エマニュエル・マナロ(Emmanuel Manalo) 教授

2020.4.16更新
manalo.emmanuel.3zatkyoto-u.ac.jp

学歴

ニュージーランド オークランド大学 心理学学士
ニュージーランド オークランド大学 心理学修士
ニュージーランド マッセイ大学 心理学博士

令和元年度授業

• Introduction to Educational Psychology I and II
• Introduction to Educational Studies I and II
• Effective Learning Strategies
• 国際教育研究フロンティアA
• 外国文献研究(教育・英)II
• 学習デザイン論演習I,II

研究領域

• 学習方略と教授方略
• 問題解決・コミュニケーション・思考における図表の作成と利用
• 批判的思考スキルの発達
• 第二言語学習スキルとコミュニケーション・スキルの発達

研究業績

著書
【2020】
  • Carter, S., Sturm, S., & Manalo, E. (in press). Helping academics to feel at home with failure: Coaxing success from failure in academic development. International Journal for Academic Development.
【2019】
  • Manalo, E. (Ed.) (2019). Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom. London and New York: Routledge.
  • Manalo, E. (2019). Introduction: Establishing a case for sharing research-based instructional strategies. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 1-13). London and New York: Routledge.
  • Manalo, E., Uesaka, Y., Chen, O., & Ayabe, H. (2019). Showing what it looks like: Teaching students how to use diagrams in problem solving, communication, and thinking. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 231-246). London and New York: Routledge.
  • Tanaka, E., & Manalo, E. (2019). Class design for developing presentation skills for graduate research students. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 247-262). London and New York: Routledge.
  • Manalo, E., Tsuda, A., & Dryer, R. (2019). The effect of cultivating diagram use on the quality of EFL students’ written explanations. Thinking Skills and Creativity, 33. DOI: 10.1016/j.tsc.2019.100588
  • Chen, O., Manalo, E., & She, Y. (2019). Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials. Educational Studies, 45, 57–71. DOI: 10.1080/03055698.2017.1390444
【2018】
  • Manalo, E., & Kapur, M. (Eds.). (2018). Special issue: The role of failure in promoting thinking skills and creativity. Thinking Skills and Creativity, 30, 1–180.
  • Manalo, E., & Kapur, M. (2018). The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning. Thinking Skills and Creativity, 30, 1–6. DOI: 10.1016/j.tsc.2018.06.001
  • Oyama, Y., Manalo, E., & Nakatani, Y. (2018). The Hemingway effect: How failing to finish a task can have a positive effect on motivation. Thinking Skills and Creativity, 30, 7–18. DOI: 10.1016/j.tsc.2018.01.001 
  • Ayabe, H., & Manalo, E. (2018). Can spontaneous diagram use be promoted in math word problem solving? Lecture Notes in Artificial Intelligence, 10871, 817–820.
  • Manalo, E. (2018). Teaching and learning support services. In M. A. Henning, C. U. Krageloh, R. Dryer, F. Moir, R. Billington, & A. G. Hill (Eds.), Wellbeing in higher education: Cultivating a healthy lifestyle among faculty and students (pp. 161–173). London: Routledge.
  • Sheppard, C., Manalo, E., & Henning, M. (2018). Is ability grouping beneficial or detrimental to Japanese ESP students’ English language proficiency development? English for Specific Purposes, 49, 39–48. DOI: 10.1016/j.esp.2017.10.002 [査読有]
【2017】
  • 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.
  • Uesaka, Y., & Manalo, E. (Eds.) (2017). 心理学から21世紀型スキルの育成を考える―学習方略プロジェクトH28年度の研究成果― Working papers vol. 6, August 2017. Tokyo: The University of Tokyo.
  • 西村多久磨・瀬尾美紀子・植阪友理・マナロ エマニュエル・田中瑛津子・市川伸一(2017). 学業場面に対する失敗観尺度の作成 教育心理学研究, 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). 深い学びに向けた心理学の挑戦:21世紀に向けた学力と学習―学習方略プロジェクトH27年度の研究成果― 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.
  • マナロ エマニュエル・シェパード クリス・田中瑛津子・木下直子(2016).大学における学生のニーズと第二言語能力育成.日本教育心理学会第58回発表論文集,(pp.84-85)
  • マナロ エマニュエル. (2016).  日本人の心理 子安増生・楠見孝・齊藤智・野村理朗・編, 教育認知心理学の展望(pp.95),ナカニシヤ出版.
【2015】
  • Uesaka, Y., & Manalo, E. (Eds.) (2015). 教授・学習研究への新たな挑戦:理論と実践―学習方略プロジェクトH26年度の研究成果― 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.
  • Manalo, E., Kusumi, T., Koyasu, M., Michita, Y., & Tanaka, Y. (in press). 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. New York: Palgrave Macmillan.
  • Dryer, R., Uesaka, Y., Manalo, E., & Tyson, G. (in press). Cross-cultural examination of beliefs about the causes of Bulimia Nervosa among Australian and Japanese females. International Journal of Eating Disorders. DOI: 10.1002/eat.22269
  • Henning, M. A., Malpas, P., Manalo, E., Ram, S., Vijayakumar, V., & Hawken, S. (in press). 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. DOI: 10.1007/s40299-014-0172-7
  • Manalo, E., Sheppard, C., & Kinoshita, N. (2015). 外国語教育と批判的思考力の育成[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】
  • 木下直子・マナロ エマニュエル・シェパード クリス・チン クラーク(2014).効果的な教育法とスキルの汎用性について.日本教育心理学会第56回総会発表論文集,(pp.110-111)
  • Uesaka, Y., & Manalo, E. (Eds.) (2014). 学習方略研究における理論と実践の新たな展開―学習方略プロジェクトH25年度の研究成果― Working papers vol. 3, October 2014. 東京大学大学院教育学研究科 市川伸一研究室
  • 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】(2014以前)
  • 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.
学会発表
[上記出版物に記載済みの項目を除く2014以降の発表]
  • Manalo, E., & Uesaka, Y. (2019). Teaching students to use diagrams: Elucidating methods based on research evidence. Paper presented at the NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand, November 17-20.
  • Manalo, E., & Blasco, M. (2019). Curricular space: Exploring the need for “space to think” in Danish and Japanese students. Paper presented at the NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand, November 17-20.
  • 田中・マナロ・小山・シェパード・チェン・ワン (2019). バックキャスティングによる研究と教育との橋渡しの可能性 ―理想と現実のギャップを解消するプロセスの事例紹介― 日本教育心理学会第61回総会発表論文集pp.78-79 日本教育心理学会第61回総会 東京 2019年9月
  • Manalo, E., & Blasco, M. (2019). Do students need space to think? Exploring the meaningfulness of “curricular space” in Danish and Japanese students. Proceedings of the JSET (Japan Society for Educational Technology) Autum Conference (pp. 655-656). Tokyo: Japan Socioety for Educational Technology.
  • Ota, E., Manalo, E., & Suárez, N. (2019). The effect of metacognitive use of learning strategies on student test performance. Paper presented at the EARLI Conference, RWTH Aachen University, Germany, August 12–16.
  • Manalo, E., Chen, O., & Wang. J. (2019). Students’ use of diagrams in writing explanations: Does instruction in diagram use help? Poster presented at the EARLI Conference, RWTH Aachen University, Germany, August 12–16.
  • Manalo, E., Uesaka, Y., Fukuda, M., & Ota, E. (2018). Tackling the complexities of promoting effective learning strategy use in day-to-day subject learning in Japanese classrooms. Symposium presented at the ERAS-APERA International Conference, National Institute of Education, Singapore, November 12–14.
  • Manalo, E., Dryer, R., & Tsuda, A. (2018). Can diagrams enhance communicative efficiency? Understanding how diagram use affects the quality of written communication in English-as-a-foreign-language students? Paper presented at the ERAS-APERA International Conference, National Institute of Education, Singapore, November 12–14.
  • Manalo, E. (2018). How can we benefit from failure? Lessons learned from harnessing international expertise for answers to this question. Paper presented at the 34th Japan Society for Educational Technology Annual Conference, Tohoku University, Sendai, Japan, September 28–30.
  • 植阪友理・マナロ エマニュエル・田中 瑛津子・太田絵梨子 (2017). 海外の実践から新教育課程を考える:ニュージーランド,オーストラリア,スペインの授業や評価制度から. 日本教育心理学会第60回総会, 慶應義塾大学, 9月15-17日.
  • Manalo, E., Oyama, Y., & Kanetsuna, A. (2018). Using and benefiting from test feedback in foreign language vocabulary learning. Paper presented at the EARLI SIG 16 Metacognition Conference, Zurich, Switzerland, August 27–30.
  • Manalo, E. (2017). Critically evaluating scientific and health-related information: Do theory of mind ability and presentation format matter? 1st International Conference on Psychology, Health and Education (CIPSE 2017), University of Oviedo, Oviedo, Spain, November 8-11.
  • マナロ エマニュエル・李 沐陽・小山 義徳・田中 瑛津子(2017). 英語教育における深い学びとコミュニケーション 日本教育心理学会第59回総会, 名古屋大学, 10月7-9日.
  • Manalo, E. (2017). Focusing on Essential Cognitive Skills to Facilitate the Development of Critical Thinking Skills Competence. 日本教育工学会第33回全国大会, 島根大学, 9月15-18日.
  • Manalo, E., Dryer, R., & Tsuda, A. (2017). More efficacious representations? Examining the effect of diagrams in students’ written explanations. 17th Biennial EARLI Conference, University of Tampere, Tampere, Finland, August 29-September 2.
  • 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.
招待講演
  • Manalo, E. (2019). How to turn failure into success. Invited lecture given at the German Institute for International Educational Research (DIPF), Berlin, Germany, August 21.
  • Manalo, E. (2019). How can we ensure that experiences of failure lead to beneficial learning outcomes? Invited lecture given at the Auckland University of Technology, New Zealand, March 19.
  • Manalo, E. (2019). Can failure really lead to successful outcomes? If yes, then how? Invited lecture given at the Australian College of Applied Psychology, Sydney, Australia, March 15.
  • Manalo, E. (2019). Elucidating methods for benefitting from failure in educational contexts. Invited lecture given at the University of Sydney, Australia, March 13.
  • Manalo, E. (2018). Can we really learn from failure? The requirements, according to international experts. Invited lecture given at the National Institute of Education, Singapore, November 16.
  • Manalo, E. (2018). Addressing pressing questions about effective learning. Invited seminar presented at the University of Minho, Braga, Portugal, September 7.
  • Manalo, E. (2018). Student, teacher, and environmental conditions for promoting spontaneous learning strategy use. Invited seminar presented at ETH Zurich, Switzerland, August 31.
  • Manalo, E. (2018). How are language proficiency and critical thinking related? Invited lecture given at Auckland University of Technology, Auckland, New Zealand, February 15.
  • Manalo, E. (2017). Foreign language education: Importance, challenges, and strategies for more successful learning. Invited lecture given at the University of Oviedo, Oviedo, Spain, November 14.
  • 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. (2016). Promoting students' spontaneity in using diagrams when writing explanations. Invited lecture given at the Copenhagen Business School, Copenhagen, Denmark, September 8.
  • 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.
研究助成金
【現在】
  • Project: How to utilize tests for the improvement of classroom instruction: Examining factors that hinder such utility and applying findings to school practices (学力テストをいかにして授業改善につなげるか:阻害要因の検討から学校での実践まで). Funding: Japan Society for the Promotion of Science Grant for Scientific Research A (2019-2022). Role: Co-Investigator (Principal Investigator: Associate Professor Yuri Uesaka, The University of Tokyo, Japan).
【終了】
  • 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).
  • 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 (2013-2015). Role: Principal Investigator.
  • 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: 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: 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.
受賞
  • 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

編集委員(学術誌)

  • Frontiers in Psychology (Cultural Psychology)
  • PLOS ONE (Academic Editor)
  • Thinking Skills and Creativity (Special Issue Editor)
  • Psychologia
  • Southern Institute of Technology Journal of Applied Research (SITJAR)

所属学会等

  • Association for Tertiary Learning Advisors Aotearoa/New Zealand (ATLAANZ)
  • Diagrams Conference (The Theory and Application of Diagrams) Publicity Committee
  • 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)