Last update: 6 Nov 2014 |
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Emmanuel Manalo
Professor of Educational Psychology Kyoto University, Graduate School of Education
Email: manalo.emmanuel.3z |
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Education
Courses Taught in Semester 2, 2014 • Introduction to Education Studies • Introduction to Educational Psychology
Research Areas and Interests • Learning strategy use • Diagram production and use in problem solving and communication • Critical thinking • Second language learning and communication skills development • Intercultural education • Specific learning disabilities and other mental health issues
My main area of research concerns student learning processes and strategies use. I am interested in better understanding how students approach learning tasks and activities, and the factors that influence their decisions about strategies to use. I am also interested in the development of teaching strategies for improving student learning, particularly strategies for promoting self-regulated learning. My most recent research publications have been on students' spontaneous use of diagrams in problem solving and written communication, cultural similarities and differences in students' critical thinking use, factors that influence student learning motivation, and second language learning and communication skills development. In addition to the above topics, I am also currently working on research relating to brain activity and indices of second language speech competence; the possible connections between critical thinking, cognitive cost, and theory of mind abilities; and the educational uses/benefits of failure in learning. Other research topics I have an interest in include: mnemonics and other memory strategies, specific learning disabilities (such as dyslexia and dysgraphia), and teaching and learning in higher education - including the development of graduate student research writing.
Publications 2014 · van Leeuwen, T. H., Manalo, E., & van der Meij, J. (in press). 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. · Manalo, E., Sheppard, C., & Kinoshita, N. (in press). 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]. Tokyo: Shinyousha. · Henning, M. A., & Manalo, E. (in press). Motivation to learn. In M. A. Henning, C. U. Krägeloh, & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education. Singapore: Routledge. · Henning, M., Krageloh, C., Wong-Toi, G., Manalo, E., Billington, R., Gibbs, C., & Hawken, S. J. (in press). 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. Singapore: Routledge. · 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., & 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. · Sheppard, C., Fujii, M., Manalo, E., Tanaka-Ellis, N., & Ueno, Y. (2014). Communication strategies (volumes 1 and 2). Tokyo: DTP Publishing. 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., Watanabe, K., & Sheppard, C. (2013). Do language structure or language proficiency affect critical evaluation? In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2967–2972). Austin, TX: Cognitive Science Society. · 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., & 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.
Research Grants Current · 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). Completed · 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.
Honorary Fellowship • Honorary Senior Research Fellow, The University of Auckland, New Zealand
Recent Distinctions/Awards · 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) • The Open Rehabilitation Journal (a Bentham Science journal) • Psychologia • Southern Institute of Technology Journal of Applied Research (SITJAR)
Membership in Professional Associations/Societies • Association of Tertiary Learning Advisors Aotearoa/New Zealand (ATLAANZ) • Cognitive Science Society • Diagrams 2014 (The 8th International Conference on the Theory and Application of Diagrams) Program Committee • European Association for Research on Learning and Instruction (EARLI) • Japanese Association of Educational Psychology • Psychologia Society • Society for Applied Research in Memory and Cognition (SARMAC)
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