Relationship between Strategies of Note Taking and Self-efficacy, Perceived Effectiveness and Cost in Undergraduate Students von TANAKA, Hikaru, YAMANE, Takashi, UOSAKI, Yuko, CHUJO, Kazumitsu

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False memories produced by tentatively organized categorical representations: The Deese–Roediger–McDermott (DRM) paradigm using lists of ad hoc category exemplars von Tanaka, Hikaru, Chujo, Kazumitsu

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False memories produced by tentatively organized categorical representations: The Deese–Roediger–McDermott (DRM) paradigm using lists of ad hoc category exemplars von Tanaka, Hikaru, Chujo, Kazumitsu

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一時的に構成されたカテゴリー表象によって生じる虚記憶の検討 von 田中, 光, 中條, 和光

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Development of the Composition Strategies Use in Argumentative Writing Scale for 5th–6th Grade Elementary School Students von Tanaka, Hikaru, Ueyama, Rutsuko, Yamane, Takashi, Chujo, Kazumitsu

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A cue utilization approach to ease of learning judgments during memory tasks von YAMANE, Takashi, CHUJO, Kazumitsu

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Examining the actual state of note-taking among elementary school students: Reproductivility of arithmetoric class contents von FUJIKI, Daisuke, YAMAMOTO, Mana, CHUJO, Kazumitsu

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The effect of study-phase length on auditory false recognition von NABETA, Tomohiro, KAWAHARA, Jun-ichiro, CHUJO, Kazumitsu

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Relationship between Strategies of Note Taking and Self-efficacy, Perceived Effectiveness and Cost in Undergraduate Students von TANAKA, Hikaru, YAMANE, Takashi, UOSAKI, Yuko, CHUJO, Kazumitsu

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The interval between encoding and retrieval influences the environmental context dependency fora word-fragment completion task von Yamada, Kyoko, Chujo, Kazumitsu

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The structures and formation processes of semantic representations for adjective-noun phrases von FUJIKI, Daisuke, INOUE, Masami, CHUJO, Kazumitsu

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Development of the Composition Strategies Use in Argumentative Writing Scale for 5th-6th Grade Elementary School Students von TANAKA, Hikaru, UEYAMA, Rutsuko, YAMANE, Takashi, CHUJO, Kazumitsu

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Does changing stimulus presentation modality influence the environmental context dependency of the word fragment task? von YAMADA, Kyoko, CHUJO, Kazumitsu

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Working Memory and Use of Strategies for Reading Expository Text von HATAOKA, Yu, CHUJO, Kazumitsu

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How Does Educational Psychological Research Contribute to Educational Practices in School von TOYOTA, HIROSHI, CHUJO, KAZUMITSU, SATO, KOICHI, KAMIMURA, EIICHI, KASUYA, TAKASHI, TANAKA, TOSHIYA

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Feature-based attention influences later temporal perception von Ono, Fuminori, Yamada, Kyoko, Chujo, Kazumitsu, Kawahara, Jun-Ichiro

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The interval between encoding and retrieval influences the environmental context dependency for a word-fragment completion task von Yamada, Kyoko, Chujo, Kazumitsu

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大学生におけるノートテイキングの方略使用の規定因 von 田中, 光, 山根, 嵩史, 魚崎, 祐子, 中條, 和光

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小学校高学年児童を対象とする意見文産出方略使用尺度の開発 von 田中, 光, 上山, 瑠津子, 山根, 嵩史, 中條, 和光

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The interval between encoding and retrieval influences the environmental context dependency fora word-fragment completion task von Yamada, Kyoko, Chujo, Kazumitsu

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