Last update: 27 Oct 2017

Emmanuel Manalo

 

Professor of Educational Psychology

Kyoto University, Graduate School of Education

 

Email: manalo.emmanuel.3z kyoto-u.ac.jp

Education

B.S. in Psychology, The University of Auckland, New Zealand

 

M.S. in Psychology, The University of Auckland, New Zealand

 

Ph.D. in Psychology, Massey University, New Zealand

 

 

Courses Taught in AY2017

· Introduction to Educational Psychology I and II

· Introduction to Educational Studies I and II

· Effective Learning Strategies

· International Frontiers in Education and Research A

· Readings in Humanities and Social Sciences (Education English) II

· Seminars on Design for Understanding and Enhancing Student Learning I and II

 

Research Areas and Interests

· Learning and teaching strategies

· Diagram production and use in problem solving, communication, and thinking

· Critical thinking skills development

· Second language learning and communication skills development

 

Publications

2017

· Chen, O., Manalo, E., & She, Y. (in press). Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials. Educational Studies, DOI: 10.1080/03055698.2017.1390444

· Manalo, E., Uesaka, Y., & Chinn, C. A. (Eds.) (2017). Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer. London and New York: Routledge.

· Manalo, E., Uesaka, Y., & Chinn, C. A. (2017). Introduction: Addressing the problem of inadequate spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 1–9). London and New York: Routledge.

· Uesaka, Y., & Manalo, E. (2017). How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 62–76). London and New York: Routledge.

· Manalo, E., & Henning, M. (2017). Second language vocabulary learning: Are students cognitive misers and, if so, why? In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 91–102). London and New York: Routledge.

· Ichikawa, S., Uesaka, Y., & Manalo, E. (2017). Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 195–210). London and New York: Routledge.

· Manalo, E., Uesaka, Y., & Chinn, C. A. (2017). Conclusion: Some take home messages on how it may be possible to promote greater spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 327–337). London and New York: Routledge.

· Nishimura, T., Seo, M., Uesaka, Y., Manalo, E., Tanaka, E., & Ichikawa, S. (2017). Development of a scale about failure beliefs in academic activities. Japanese Journal of Educational Psychology, 65, 197-210.

· Tan, E. W. S., Lim, S. W. H., & Manalo, E. (2017). Global processing impacts academic risk taking. Quarterly Journal of Experimental Psychology, 70, 2434-2444. DOI: 10.1080/17470218.2016.1240815

2016

· Uesaka, Y., & Manalo, E. (Eds.) (2016). Fukai manabi ni muketa shinrigaku no chosen: 21 seiki ni muketa gakuryoku to gakushu -Gakushu horyaku purojekuto H27 nendo no kenkyu seika- [Psychological challenges in promoting deep learning: addressing 21st century academic competency and learning needs], Working papers vol. 5, December 2016. Tokyo: The University of Tokyo.

· Manalo, E., & Uesaka, Y. (2016). Hint, instruction, and practice: The necessary components in promoting spontaneous diagram use in students’ written work? In M. Jamnik, Y. Uesaka, & S. Schwartz (Eds.), Diagrammatic representation and inference: Refereed proceedings of the 9th International Conference on the Theory and Application of Diagrams. Lecture Notes in Artificial Intelligence (LNAI) 9781 (pp. 157–171). Berlin, Heidelberg: Springer-Verlag.

· Manalo, E., & Sheppard, C. (2016). How might language affect critical thinking performance? Thinking Skills and Creativity, 21, 41–49. DOI: 10.1016/j.tsc.2016.05.005

· Manalo, E. (2016). Teaching effective use of diagrams in written communication to education students. Proceedings of the 32nd Annual Conference of JSET (Japan Society for Educational Technology) (pp. 1011–1012). Tokyo: Japan Society for Educational Technology.

· Manalo, E., Sheppard, C. Tanaka, E., & Kinoshita, N. (2016). Daigaku ni okeru gakusei no niizu to daini gengo noryoku ikusei [Student needs and second language capacity building in universities]. Proceedings of the 58th Annual Meeting of the Japanese Association of Educational Psychology (pp. 84–85). Tokyo: Japanese Association of Educational Psychology.

· Manalo, E. (2016). Nihonjin no shinri [Japanese mentality]. In M. Koyasu, T. Kusumi, S. Saito, & M. Nomura (Eds.), Kyo-ikuninchishinrigaku no tenbou [Perspective of cognitive psychology in education] (p. 95). Kyoto: Nakanishiya.

2015

· Uesaka, Y., & Manalo, E. (Eds.) (2015). Kyoju gakushu kenkyu eno aratana chosen: Riron no jissen -Gakushu horyaku purojukuto H26 nendo no kenkyu seika- [New challenges in teaching and learning research: Theory and practice], Working papers vol. 4, October 2015. Tokyo: The University of Tokyo.

· Sheppard, C., Fujii, M., Manalo, E., Masuda, H., Tanaka-Ellis, N., & Ueno, Y. (2015). Communication strategies (volumes 1 and 2; 3rd edition). Tokyo: DTP Publishing.

· van Leeuwen, T. H., Manalo, E., & van der Meij, J. (2015). EEG recordings indicate that more abstract diagrams need more mental resources to process. Mind, Brain, and Education, 9, 19–28. DOI: 10.1111/mbe.12064

· Manalo, E., Kusumi, T., Koyasu, M., Michita, Y., & Tanaka, Y. (2015). Do students from different cultures think differently about critical and other thinking skills? In M. Davies, & R. Barnett (Eds.), Palgrave handbook of critical thinking in higher education (pp. 229–316). New York: Palgrave Macmillan.

· Dryer, R., Uesaka, Y., Manalo, E., & Tyson, G. (2015). Cross-cultural examination of beliefs about the causes of Bulimia Nervosa among Australian and Japanese females. International Journal of Eating Disorders, 48, 176–186. DOI: 10.1002/eat.22269

· Henning, M. A., Malpas, P., Manalo, E., Ram, S., Vijayakumar, V., & Hawken, S. (2015). Ethical learning experiences and engagement in academic dishonesty: A study of Asian and European pharmacy and medical students in New Zealand. The Asia-Pacific Education Researcher, 24, 201–209.DOI: 10.1007/s40299-014-0172-7

· Manalo, E., Sheppard, C., & Kinoshita, N. (2015). Gaikokugokyōiku to hihantekishikō-ryoku no ikusei [Development of critical thinking skills and foreign language education]. In T. Kusumi, & Y. Michita (Eds.), Word map: Hihanteki shikou [Word map: Critical thinking] (pp. 122–127). Tokyo: Shinyousha.

· Henning, M. A., & Manalo, E. (2015). Motivation to learn. In M. A. Henning, C. U. Krägeloh, & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education (pp. 17–27). Singapore: Routledge.

· Henning, M., Krageloh, C., Wong-Toi, G., Manalo, E., Billington, R., Gibbs, C., & Hawken, S. J. (2015). Synthesis of motivation to learn and quality of life. In M. Henning, C. Krageloh, & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education (pp. 203–214). Singapore: Routledge.

2014

· Manalo, E. (2014). Koukateki na kyouikuhou to sukiru no han-yousei ni tsuite [Effective methods for the development of skills], in N. Kinoshita, E. Manalo, C. Sheppard, & C. Chinn (Contributors), Samazamana jugyou ni ouyou kanou na hihanteki shikou sukiru no kyouikuhou [Educational methods for developing critical thinking skills in various courses] symposium. Proceedings of the 56th Annual Meeting of the Japanese Association of Educational Psychology (pp. 110–111). Tokyo: Japanese Association of Educational Psychology.

· Uesaka, Y., & Manalo, E. (Eds.) (2014). Gakushu houryaku kenkyu ni okeru riron to zissen no aratana tenkai: Gakushu houryaku purojekuto H25-nendo-no kenkyuseika [New developments in theory and practices in learning strategy research: Findings from the third year of a JSPS-supported research project], Working papers vol. 3, October 2014. Tokyo: The University of Tokyo.

· Manalo, E., & Uesaka, Y. (2014). Students’ spontaneous use of diagrams in written communication: Understanding variations according to purpose and cognitive cost entailed. In T. Dwyer, H. Purchase, & A. Delaney (Eds.), Diagrammatic representation and inference: Refereed proceedings of the 8th International Conference on the Theory and Application of Diagrams. Lecture Notes in Artificial Intelligence (LNAI) 8578 (pp. 78–92). Berlin, Heidelberg: Springer-Verlag.

· Uesaka, Y., & Manalo, E. (2014). How communicative learning situations influence students’ use of diagrams: Focusing on the spontaneous construction of diagrams and student protocols during explanation. In T. Dwyer, H. Purchase, & A. Delaney (Eds.), Diagrammatic representation and inference: Refereed proceedings of the 8th International Conference on the Theory and Application of Diagrams. Lecture Notes in Artificial Intelligence (LNAI) 8578 (pp. 93–107). Berlin, Heidelberg: Springer-Verlag.

Selected Publications (Prior to 2014)

· Manalo, E., Uesaka, Y., & Sekitani, K. (2013). Using mnemonic images and explicit sound contrasting to help Japanese children learn English alphabet sounds. Journal of Applied Research in Memory and Cognition, 2, 216–221. DOI: 10.1016/j.jarmac.2013.09.003

· Manalo, E., Kusumi, T., Koyasu, M., Michita, Y., & Tanaka, Y. (2013). To what extent do culture-related factors influence university students' critical thinking use? Thinking Skills and Creativity, 10, 121–132. DOI:10.1016/j.tsc.2013.08.003

· Manalo, E., Uesaka, Y., Pérez-Kriz, S., Kato, M., & Fukaya, T. (2013). Science and engineering students' use of diagrams during note taking versus explanation. Educational Studies, 39, 118–123. DOI:10.1080/03055698.2012.680577

· Manalo, E., & Uesaka, Y. (2012). Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. In P. Cox, P. Rodgers, & B. Plimmer (Eds), Diagrams 2012,Lecture Notes in Artificial Intelligence (LNAI) 7352 (pp. 35–50). Berlin Heidelberg: Springer-Verlag.

· Uesaka, Y., Manalo, E., & Nakagawa, M. (2012). Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. In P. Cox, P. Rodgers, & B. Plimmer (Eds), Diagrams 2012, Lecture Notes in Artificial Intelligence (LNAI) 7352 (pp. 312–314). Berlin Heidelberg: Springer-Verlag.

· Uesaka, Y., & Manalo, E. (2012). Task-related factors that influence the spontaneous use of diagrams in math word problems. Applied Cognitive Psychology, 26, 251–260. DOI: 10.1002/acp.1816

· Manalo, E., & Uesaka, Y. (2011). Drawing attention to diagram use. Science, 334(6057), 761. DOI: 10.1126/science.334.6057.761-a

· Uesaka, Y., Manalo, E., & Ichikawa, S. (2010). The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems. In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.), Diagrams 2010, Lecture Notes in Artificial Intelligence 6170 (pp. 197–211). Berlin, Heidelberg: Springer-Verlag.

· Manalo, E., & Wong-Toi, G. (Eds.) (2010). Special issue: Supporting university students with disabilities - Innovations, strategies, and practices that achieve results. The Open Rehabilitation Journal, 3, 1–54.

· Manalo, E., Marshall, J., & Fraser, C. (Eds.) (2009). Student learning support programmes that demonstrate tangible impact on retention, pass rates, and completion: A report for Ako Aotearoa (New Zealand National Centre for Tertiary Teaching Excellence) from members of the Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ). Auckland: ATLAANZ. (ERIC Document Reproduction Service No. ED 516 139)

· Oya, T., Manalo, E., & Greenwood, J. (2009). The influence of language contact and vocabulary knowledge on the speaking performance of Japanese students of English. The Open Applied Linguistics Journal, 2, 11–21.

· Manalo, E., Wong-toi, G., & Bartlett-Trafford, J. (2009). The business of writing: Written communication skills for business students (3rd ed.). Auckland: Pearson Education.

· Uesaka, Y., Manalo, E., & Ichikawa, S. (2007). What kinds of perceptions and daily learning behaviors promote students’ use of diagrams in mathematics problem solving? Learning and Instruction, 17, 322–335.

· Manalo, E., Koyasu, M., Hashimoto, K., & Miyauchi, T. (2006). Factors that impact on the academic motivation of Japanese university students in Japan and in New Zealand. Psychologia, 49, 114–131.

· Uesaka, Y., & Manalo, E. (2006). Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving. In D. Barker-Plummer, R. Cox, & N. Swoboda (Eds.), Diagrammatic representation and inference (Lecture Notes in Artificial Intelligence 4045) (pp. 181–195). Heidelberg, Germany: Springer-Verlag.

· Manalo, E., & Trafford, J. (2004). Thinking to thesis: A guide to graduate success at all levels. Auckland, New Zealand: Pearson Education.

· Oya, T., Manalo, E., & Greenwood, J. (2004). The influence of personality and anxiety on the oral performance of Japanese speakers of English. Applied Cognitive Psychology, 18, 841–855.

· Manalo, E. (2002). Uses of mnemonics in educational settings: A brief review of selected research. Psychologia, 45, 69–79.

· Manalo, E., Bunnell, J. K., & Stillman, J. A. (2000). The use of process mnemonics in teaching students with mathematics learning disabilities. Learning Disability Quarterly, 23, 137–156.

 

Recent Conference Presentations

[From 2014, excluding those already listed under Publications above]

· Manalo, E., Sheppard, C., & Uesaka, Y. (2017). Understanding student text and diagrammatic representations of what they have learned: What gets represented, how, and why? Paper presented at the SARMAC (Society for Applied Research in Memory and Cognition) Conference, January 3–6, University of Sydney, Sydney, Australia.

· Manalo, E. (2016). Developing university students’ English language competence through content-based instruction in EFL (English as a foreign language) contexts. Roundtable presentation at the EAPRIL (European Association for Practitioner Research on Improving Learning) Conference, November 22–25, Instituto Superior de Engenharia do Porto, Porto, Portugal.

· Dryer, R., Manalo, E., Uesaka, Y., & Tyson, G. (2015). Australian and Japanese female students’ beliefs about the treatment of bulimia nervosa. Paper presented at the Australian Psychological Society 50th Annual Conference, September 29–October 2, Gold Coast, Queensland, Australia.

· Manalo, E., Uesaka, Y., & Sheppard, C. (2015). Can interactive communication promote students’ use of diagrams in explaining what they have learned? Paper presented at the EARLI (European Association for Researchers on Learning and Instruction) Conference, August 25–29, Cyprus University of Technology, Limassol, Cyprus.

· Sheppard, C., & Manalo, E. (2015). Developing critical thinking skills in EFL contexts: Japan case studies. Paper presented at the New York State TESOL 36th Annual Applied Linguistics Winter Conference, March 7, Columbia University, New York, USA.

· Manalo, E., & Uesaka, Y. (2014). Science students’ use of diagrams in communicating information: Challenges and possible solutions. Paper presented as part of the “Addressing challenges in a large-scale ELT program” symposium (Chair: Ralph Rose) at the AILA World Congress 2014, August 10–15, Brisbane, Australia.

· Manalo, E., & Henning, M. A. (2014). Students’ motivation to learn: Making sense of what the different theories say. Paper presented at the Clute Institute International Academic Conference, January 1–4, Orlando, Florida, USA.

 

Invited Lectures

[From 2014]

· Manalo, E. (2017). How to promote critical thinking skills development in your students. Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia, March 1.

· Manalo, E. (2017). Promoting students’ spontaneous use of diagrams in problem solving and communication. Invited lecture given at the University of Reading Malaysia, Puteri Johor, Malaysia, March 1.

· Manalo, E. (2017). How to demonstrate critical thinking on your work. Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia, February 28.

· Manalo, E. (2015). Helpful tips for writing and presenting your research in English. Invited lecture given at the Japanese Society of Personality Psychology (JSPP) Conference, Hokkaido University of Education, Sapporo, Japan, August 21–22.

· Manalo, E., & Sheppard, C. (2015). Critical evaluation in students’ written work: Some influencing factors and correlates. Invited seminar presentation at the Graduate School of Education, Rutgers University, New Jersey, USA, March 6.

 

Research Grants

Current

· Project: Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies. Funding: Japan Society for the Promotion of Science Grant for Scientific Research A (2015-2018). Role: Principal Investigator.

· Project: Development of school education and the elucidation of the mechanisms to promote effective learning: Taking advantage of the opportunities that ‘educational failure’ presents. Funding: Japan Society for the Promotion of Science Grant for Scientific Research B (2014-2017). Role: Co-Investigator (Principal Investigator: Professor Shin’ichi Ichikawa, The University of Tokyo, Japan).

Completed

· Project: Development of training programs and examination of the effect of cognitive counseling experience in teacher professional development. Funding: Japan Society for the Promotion of Science Grant for Challenging Exploratory Research (2014-2016). Role: Co-Investigator (Principal Investigator: Assistant Professor Yuri Uesaka, The University of Tokyo, Japan).

· Project: English education and the improvement of critical thinking skills. Funding: Japan Society for the Promotion of Science Grant for Scientific Research C (2014-2016). Role: Co-Investigator (Principal Investigator: Associate Professor Chris Sheppard, Waseda University, Tokyo, Japan).

· Project: The relationships between critical evaluation competence, advanced theory of mind, and cognitive cost. Funding: Japan Society for the Promotion of Science Grant for Challenging Exploratory Research (2013-2016). Role: Principal Investigator.

· Project: Higher order literacy and critical thinking ability for 21st century citizens: Assessment and teaching.Funding: Japan Society for the Promotion of Science Grant for Scientific Research A (2011-2015). Role: Co-Investigator (Principal Investigator: Professor Takashi Kusumi, Kyoto University).

· Project: Elucidating the mechanisms of spontaneous learning strategies use and the applications to educational practices. Funding: Japan Society for the Promotion of Science Grant for Scientific Research B (2011-2014). Role: Principal Investigator.

· Project: Examining the relationships between speaking ability and brain activity of second language learners. Funding: Japan Society for the Promotion of Science Grant for Challenging Exploratory Research (2011-2012). Role: Principal Investigator.

 

Recent Distinctions/Awards

· Finalist for the Outstanding Publication Award, EARLI (European Association for Research on Learning and Instruction) 16th Biennial Conference, Limassol, Cyprus, August 25–29, 2015

· Life Membership Award, Association of Tertiary Learning Advisors Aotearoa/New Zealand (ATLAANZ), presented at the University of Auckland, New Zealand, August 7, 2014

· Best Paper Award (with Yuri Uesaka), Diagrams 2014 Conference, Melbourne, Australia, July 28–August 1, 2014

· Best Paper in Session Award (with Marcus Henning), the Clute Institute International Academic Conference, Orlando, Florida, January 1–4, 2014

 

Editorial Board Membership (Academic Journals)

· PLOS ONE (Academic Editor)

· The Open Rehabilitation Journal (a Bentham Science journal)

· Thinking Skills and Creativity (Special Issue Editor)

· Psychologia

· Southern Institute of Technology Journal of Applied Research (SITJAR)

 

Membership in Professional Associations/Societies

· Association for Tertiary Learning Advisors Aotearoa/New Zealand (ATLAANZ)

· Diagrams Conference (The Theory and Application of Diagrams) Publicity Committee

· European Association for Practitioner Research on Improving Learning (EAPRIL)

· European Association for Researchers on Learning and Instruction (EARLI)

· Japanese Association of Educational Psychology

· Japan Society for Educational Technology

· Psychologia Society

· Society for Applied Research in Memory and Cognition (SARMAC)

 

 


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