animal kingdom, including among humans. Our daily interactions inevitably reflect social dominance relationships between individuals. How do we mentally represent such concepts? Studies show that social dominance is represented as vertical space (i.e. high = dominant) by adults and preschool children, suggesting a space-dominance representational link in social cognition. However, little is known about its early development. Here, we present experimental evidence that 12- to 16-month-old infants expect agents presented in a higher spatial position to be more socially dominant than agents in a lower spatial position. After infants repeatedly watched the higher and lower agents being presented simultaneously, they looked longer at the screen when the lower agent subsequently outcompeted the higher agent in securing a reward object, suggesting that this outcome violated their higher-is-dominant expectation. We first manipulated agents’ positions by presenting them on a podium (experiment 1). Then we presented the agents on a double-decker stand to make their spatial positions directly above or below each other (experiment 2), and we replicated the results (experiment 3). This research demonstrates that infants expect spatially higher-positioned agents to be socially dominant, suggesting deep roots of the space-dominance link in ontogeny..
3. Kazuhide Hashiya, Xianwei Meng, Yusuke Uto, Third-Party Attentional Relationships Affects Infants' Gaze Following: An Eye-Tracking Study., Frontier Psycholgy, 10.3389/fpsyg.2016.02065, 7, 2017.05, Not only responding to direct social actions toward themselves, infants also pay attention to relevant information from third-party interactions. However, it is unclear whether and how infants recognize the structure of these interactions. The current study aimed to investigate how infants' observation of third-party attentional relationships influence their subsequent gaze following. Nine-month-old, 1-year-old, and 1.5-year-old infants (N = 72, 37 girls) observed video clips in which a female actor gazed at one of two toys after she and her partner either silently faced each other (face-to-face condition) or looked in opposite directions (back-to-back condition). An eye tracker was used to record the infants' looking behavior (e.g., looking time, looking frequency). The analyses revealed that younger infants followed the actor's gaze toward the target object in both conditions, but this was not the case for the 1.5-year-old infants in the back-to-back condition. Furthermore, we found that infants' gaze following could be negatively predicted by their expectation of the partner's response to the actor's head turn (i.e., they shift their gaze toward the partner immediately after they realize that the actor's head will turn). These findings suggested that the sensitivity to the difference in knowledge and attentional states in the second year of human life could be extended to third-party interactions, even without any direct involvement in the situation. Additionally, a spontaneous concern with the epistemic gap between self and other, as well as between others, develops by this age. These processes might be considered part of the fundamental basis for human communication..
4. Norimatsu H, Kazuhide Hashiya, Blin R,, Sorsana Ch, Kobayashi H, Understanding of others’ knowledge in French and Japanese children: A comparative study with a disambiguation task on 16–38-month-olds., Infant Behavior and Development, 10.1016/j.infbeh.2014.08.006, 37, 4, 632-643, 2014.11, In order to explain the cultural differences reported in the results of false-belief tasks, we attempted to verify the ‘task bias hypothesis’ suggested by certain studies (e.g. Tardif et al. (2004). Journal of Child Language, 31, 779–800; Rubio-Fernandez .
5. Xianwei Meng, Kazuhide Hashiya, Pointing Behavior in Infants Reflects the Communication Partner’s Attentional and Knowledge States: A Possible Case of Spontaneous Informing.
, PLoS ONE, 10.1371/journal.pone.0107579, 9, 9, 2014.09.
6. Taro Murakami, Kazuhide Hashiya, Development of reference assignment in children: a direct comparison to
the performance of cognitive shift, Frontiers in Psychology, 10.3389/fpsyg.2014.00523, 5, 523, 2014.05, The referent of a deictic embedded in a particular utterance or sentence is often ambiguous. Reference assignment is a pragmatic process that enables the disambiguation of such a referent. Previous studies have demonstrated that receivers use social-pragmatic information during referent assignment; however, it is still unclear which aspects of cognitive development affect the development of referential processing in children. The present study directly assessed the relationship between performance on a reference assignment task (Murakami & Hashiya, 2014) and the dimensional change card sort task (DCCS) in three- and five-year-old children. The results indicated that the 3-year-old children who passed DCCS showed performance above chance level in the event which required an explicit (cognitive) shift, while the performance of the children who failed DCCS remained in the range of chance level; however, such a tendency was not observed in the 5-year-olds, possibly due to a ceiling effect. The results indicated that, though the development of skills that mediate cognitive shifting might adequately explain the explicit shift of attention in conversation, the pragmatic processes underlying the implicit shift, which requires reference assignment, might follow a different developmental course.

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7. Watabe, M., Kato, T., Tsuboi, S., Kazuhide Hashiya, Monji, A., Kanba, S., Ishikawa, K., Utsumi, H., Minocycline, a microglial inhibitor,reduces ‘honey trap’ risk in human economic exchange., Scientific Reports, 0.1038/srep01685, 3, 1653, 2013.02.
8. Hiromi Kobayashi, Kazuhide Hashiya, The gaze that grooms: Contribution of social factors to the evolution of primate eye Morphology
, Evolution and Human Behavior, DOI: 10.1016/j.evolhumbehav.2010.08.003 , 32, 157-165, 2011.05.
9. Yamamoto, K., Tanaka, S., Kobayashi, H., Kozima, H., & Hashiya, K. , A Non-Humanoid Robot in the "Uncanny Valley": Experimental Analysis of the Reaction to Behavioral Contingency in 2-3 Year Old Children. , PLoS ONE, 4 , e6974, 2009.09.
10. Sugimoto, T., Kobayashi, H., Nobuyoshi, N., Kiriyama, Y, Takeshita, H., Nakamura, T. and Hashiya, K. , Preference for Consonant Music over Dissonant Music by an Infant Chimpanzee. , Primates , doi:10.1007/s10329-009-0160-3, 51, 7-12, 2010.02.
11. Sanefuji, W., Ohgami, H., Hashiya, K., Detection of the relevant type of locomotion in infancy: Clowers versus Walkers., Infant Behavior and Development, 31, 624-628, 2008.09.
Presentations
1. Kazuhide Hashiya, Xianwei Meng, Katsuhiko Ishikawa, The developmental change of moral judgment for the case of collective action., 31st International Congress of Psychology, 2016.07.
2. Kazuhide Hashiya, Xianwei Meng, Yueuke Uto, Expectations about third- party joint interactions in infancy., 31st International Congress of Psychology, 2016.07.
3. Kazuhide Hashiya, Xianwei Meng, Taro Murakami, Cross-linguistic comparison of interpretation of ambiguous utterances in Japanese and Chinese children., 31st International Congress of Psychology, 2016.07.
4. Kazuhide Hashiya, Yusuke Uto, Mito Maruta, Communication Goes Multimodal: Effect of Different Interjections on Intention Inference of the Interaction in Visual Modality., 31st International Congress of Psychology, 2016.07.
5. Kazuhide Hashiya, Kouki Maeyama, Possible factors forming in-group preference in 3-4 year old children: through the looking preference studies., 31st International Congress of Psychology, 2016.07.
6. Kazuhide Hashiya, Involuntary facial mimicry in ASD / TD children: an EMG study with static / morphing facial stimuli., 31st International Congress of Psychology, 2016.07.
7. Kazuhide Hashiya, Toshikazu Hasegawa, Yusuke Uto, Xianwei Meng, Hiromi Kobayashi, Kouki Maeyama, Hiroshi Osanai, Kouichirou Hakarino, Yoshikuni Tojyo, Atsuko Saito, Developmental origin of involuntary facial mimicry: studies of infants, and children with/without ASD., 2017 Budapest CEU Conference on Cognitive Development, 2017.01.
8. Kazuhide Hashiya, Developmental and evolutionary origins of empathetic systems, "Theory of mind" as a gatekeeper:Symposium, 2016.07.
9. Kazuhide Hashiya, Xianwei Meng, Pointing behavior in infants reflects the communication partners attentional and knowledge states: A possible case of spontaneous informing., 9th Annual Conference on the Evolutionary Behavioral Sciences, 2015.04.
10. Kazuhide Hashiya, Xianwei Meng, Pointing behavior in infants reflects the communication partners attentional and knowledge states: A possible case of spontaneous informing. , Budapest CEU Conference on Cognitive Development, 2015.01.
11. Kazuhide Hashiya, Xianwei Meng, 15-month-old infants spontaneously inform the "New one" for the other., International Conference on Infant Studies, 2014.07.
12. Kazuhide Hashiya, Hiroko Norimatsu, Raoul Blin, Christine Sorsana, Hiromi Kobayashi, Understanding of other's knowledge in French and Japanese 16-38 month-olds : a new task of disambiguation in speech acts., Budapest CEU Conference on Cognitive Development, 2014.07.
13. Kazuhide Hashiya, Discussion on draft concept document : comments from cognitive science., MEXT Program for Leading Graduaate Schools Kyushu University Graduate Education and Research Training Program in Decision Science for a Sustainable Society, 2014.03.
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