Kyushu University Academic Staff Educational and Research Activities Database
List of Papers
TANAKA Mari Last modified date:2024.03.19

Professor / Division for Experimental Natural Science / Faculty of Arts and Science

1. Susumu Yokota· Mari Tanaka, Less Negative Implicit Attitudes Toward Autism Spectrum Disorder in University Students: A Comparison with Physical Disabilities, Journal of Autism and Developmental Disorders, 10.1007/s10803-022-05749-y, 2022.10.
2. TANAKA Mari, Mothers’ Causal Attibutions for the Behaviour of CHildren with Autism Spectrum Disorder, The Journal of Rehabilitation Psychology, 47, 1, 1-7, 2021.12.
3. TANAKA Mari , Understanding forced smiles in individuals with autism spectrum disorder, Bulletin of Center for Clinical Psychology and Human Development, 12, 35-40, 2021.03.
4. Can online lectures be an effective learning style for students with disabilities?
5. Mari TANAKA, Akiko TAKAHARA, Psychosocial effects of the Great East Japan Earthquake on Persons with Disabilities., The Journal of Rehabilitation Psychology, 46, 1, 25-37, 2021.01.
6. Susume YOKOTA ・Mari TANAKA, The Cognitive Function of Deception in Children with Autism Spectrum Disorder., Journal of Special Education Research, 9(1),1-9., 2020.08.
7. Aikana Ohno ,Mari Tanaka, The effect of kawaii on task performance:Viewing cute images without baby schema, Kyushu University psychological Research, 21, 15-22, 2020.04.
8. University Faculty Members' and Students' Awareness of the Need for Support for Students With Autism Spectrum Disorder Compared to Those With Physical Disabilities.
9. Adjustment of Narrative in Children with Autism Spectrum Disorder.
10. Current status and issues on support for disability students in KIKAN Education, Kyushu University.
11. Tanaka M., Crisis Management and Disaster Prevention System at Special Needs Schools during Great East Japan Earthquake, Journal of Special Education Research., 6, 2, 103-105, 2018.02.
12. Susumu Yokota, Yasuyuki Taki, Hiroshi Hashizume, Yuko Sassa, Benjamin Thyreau, TANAKA Mari, Ryuta Kwashima, Neural correlates of deception in social contexts in normally developing children., Frontiers in Human Neuroscience, 17, 2013.05.
13. Yokota Susumu, TANAKA Mari, Development of deceptive behavior in children with Autism Spectrum Disorder., Journal of Special Education Research, 2, 1, 1-9, 2013.04.
14. TANAKA Mari, Japan and Canada’s cooperation in activities supporting disaster area in Japan -The Richmond International Student Program for Japan’s tsunami devastated areas-, Annual Report, Network Center of Education, Graduate School of Education, Tohoku University,, 13, 15-24, 2013.01.
15. TANAKA Mari, Nao NAKAYAMA, Self-cognition in children diagnosed with attention deficit-hyperactivity disorder: Level of awareness in assessment of self as seen by others and the illusion bias. , Graduate School of Education, Tohoku University, 61, 1, 251-259, 2013.01.
16. TANAKA Mari, The psychosocial impact of disaster in persons with developmental disabilities: Experiences from the Great East Japan earthquake., Journal of Policy and Practice in Intellectual Disabilities, 10, 2, 174-174, 2013.01.
17. TANAKA Mari, TAKIYOSHI Michika, Self-Cognition Development and Depressive Symptoms in Japanese Children and Adolescents., Japanese Journal of Child and Adolescent Psychiatry, 52, 41-52, 2012.07.
18. HIROSAWA Mitsuyuki, TANAKA Mari, Development of Unconventional Verbal Behavior in Children With Pervasive Developmental Disorders: Focus on Functions of Unconventional Verbal Behavior., Japanese Journal of Special Education., 45, 6, 513-526, 2008.03.
19. TANAKA Mari, Process of Group Sessions using Psychodramatic Role Playing for Adolescents with High-functioning Pervasive Developmental Disorder, Annual Report, Graduate School of Education, Tohoku University, 57, 1, 289-310, 2008.01.
20. TANAKA Mari, TAKIYOSHI Michika, KI Hyeyong, Self-Cognition Development during Childhood and Puberty in Korea. Annual Report, Graduate School of EducationTohoku University, 55, 2, 165-183, 2007.01.
21. TANAKA Mari, WADA Miho, KOJIMA Mio, A Study of Japanese Version of the Scale for Self-cognition in Childhood and Early Adolescence. , Annual Report, Graduate School of Education, Tohoku University, 54, 1, 315-337, 2005.01.
22. TANAKA Mari, HIROSAWA Mitsuyuki, A Clinical Psychological Group Support Approach for Adolescents with High-functional Pervasive Developmental Disorders: On the Application and Benefits of Psychodramatic Role-Playing. , Annual Report, Graduate School of Education, Tohoku University, 53, 2, 253-279, 2005.01.
23. TANAKA Mari, The Self-Esteem of People with Attention Deficit Hyperactivity Disorder., Graduate School of Education, Tohoku University, 51, 197-21, 2003.01.
24. TANAKA Mari, Alteration of Performance with Variety of Relationship on Problem Solving in Subjects with Mental Retardation., Studies in Humanities:Annual Reports of Departments of Sociology and Language & Literature, Shizuoka University, 48, 2, 17-26, 1998.01.
25. Mari Tanaka, How do mentally retarded children understand the task request on problem solving?, The Japanese Journal of Educational Psychology, 10.5926/jjep1953.43.4_411, 43, 4, 411-417, 1995.01, The purpose of this study was to examine how to understand the task request on a problem solving situation in mentally retarded children (MA-7:5, 11:9). The cognition of task request was investigated through two aspects of directed and undirected task requests. To clear their cognition for each task request, insufficient instructions were given to children in problem solving situation. Retarded children at MAs of 7 years did not correspond to the latent task request but did to the manifest one; however, those of 11 years corresponded not only to the manifest task request but also to the latent one. Given more instructions in order to make the latent task request explicit, most of the retarded children with MA-7:5 changed in their performance..
26. Mari Tanaka, Trait of cognition on problem solving in mentally retarded children, The Japanese Journal of Educational Psychology, 10.5926/jjep1953.42.1_11, 42, 1, 11-20, 1994.01, The awareness of one's comprehension failure has been researched on problem solving in mental retarded children. Past studies suggested that non-awareness of one's comprehension failure in a given ambiguous instruction, without investigating how much retarded children would understand ambiguous instructions. In the present study, the comprehension of ambiguous instruction was investigated on children with and without mental retardation matching them on MA. Each child was instructed to solve a problem containing an ambiguous instruction for problem solving. Retarded children at MAs of 7 years were unaware of the ambiguity; they understood the instruction in their own context. In contrast, the retarded children at MAs of 11 years and non-retarded children at both MAs were aware of it, had ideas about the intention of the one setting the problem, and rethought about the task request. In addition, another instruction was presented to allow a second thought on the task request. Almost all retarded children showed more performance by means of such instruction..
27. Mari Tanaka, The effects of metacognitive ability in story comprehension of mental retarded children, The Japanese Journal of Educational Psychology, 10.5926/jjep1953.40.2_185, 40, 2, 185-193, 1992.01, The present study was designed to investigate the role of metacognition monitoring story comprehension for retarded children. Subjects were 26 retarded children, ranging in chronological age from 8 : 7 to 15 : 5, in mental age from 3 : 5 to 9 : 11, and 31 normal children in chronological age from 4 : 2 to 8 : 4. Retarded children were divided into 3 groups with metacognitive ability according to the Illinois Test of Psycholinguistic Abilities (ITPA) : the recognition for the goal of task, the intention for the solution of task, and the strategy use. The material was made of four stories. The experiments were composed of two tasks for each story. First, subjects were asked to make the order of the episode in the story ; and second, they were asked to tell the content of the episode. From these experiments, it was found that with increase of metacognitive ability, scores in both tasks became higher. The metacognitive ability functioning in story comprehension for retarded children was then discussed..