Research activity information

• 2025 神戸大学, 令和6年度後期「全学共通教育ベストティーチャー賞」 「心理学B」の授業 神戸大学


• 2022 神戸大学, 令和3年度後期「全学共通教育ベストティーチャー賞」 「心理学B」の授業 神戸大学

  IRI


• Mar. 2021 村尾育英会, 第38回村尾育英会学術奨励賞

  林 創

  IRI


• Sep. 2018 日本発達心理学会, JSDP Award: Keynote for BPS (British Psychological Society) Developmental Section Annual Conference 2018

  林 創


• Mar. 2018 神戸大学, 平成29年度後期 「全学共通教育ベストティーチャー賞」, 「心理学B」の授業

  HAYASHI Hajimu

  Japan society

  IRI


• Dec. 2014 神戸大学, 平成26年度前期 「全学共通教育ベストティーチャー賞」, 「心と行動」の授業

  HAYASHI Hajimu

  Japan society

  IRI


• Sep. 2008 日本心理学会, 優秀論文賞

  HAYASHI Hajimu

  Japan society

  IRI


• 2007 発達科学研究教育センター, 発達科学研究教育奨励賞

  HAYASHI Hajimu

  Publisher


• Aug. 2003 日本教育心理学会, 城戸奨励賞

  HAYASHI Hajimu

  Japan society

  IRI

• Children’s and adults’ evaluations of praise with incongruence between what the praiser is praising and what led the recipient to succeed

  Hajimu Hayashi, Ayumi Matsumoto, Minehiro Akagawa

  Informa UK Limited, Jan. 2025, European Journal of Developmental Psychology, 22(1) (1), 57 - 79, English

  [Refereed]

  Scientific journal


• Children’s and adults’ evaluations of self-enhancement and self-deprecation depend on the usual performance of the self-presenter

  Hajimu Hayashi, Ayumi Matsumoto, Tamano Wada, Robin Banerjee

  Elsevier BV, Jun. 2024, Journal of Experimental Child Psychology, 242, 105886 - 105886, English

  [Refereed]

  Scientific journal


• Omission bias in children’s and adults’ moral judgments of lies

  Hajimu Hayashi, Nanaka Mizuta

  Elsevier BV, Mar. 2022, Journal of Experimental Child Psychology, 215, 105320 - 105320, English

  [Refereed]

  Scientific journal


• 自己と他者の関係に着目した幼児の自己調整機能の発達

  藪田小百合, 林 創

  Mar. 2021, 神戸大学大学院人間発達環境学研究科紀要, 14, 147 - 156

  [Refereed]

  Research institution

  Link to Kobe Univ. Repository (Kernel)


• Children’s understanding of unintended irony and unsuccessful irony

  Hajimu Hayashi, Yoshimi Ban

  Jul. 2020, European Journal of Developmental Psychology, 18, 230 - 256, English, International magazine

  [Refereed]

  Scientific journal


• Do 5- and 6-year-old children attempt to appear fair to others?

  Hajimu Hayashi

  Lead, Mar. 2020, Journal of Genetic Psychology, 181, 150 - 158, English, International magazine

  [Refereed]

  Scientific journal


• Egocentric bias in emotional understanding of children and adults.

  HAYASHI Hajimu, Mina Nishikawa

  Sep. 2019, Journal of Experimental Child Psychology, 185, 224 - 235, English, International magazine

  [Refereed]

  Scientific journal


• Preference for distribution by equal outcome in 5- and 6-year-old children.

  HAYASHI Hajimu

  Aug. 2019, European Journal of Developmental Psychology, 16, 387 - 401, English, International magazine

  [Refereed]

  Scientific journal


• Young children's difficulty with deception in a conflict situation

  Hajimu Hayashi

  This study examined young children's deception in a conflict situation. A puppet show was prepared involving a protagonist who went into hiding, an enemy who wanted to catch the protagonist, and a friend who was looking for the protagonist. In the no-conflict condition, the enemy asked the children about the location of the protagonist. In the conflict condition, the friend asked the children; however, the enemy was nearby and could eavesdrop. Thus, there was a conflict between deceiving the enemy and telling the truth to the friend. In Experiment 1, the enemy hid behind a tree and was not visible to the friend; 80 children aged 4, 5, and 6 years old participated. In Experiment 2, the enemy was visible to the friend but was disguised; 24 children aged 5 and 6 years old participated. Most 5- and 6-year-olds did not give accurate information to the enemy in the no-conflict condition. However, in the conflict condition, most of the children did not control their behavior and immediately gave accurate information to the friend although the enemy was nearby. Young children from the age of 5 years were able to deceive in the no-conflict situation, but it was difficult for them to deceive in the conflict situation.

  SAGE PUBLICATIONS LTD, Mar. 2017, INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT, 41(2) (2), 175 - 184, English, International magazine

  [Refereed]

  Scientific journal


• Children's Understanding of Lies in Elementary School Years

  Hajimu Hayashi

  The author examined whether children's understanding of lies exhibits developmental trends in the elementary school years. Four story contexts were presented to 51 first-grade students, 44 fourth-grade students, and 58 adults. These stories represented combinations of a protagonist's intention (truthful or deceptive) and the truth of the protagonist's message (true or false). The results showed that adults judged whether these messages were lies by considering the protagonist's intentions. By contrast, approximately 30% of first-grade students and some fourth-grade students did not consider intentions in making judgments, although they appropriately predicted the outcomes of the messages. These results suggest that children in the early elementary school years have a conception of lies different from that of adults, and their conception of lies becomes more sophisticated after middle childhood.

  ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2017, JOURNAL OF GENETIC PSYCHOLOGY, 178(4) (4), 229 - 237, English

  [Refereed]

  Scientific journal


• Omission bias and perceived intention in children and adults

  Hajimu Hayashi

  Omission bias refers to the tendency to judge acts of commission as morally worse than equivalent acts of omission. Children aged 7-8 and 11-12years, as well as adults, made moral judgements about acts of commission and omission in two conditions in which the protagonist obtained a self-directed benefit. In the antisocial condition, the other person was harmed; in the selfish condition, the other person was not harmed. The results showed that adults and both age groups of children judged that the agent who did something (act of commission) was morally worse than the agent who did nothing (omission) for both antisocial and selfish conditions, although this judgement tendency was clearer in the selfish condition than in the antisocial condition. Agent intention was held constant across commission and omission, but most participants rated the intention of the agent who did something as stronger than that of the agent who did nothing. These results suggest that omission bias occurs regardless of differences in age and situation. In addition, perceived intention appears to change in conjunction with omission bias.

  WILEY-BLACKWELL, Jun. 2015, BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, 33(2) (2), 237 - 251, English

  [Refereed]

  Scientific journal


• Do children understand that people selectively conceal or express emotion?

  Hajimu Hayashi, Yuki Shiomi

  This study examined whether children understand that people selectively conceal or express emotion depending upon the context. We prepared two contexts for a verbal display task for 70 first-graders, 80 third-graders, 64 fifth-graders, and 71 adults. In both contexts, protagonists had negative feelings because of the behavior of the other character. In the prosocial context, children were instructed that the protagonist wished to spare the other character's feelings. In contrast, in the real-emotion context, children were told that the protagonist was fed up with the other character's behavior. Participants were asked to imagine what the protagonists would say. Adults selected utterances with positive or neutral emotion in the prosocial context but chose utterances with negative emotion in the real-emotion context, whereas first-graders selected utterances with negative emotion in both contexts. In the prosocial context, the proportion of utterances with negative emotion decreased from first-graders to adults, whereas in the real-emotion context the proportion was U-shaped, decreasing from first- to third-graders and increasing from fifth-graders to adults. Further, performance on both contexts was associated with second-order false beliefs as well as second-order intention understanding. These results indicate that children begin to understand that people selectively conceal or express emotion depending upon context after 8 to 9 years. This ability is also related to second-order theory of mind.

  SAGE PUBLICATIONS LTD, Jan. 2015, INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT, 39(1) (1), 1 - 8, English

  [Refereed]

  Scientific journal


• 児童期および青年期の発達研究の動向

  HAYASHI Hajimu

  2014, 教育心理学年報, 53, 14 - 24, Japanese

  [Refereed][Invited]

  Scientific journal


• 心の理論

  GOUSHIKI Toru, HAYASHI Hajimu

  金子書房, 2012, 児童心理学の進歩, 51, 51 - 81, Japanese

  [Refereed]

  Scientific journal


• Improving Critical Thinking Disposition by Teaching Research Literacy : Focusing on Academic Writing and Data Analysis Abilities

  Hajimu Hayashi, Tsuyoshi Yamada

  The purpose of this study is to examine whether the disposition to critical thinking of university students can be improved by teaching "research literacy, " a term corresponding to the basic academic skills needed for research. Nineteen junior-year students participated in a seminar on research literacy, focusing on its relations to the abilities of academic writing and data analysis. Participants were required in advance to submit assignments on applying academic writing and data analysis. Furthermore, they were measured with a critical thinking disposition scale before and after the seminar. From the results, the participants' answers on the assignments showed that about half of them did not adequately understand the essence of academic writing. Most participants created both good and bad examples of critical thinking. Furthermore, performance on the critical thinking disposition scale for participants who learned research literacy in the seminar clearly improved compared with a control group not taking the seminar. These results demonstrate that it is important not only to teach research literacy to university students around the sophomore or junior year but also to give them opportunities to think critically. This would lead to an improved disposition to critical thinking of the students.

  Kyoto University, 2012, Kyoto University researches in higher education, (18) (18), 41 - 51, Japanese

  [Refereed]

  Research institution


• 幼児期における他者の心の理解の発達 ―イラストのロボットを用いて―

  HAYASHI Hajimu, IMANAKA Nanako

  本研究は，イラストを使った人間の行動とロボットの行動を比較することを通して，幼児期における他者の心の理解の発達を検討したものである。45人の幼児に，人間版とロボット版の誤信念課題と道徳判断課題を提示した。人間版とロボット版では，主人公が人間であるかロボットであるかの違い以外はすべて同じ状況で同じ行動とした。その結果，誤信念課題においては，ロボット版の方が人間版より得点が有意に低く，幼児は｢ロボットに対して，人間に対する時ほどには誤信念を考慮しない｣という傾向が明らかになった。道徳判断課題では，作為的な状況であれ不作為的な状況であれ，ロボットの行動と人間の行動の悪さの比較に差はなく，ロボットの行為に対しても，人間の行為に対してと同様の道徳判断をしたことが示唆された。

  岡山大学大学院教育学研究科, 2011, 岡山大学大学院教育学研究科研究集録, (148) (148), 69 - 75, Japanese


• Young Children's Moral Judgments of Commission and Omission Related to the Understanding of Knowledge or Ignorance

  Hajimu Hayashi

  This study examined developmental change in young children's moral judgments of commission and omission related to mental states, especially knowledge or ignorance. 4-5 and 5- to 6-year-olds (n = 67) made moral judgments about the tasks related to the understanding of knowledge or ignorance. The tasks were also composed of two types of acts: commission or omission. The results showed that the both age groups understood knowledge and ignorance, but that the older group made moral judgments based on this understanding more similar to adults compared to the younger group. There was not an age difference concerning whether the acts were of commission or omission. These findings indicate that there is no difference for young children in the difficulty in moral judgments of acts of commission and omission related to mental states, whereas there is a developmental difference in using the understanding of knowledge or ignorance for making moral judgments. Copyright (C) 2009 John Wiley & Sons, Ltd.

  JOHN WILEY & SONS LTD, Mar. 2010, INFANT AND CHILD DEVELOPMENT, 19(2) (2), 187 - 203, English

  [Refereed]

  Scientific journal


• 学生および教員自身の授業評価はどの程度一致するか？

  HAYASHI Hajimu

  京都大学高等教育研究開発推進センター, 2010, 京都大学高等教育研究, (16) (16), 73 - 81, Japanese

  [Refereed]

  Research institution


• IS THERE A DEVELOPMENTAL DIFFERENCE IN RECOGNIZING HARM THROUGH ACTION AND INACTION (COMMISSION AND OMISSION) BASED ON FIRST-ORDER MENTAL STATES?

  Hajimu Hayashi

  The aim of this study is to investigate whether there is a developmental difference in recognizing acts of harm through action and inaction (commission and omission). Thirty-nine children who were 4- to 6-year-olds judged tasks with acts of commission or acts of omission based on first-order mental states. Participants were more likely to give correct responses to mental state questions and incorrect ones to moral judgment questions than the reverse pattern. However, the difference between commissions or omissions did not significantly affect the correct responses in any age group. These results suggest that there are no developmental differences in recognizing acts of commissions and omissions based on the understanding of mental states.

  PSYCHOLOGIA SOC, Sep. 2009, PSYCHOLOGIA, 52(3) (3), 209 - 218, English

  [Refereed]

  Scientific journal


• 作為と不作為の比較に関する認知発達 ―不作為に対するバイアスの変化―

  HAYASHI Hajimu

  発達科学研究教育センター, 2009, 発達研究, 23(23) (23), 143 - 152, Japanese


• 作為と不作為の理解に関する認知発達的研究

  HAYASHI Hajimu

  発達科学研究教育センター, 2008, 発達研究, 22(22) (22), 229 - 234, Japanese


• Children's moral judgments of commission and omission based on their understanding of second-order mental states

  Hajimu Hayashi

  Children's moral judgments about acts of commission and omission with negative outcomes were studied based on their understanding of mental states. Children (N = 142) in the first, third, and fifth grades made judgments about four tasks composed of two levels of mental states (first-order or second-order) and two types of acts (commission or omission). The results showed that the 7-year-olds responded considering only first-order mental states, but the 9- and 11-year-olds also used second-order mental states in their judgments. Whether the acts were commission or omission did not make a difference. These results indicate that children can make moral judgments regarding acts of commission and omission based on an understanding of second-order mental states by approximately the age of 9 years.

  BLACKWELL PUBLISHING, Nov. 2007, JAPANESE PSYCHOLOGICAL RESEARCH, 49(4) (4), 261 - 274, English

  [Refereed]

  Scientific journal


• Young children's understanding of second-order mental states

  Hajimu Hayashi

  This study examined young children's understanding of second-order mental states, which have embedded structures such as belies about beliefs. Participants were 4-, 5-, and 6-year-olds. First-order and second-order false belief tasks were prepared with similar structures to minimize the difference between them. The results showed that over half of the 6-year-olds were successful on both tasks, while the 5-year-olds were successful on the first-order but not the second-order false belief task. This time lag between understanding first-order and second-order mental states is consistent with the findings of previous studies. These findings suggest that information processing of embedded mental states is a significant factor for understanding second-order mental states.

  PSYCHOLOGIA SOC, Mar. 2007, PSYCHOLOGIA, 50(1) (1), 15 - 25, English

  [Refereed]

  Scientific journal


• 二次の心的状態の理解に関する問題とその展望

  HAYASHI Hajimu

  心理学評論刊行会, 2006, 心理学評論, 49(49) (49), 233 - 250, Japanese

  [Refereed]

  Scientific journal


• 利害葛藤のない場面において互酬性の期待が順社会的行動に及ぼす影響 ― 繰り返し二者間囚人のジレンマゲームを用いて

  子安増生, 森本裕子, HAYASHI Hajimu

  京都大学大学院教育学研究科, 2005, 京都大学大学院教育学研究科紀要, 51(51) (51), 1 - 17, Japanese

  [Refereed]

  Research institution


• 教育学部学生の情報リテラシー教育の最適化に関する研究（IV）：コンピュータ実技テストによるスキル評価

  KOYASU Masuo, HAYASHI Hajimu, NISHIO Arata

  京都大学高等教育研究開発推進センター, 2004, 京都大学高等教育研究, 10(10) (10), 45 - 57, Japanese

  [Refereed]

  Research institution


• 再帰的な事象についての心理学的考察

  HAYASHI Hajimu

  京都大学大学院教育学研究科, 2003, 京都大学大学院教育学研究科紀要, 49(49) (49), 290 - 302, Japanese


• 児童期における再帰的な心的状態の理解

  HAYASHI Hajimu

  The present study examined when elementary school children (grades 1-6) come to understand recursive mental states. 3 second-order false-belief tasks were prepared : Ice-cream story (Perner & Wimmer, 1985), Birthday story (Sullivan et al., 1994), and a new Transfer story, which was simple and easy to test. Participants (N=378) were given a lie-joke story to test whether or not they could distinguish a lie from a joke. Results showed that the Transfer story was easy to understand, and that most first-graders (6-7 years old) could attribute second-order beliefs. The ability to distinguish a lie from a joke was strongly correlated with the ability to attribute second-order beliefs and intentions. Therefore, it was suggested that understanding of recursive mental states was a prerequisite for being able to distinguish a lie from a joke.

  日本教育心理学会, 2002, 教育心理学研究, 50(50) (50), 43 - 53, Japanese

  [Refereed]

  Scientific journal


• 再帰的な考え方による複雑な問題の解決可能性

  HAYASHI Hajimu

  This study examined the ability in recursive thinking to solve problems. To think recursively is one of the most effective ways to break up large and complex problems into smaller ones. This study prepared two problems with the same tail recursion: The "Guess-the-Number game" and the "Hat puzzle (Wise men puzzle)." Because participants (N=35) were not familiar with recursive thinking, they learned how to think recursively in the Guess-the-Number game. Then, we tested whether they could solve the Hat puzzle recursively. The results show that two-thirds of the participants could solve the problem recursively, even if the size of the problem increased. Furthermore, their solution times had differed between correct and incorrect answers. This suggests that the difference reflected a "saving" of effort for problem solving.

  日本心理学会, 2002, 心理学研究, 73(73) (73), 179 - 185, Japanese

  [Refereed]

  Research institution


• 教育学部学生の情報リテラシー教育の最適化に関する研究（III）：コンピュータ・リテラシー・テストによる効果の評価

  KOYASU Masuo, HAYASHI Hajimu, NISHIO Arata, NAKAMURA Motonori

  京都大学高等教育研究開発推進センター, 2002, 京都大学高等教育研究, 8(8) (8), 149 - 165, Japanese

  [Refereed]

  Research institution


• 教育学部学生の情報リテラシー教育の最適化に関する研究（II）：最終回までに学生が獲得したこと

  KOYASU Masuo, HAYASHI Hajimu, GOSHIKI Toru, NAKAMURA Motonori

  京都大学高等教育研究開発推進センター, 2002, 京都大学高等教育研究, (7) (7), 131 - 143, Japanese


• コミュニケーションにおける再帰的な心的状態の理解

  HAYASHI Hajimu

  京都大学大学院教育学研究科, 2002, 京都大学大学院教育学研究科紀要, 48(48) (48), 478 - 490, Japanese


• 「心の理論」の二次的信念に関わる再帰的な心的状態の理解とその機能

  HAYASHI Hajimu

  京都大学大学院教育学研究科, 2001, 京都大学大学院教育学研究科紀要, (47) (47), 330 - 342, Japanese


• The Difficulty of Using Procedures with the Recursive Call

  HAYASI Hajimu

  1999, 認知科学, 6(4) (4), 389 - 405, Japanese

  [Refereed]

  Scientific journal

• 子どもの社会的な心の発達―子どもの「うそ」はどのように発達するか―

  林 創

  2019, 兵庫県小児科医会報, 72, 71 - 73, Japanese

  Meeting report


• 現場に出て実践にふれる大切さ

  HAYASHI Hajimu

  ミネルヴァ書房, Apr. 2017, 発達, (150) (150), 6, Japanese

  [Invited]

  Introduction commerce magazine


• 大人へとつながる児童期の社会性の発達

  HAYASHI Hajimu

  公益社団法人 発達協会, Mar. 2016, 発達教育, (425) (425), 18 - 19, Japanese

  [Invited]

  Introduction other


• 道徳性の発達の基盤

  HAYASHI Hajimu

  公益社団法人 発達協会, Feb. 2016, 発達教育, (424) (424), 18 - 19, Japanese

  [Invited]

  Introduction other


• 赤ちゃんの他者理解と社会性

  HAYASHI Hajimu

  公益社団法人 発達協会, Jan. 2016, 発達教育, (423) (423), 18 - 19, Japanese

  [Invited]

  Introduction other


• 実行機能をふまえた心の理解の生涯発達 ―前原論文へのコメント―

  HAYASHI Hajimu

  心理学評論刊行会, Jul. 2015, 心理学評論, 58(1) (1), 110 - 114, Japanese

  [Invited]

  Introduction scientific journal


• 感情のコントロールとその理解の発達

  HAYASHI Hajimu

  金子書房, Jun. 2015, 児童心理, 69(1005) (1005), 18 - 23, Japanese

  [Invited]

  Introduction commerce magazine


• 児童期の「心の理論」 ―大人へとつながる時期の教育的視点をふまえて

  HAYASHI Hajimu

  ミネルヴァ書房, 2013, 発達, 34(135) (135), 23 - 29, Japanese

  [Invited]

  Introduction commerce magazine


• 「メタ認知」から考える「教える」ということ ―子どもにも教員自身にも必要なこと―

  HAYASHI Hajimu

  ミネルヴァ書房, 2012, 発達, 33(130) (130), 18 - 26, Japanese

  [Invited]

  Introduction commerce magazine


• 心の理解の発達に関わる概念変化と文化的影響 ―内藤論文へのコメント―

  HAYASHI Hajimu

  心理学評論刊行会, 2011, 心理学評論, 54(3) (3), 264 - 267, Japanese

  [Invited]

  Introduction scientific journal


• 子どもの道徳判断の発達をどうとらえるか ―よりよい教育につなげるために―

  HAYASHI Hajimu

  ミネルヴァ書房, 2011, 発達, 32(127) (127), 18 - 25, Japanese

  [Invited]

  Introduction commerce magazine


• 大学院生のための教育実践講座 －大学でどう教えるか－

  林 創

  2008, 京都大学高等教育叢書26 平成16年度採択特色GP報告書 相互研修型FDの組織化による教育改善2007 －4年間の活動の成果と自己評価－, 26, 91 - 117


• 卒業研究調査プロジェクト

  酒井博之, 林 創

  2008, 京都大学高等教育叢書26 平成16年度採択特色GP報告書 相互研修型FDの組織化による教育改善2007 －4年間の活動の成果と自己評価－, 26, 165 - 200


• 関西地区FD連絡協議会「授業評価ワークショップ」事後アンケートとその結果

  林 創, 大塚雄作

  2008, 関西地区FD連絡協議会設立に向けて, 150 - 171


• 利害葛藤のない場面において互酬性の期待が順社会的行動に及ぼす影響

  子安増生, 森本裕子, 林 創

  Mar. 2006, 平成14年度～17年度科学研究費補助金（基盤研究（B））研究成果報告書（課題番号14310057）, 26 - 43, Japanese

• 社会性の発達心理学

  長谷川真里, 佐久間路子, 林 創

  Editor, ナカニシヤ出版, Mar. 2024, Japanese, ISBN: 9784779517914


• 文部科学省検定済教科書 高等学校公民科用 『倫理 教授資料』

  上原雅文, 大河内泰樹, 楠見孝, 児玉聡, 杉村靖彦, 林 創, 星川啓慈, 池田径, 石塚健大, 福本修, 堀一人, 矢野優

  Joint work, 林 創・楠見 孝 「さまざまな人間の心のあり方」（pp.10-25）, Mar. 2023

  Textbook


• Ethics

  佐藤正英, 上原雅文, 大河内泰樹, 楠見孝, 児玉聡, 杉村靖彦, 林 創, 星川啓慈, 池田径, 石塚健大, 福本修

  Joint work, 林 創・楠見 孝 「さまざまな人間の心のあり方」（pp.6-23）, 数研出版, Jan. 2023

  Textbook


• 児童心理学・発達科学ハンドブック

  二宮克美, 子安増生, 郷式徹, 山祐嗣

  Joint translation, 林 創・東山薫・郷式徹 第2巻「社会的理解の発達」の翻訳（pp.575-639）, 福村出版, Sep. 2022, ISBN: 9784571235108

  Scholarly book


• 有斐閣 現代心理学辞典

  子安, 増生, 丹野, 義彦, 箱田, 裕司(監修) 林 創 他 28人編集委員

  Joint editor, 「うそ」他 計11項目, 有斐閣, Feb. 2021, ISBN: 9784641002661

  Dictionary or encycropedia


• 教師のための教育学シリーズ5 教育心理学

  糸井尚子・上淵 寿・林 創 他

  認知発達 pp.41-53, 学文社, Mar. 2020


• 高等学校「探究的な学習」実践カリキュラム・マネジメント

  稲井達也・岩見理華・林 創

  Contributor, 探究の力を育む課題研究 pp.116-121, 学事出版, Dec. 2019


• 道徳教育はこうすれば＜もっと＞おもしろい ―未来を拓く教育学と心理学のコラボレーション―

  荒木寿友・藤澤 文・林 創 他

  Contributor, 子どもの道徳性の発達 pp.140-147, 北大路書房, Dec. 2019


• 発達心理学

  林 創

  Editor, Oct. 2019, ISBN: 9784623086221


• 探究の力を育む課題研究

  HAYASHI Hajimu

  Joint editor, 学事出版, Mar. 2019, Japanese, ISBN: 9784761925437

  Scholarly book


• 未来の教育を創る教職教養指針3 発達と学習

  HAYASHI Hajimu

  Contributor, 学文社, Dec. 2018, Japanese, ISBN: 9784762028366

  Scholarly book


• 教育心理学

  HAYASHI Hajimu

  Contributor, 協同出版, Jun. 2018, Japanese, ISBN: 9784319003297

  Scholarly book


• 社会的認知の発達科学

  HAYASHI Hajimu

  Contributor, 新曜社, Mar. 2018, Japanese, ISBN: 9784788515758

  Scholarly book


• ベーシック発達心理学

  HAYASHI Hajimu

  Contributor, 東京大学出版会, Jan. 2018, Japanese, ISBN: 9784130121132

  Scholarly book


• 人工知能学大事典

  HAYASHI Hajimu

  Contributor, 共立出版, Jul. 2017, Japanese, ISBN: 9784320124202

  Dictionary or encycropedia


• 未来を拓く探究 実践編

  HAYASHI Hajimu

  Contributor, ベネッセコーポレーション, Apr. 2017, Japanese

  Others


• 批判的思考と市民リテラシー ―教育，メディア，社会を変える21世紀型スキル―

  HAYASHI Hajimu

  Contributor, 誠信書房, Jun. 2016, Japanese, ISBN: 9784788514140

  Scholarly book


• 心の理論 第2世代の研究へ

  HAYASHI Hajimu

  Contributor, 新曜社, Mar. 2016, Japanese, ISBN: 9784788514676

  Scholarly book


• 「心の理論」から学ぶ発達の基礎 ―教育・保育・自閉症理解への道―

  HAYASHI Hajimu

  Contributor, ミネルヴァ書房, Mar. 2016, Japanese, ISBN: 9784623075379

  Scholarly book


• 子どもの社会的な心の発達 ―コミュニケーションのめばえと深まり

  HAYASHI Hajimu

  Single work, 金子書房, Feb. 2016, Japanese, ISBN: 9784760824007

  Scholarly book


• 心のしくみを考える

  HAYASHI Hajimu

  Joint editor, ナカニシヤ出版, Mar. 2015, Japanese, ISBN: 9784779509537

  Scholarly book


• Rによる心理学研究法入門

  HAYASHI Hajimu

  Contributor, 北大路書房, Feb. 2015, Japanese, ISBN: 9784762828843

  Scholarly book


• ワードマップ 批判的思考―21世紀を生きぬくリテラシーの基盤

  林 創

  Contributor, Jan. 2015


• 問いからはじめる発達心理学―生涯にわたる育ちの科学―

  HAYASHI Hajimu

  Joint work, 有斐閣, Dec. 2014, Japanese, ISBN: 9784641150133

  Scholarly book


• 誠信 心理学辞典 [新版]

  HAYASHI Hajimu

  Contributor, 誠信書房, Sep. 2014, Japanese, ISBN: 9784414305074

  Scholarly book


• メンタライジングの理論と臨床

  HAYASHI Hajimu

  Joint translation, 北大路書房, Aug. 2014, Japanese, ISBN: 9784762828720

  Scholarly book


• 青年期発達百科事典 第1巻

  HAYASHI Hajimu

  Joint translation, 丸善出版, Apr. 2014, Japanese, ISBN: 9784621087992

  Scholarly book


• 嘘の心理学

  HAYASHI Hajimu

  Contributor, ナカニシヤ出版, Sep. 2013, Japanese, ISBN: 4779507669

  Scholarly book


• 0歳～12歳児の発達と学び ―保幼小の連携と接続に向けて―

  HAYASHI Hajimu

  Contributor, 北大路書房, May 2013, Japanese, ISBN: 4762828041

  Scholarly book


• クリティカルシンキング・ロジカルライティング

  HAYASHI Hajimu

  Contributor, ベネッセコーポレーション, 2013, Japanese

  Textbook


• 他者とかかわる心の発達心理学 ―子どもの社会性はどのように育つか―

  SHIMIZU Yuki, HAYASHI Hajimu

  Joint work, 金子書房, Mar. 2012, Japanese

  Scholarly book


• 生成する大学教育学

  HAYASHI Hajimu

  Contributor, ナカニシヤ出版, Mar. 2012, Japanese

  Scholarly book


• 発達科学ハンドブック第2巻 研究法と尺度

  HAYASHI Hajimu

  Contributor, 新曜社, Nov. 2011, Japanese

  Scholarly book


• 大学生のためのリサーチリテラシー入門 ―研究のための8つの力―

  YAMADA Tsuyoshi, HAYASHI Hajimu

  Joint work, ミネルヴァ書房, Aug. 2011, Japanese, ISBN: 9784623060450

  Scholarly book


• 発達と教育 ―心理学を生かした指導・援助のポイント―

  INOUE Tomoyoshi, YAMANA Yuko, HAYASHI Hajimu

  Joint work, 樹村房, Jun. 2011, Japanese, ISBN: 9784883671991

  Scholarly book


• よくわかる学校教育心理学

  HAYASHI Hajimu

  Contributor, ミネルヴァ書房, Apr. 2010, Japanese

  Scholarly book


• クリティカルシンキング ―情報を吟味・理解する力を鍛える―

  HAYASHI Hajimu

  Contributor, ベネッセコーポレーション, 2010, Japanese

  Textbook


• 再帰的事象の認識とその発達に関する心理学的研究

  HAYASHI Hajimu

  Single work, 風間書房, Jan. 2008, Japanese

  Scholarly book


• 絶対役立つ教育心理学 ―実践の理論 理論を実践―

  HAYASHI Hajimu

  Contributor, ミネルヴァ書房, May 2007, Japanese

  Scholarly book


• 心理学者，大学教育への挑戦

  HAYASHI Hajimu

  Contributor, ナカニシヤ出版, Mar. 2005, Japanese

  Scholarly book


• 勉強のやり方がわかる

  HAYASHI Hajimu

  Contributor, 朝日新聞社, Mar. 2004, Japanese

  General book

• Effects of the difference in distributional principles on interpersonal attractiveness

  HAYASHI Hajimu

  33rd International Congress of Psychology, Jul. 2025, English

  Poster presentation


• 分配に対する考え方が生み出す好感度の差異

  林 創, 沖野資也

  日本心理学会第85回大会, Sep. 2021

  Poster presentation


• 子どもにおける意図と解釈に違いがある皮肉の理解

  林 創, 伴佳美

  日本心理学会第83回大会, Sep. 2019, Japanese, 立命館大学, Domestic conference

  Poster presentation


• Experimental setting with actors.

  HAYASHI Hajimu

  BPS Pre-conference workshop of Cognitive Psychology Section & Developmental Psychology Section Joint Conference 2019, Sep. 2019, English, Stoke on Trent, United Kingdom, International conference

  [Invited]

  Nominated symposium


• Young children attempt to appear fair to others in resource distribution.

  HAYASHI Hajimu

  BPS Cognitive Psychology Section & Developmental Psychology Section Joint Conference 2019,, Sep. 2019, English, Stoke on Trent, United Kingdom., International conference

  Oral presentation


• 幼児は他者に公平であると見せかけようとするか？

  HAYASHI Hajimu

  日本発達心理学会第30回大会, Mar. 2019, Japanese, 早稲田大学, 東京都, Domestic conference

  Poster presentation


• 他者の感情理解における子どもと大人の自己中心性バイアス

  林 創, 西川未菜

  日本心理学会第82回大会, Sep. 2018, Japanese, Domestic conference

  Poster presentation


• Development of children's flexibility in their deception and moral judgment.

  HAYASHI Hajimu

  Invited keynote address (JSDP Award) at the BPS Developmental Psychology Section Annual Conference 2018, Sep. 2018, English, Liverpool, United Kingdom., International conference

  [Invited]

  Public discourse


• Omission bias in children and adults for antisocial and prosocial situations.

  HAYASHI Hajimu

  25th Biennial Meeting of the International Society for the Study of Behavioural Development, Jul. 2018, English, International Society for the Study of Behavioural Development, Gold Coast, Australia, International conference

  Poster presentation


• 子どもと大人における結果が同じ分配への好み

  HAYASHI Hajimu

  日本発達心理学会第29回大会, Mar. 2018, Japanese, 東北大学, 仙台市, Domestic conference

  Poster presentation


• Young children’s and adults’ preferences on how to distribute resources.

  HAYASHI Hajimu

  18th European Conference on Developmental Psychology, Aug. 2017, English, The European Association for Developmental Psychology, Utrecht, the Netherlands., International conference

  Oral presentation


• Do people behave dishonestly easily?

  HAYASHI Hajimu

  39th Annual Conference of Cognitive Science Society, Jul. 2017, English, Cognitive Science Society, London, United Kingdom, International conference

  Poster presentation


• Development stage of the attraction effect in decision-making.

  HAYASHI Hajimu

  24th Biennial Meeting of the International Society for the Study of Behavioural Development, Jul. 2016, English, International Society for the Study of Behavioural Development, Vilnius, Lithuania, International conference

  Poster presentation


• Children’s omission bias related with perceived intention.

  HAYASHI Hajimu

  17th European Conference on Developmental Psychology, Sep. 2015, English, European Association for Developmental Psychology, Braga, Portugal., International conference

  Oral presentation


• 学術論文の読みを通したリサーチリテラシー育成の試み

  HAYASHI Hajimu, 山田剛史

  日本教育心理学会第57回総会, Aug. 2015, Japanese, 新潟大学, 新潟市, Domestic conference

  Poster presentation


• Is students’ critical thinking disposition improved by gaining research literacy?

  HAYASHI Hajimu, YAMADA Tsuyoshi

  5th Vancouver Biennial International Conference on the Teaching of Psychology, Jul. 2015, English, Kwantlen Polytechnic University, Vancouver, Canada, International conference

  Poster presentation


• 感情の表出と偽装の使い分けに関する子どもの理解

  HAYASHI Hajimu, SHIOMI Yuki

  日本心理学会第78回大会, Sep. 2014, Japanese, 同志社大学, 京都市, Domestic conference

  Poster presentation


• Course evaluations by a class's students and by its teacher with items checking metacognition.

  HAYASHI Hajimu

  6th biennial meeting of the EARLI Special Interest Group 16 - Metacognition, Sep. 2014, English, European Association for Research on Learning and Instruction, Istanbul, Turkey., International conference

  Poster presentation


• Understanding Critical Thinking Ability by Using Cognitive Diagnostic Assessment Approach.

  TANAKA Yuko, SUZUKI Masayuki, SUN Yuan, KOYASU Masuo, MICHITA Yasushi, HAYASHI Hajimu, HIRAYAMA Rumi, KUSUMI Takashi

  Annual Meeting of the American Educational Research Association 2014 (AERA 2014), Apr. 2014, English, American Educational Research Association, Istanbul, Turkey., International conference

  Oral presentation


• 児童期の子どものうその理解

  HAYASHI Hajimu, YONETANI Ryo

  日本心理学会第77回大会, Sep. 2013, Japanese, 北海道医療大学, 札幌市, Domestic conference

  Poster presentation


• Children’s understanding of display rules related to second-order mental states.

  HAYASHI Hajimu

  16th European Conference on Developmental Psychology, Sep. 2013, English, European Association of Developmental Psychology, Lausanne, Switzerland, International conference

  Oral presentation


• 幼児のルール違反に対する理解

  HAYASHI Hajimu, MURATA Ayumi

  日本教育心理学会第55回総会, Aug. 2013, Japanese, 法政大学, 東京都千代田区, Domestic conference

  Poster presentation


• ジェネリックスキルとしての批判的思考力テスト―得点パタンにもとづく認知的特徴の検討―

  TANAKA Yuko, SUZUKI Masayuki, SUN Yuan, KOYASU Masuo, MICHITA Yasushi, HAYASHI Hajimu, HIRAYAMA Rumi, KUSUMI Takashi

  日本テスト学会第11回大会, Aug. 2013, Japanese, 九州大学, 福岡市, Domestic conference

  Oral presentation


• Children’s understanding of lying related to intention.

  HAYASHI Hajimu

  35th Annual Conference of Cognitive Science Society, Aug. 2013, English, Cognitive Science Society, Berlin, Germany., International conference

  Poster presentation


• 意思決定における魅力効果の発達

  HAYASHI Hajimu, TANIMATSU Hayato

  日本発達心理学会第24回大会, Mar. 2013, Japanese, 明治学院大学, 東京都港区, Domestic conference

  Poster presentation


• リサーチリテラシー育成による批判的思考態度の向上への試み

  林 創, 山田剛史

  日本教育心理学会第54回総会, Nov. 2012, Japanese, Domestic conference

  Poster presentation


• Does omission bias relate with the difference of perceived intention?

  HAYASHI Hajimu

  International Conference on Thinking 2012, Jul. 2012, English, International conference

  Poster presentation


• 児童期における不作為バイアスと意図の強さ

  林 創

  日本発達心理学会第23回大会, Mar. 2012, Japanese, Domestic conference

  Poster presentation


• 幼児期における他者を助ける場面での欺きの発達

  林 創

  日本心理学会第75回大会, Sep. 2011, Japanese, Domestic conference

  Poster presentation


• 児童期における感情表出の理解

  林 創, 瀬野裕子

  日本教育心理学会第53回総会, Jul. 2011, Japanese, Domestic conference

  Poster presentation


• ロボットの作為と不作為に対する子どもの認識

  林 創, 今中菜七子

  日本心理学会第74回大会, Sep. 2010, Japanese, Domestic conference

  Poster presentation


• 幼児期における心的状態の理解の発達－人間とロボットの比較－

  林 創, 今中菜七子

  日本教育心理学会第52回総会, Aug. 2010, Japanese, Domestic conference

  Oral presentation


• ジェネリックスキルとしての批判的思考力テストの開発－大学偏差値，批判的学習態度，授業履修との関連性の検討－

  日本教育心理学会第52回総会, Aug. 2010


• Moral judgments and omission bias in elementary school children.

  EARLI-SIG5 conference: Learning and Development in Early Childhood, Aug. 2010


• Developmental differences in moral judgment between commission and omission.

  HAYASHI Hajimu

  XIVth European Conference on Developmental Psychology, Sep. 2009, English, International conference

  Poster presentation


• 学生と教員の授業評価はどれくらい一致するか？

  林 創

  日本教育心理学会第51回総会, Sep. 2009, Japanese, Domestic conference

  Poster presentation


• 不作為バイアスと意図の強さの認識

  林 創

  日本心理学会第73回大会, Aug. 2009, Japanese, Domestic conference

  Poster presentation


• Omission bias and intention in Japanese people.

  HAYASHI Hajimu

  31th Annual Conference of Cognitive Science Society, Jul. 2009, English, International conference

  Poster presentation


• 児童期における作為と不作為の寛容さの比較

  林 創

  日本発達心理学会第20回大会, Mar. 2009, Japanese, Domestic conference

  Poster presentation


• 関西地区の大学教育における授業評価の現状

  林 創, 大塚雄作

  日本教育心理学会第50回総会, Oct. 2008, Japanese, Domestic conference

  Poster presentation


• 日常場面における積極的動作がない不作為の認識

  林 創

  日本心理学会第72回大会, Sep. 2008, Japanese, Domestic conference

  Poster presentation


• Young children’s understanding of the harm through actions and inactions.

  Hayashi Hajimu

  20th Biennial Meeting of the International Society for the Study of Behavioural Development, Jul. 2008, English, International conference

  Poster presentation


• 社会的な認識を支える二次の心的状態の理解の発達

  林 創

  日本心理学会第71回大会, Sep. 2007, Japanese, Domestic conference

  Public discourse


• 行為に伴う言動の有無による結果に与える影響の判断の違い

  林 創

  日本教育心理学会第49回総会, Sep. 2007, Japanese, Domestic conference

  Poster presentation


• Is there a developmental difference in recognizing the harm through actions and inactions?

  HAYASHI Hajimu

  15th Conference of the European Society for Cognitive Psychology, Sep. 2007, English, International conference

  Poster presentation


• 幼児期における作為と不作為の認識

  林 創

  日本教育心理学会第48回総会, Sep. 2006, Japanese, Domestic conference

  Poster presentation


• Young children's understanding of commission and omission

  HAYASHI Hajimu

  19th Biennial Meeting of the International Society for the Study of Behavioural Development, Jul. 2006, English, International conference

  Poster presentation


• 児童期における心的状態の理解に基づいた作為と不作為の認識

  林 創

  Sep. 2005, Japanese, Domestic conference

  Poster presentation


• Truthfulness and relevance in Japanese.

  HAYASHI Hajimu

  27th Annual Conference of Cognitive Science Society, Jul. 2005, English, International conference

  Poster presentation


• Responsibility attribution of commission and omission

  HAYASHI Hajimu

  9th European Congress of Psychology, Jul. 2005, English, International conference

  Poster presentation


• 日常的状況における関連性

  林 創

  日本認知心理学会第3回大会, May 2005, Japanese, Domestic conference

  Poster presentation


• 児童期における他者の良くない行為（作為と不作為）の理解

  林 創

  日本教育心理学会第46回総会, Oct. 2004, Japanese, Domestic conference

  Poster presentation


• Children’s understanding of commission and omission

  Hayashi Hajimu

  BPS Developmental Psychology Section Annual Conference 2004, Sep. 2004, English, International conference

  Poster presentation


• Preschoolers' understanding of second-order mental states

  HAYASHI Hajimu

  28th International Congress of Psychology, Aug. 2004, English, International conference

  Poster presentation


• 児童期における作為と不作為の認識

  林 創

  日本心理学会第67回大会, Sep. 2003, Japanese, Domestic conference

  Poster presentation


• Optimizing information literacy education for freshmen: Assessment by a computer literacy test

  HAYASHI Hajimu, KOYASU Masuo, NISHIO Arata, NAKAMURA Motonori

  8th European Congress of Psychology, Jul. 2003, English, International conference

  Poster presentation


• Effects of understanding other’s mental states on moral judgment of commission and omission

  HAYASHI Hajimu

  BPS Annual Conference 2003, Mar. 2003, English, International conference

  Poster presentation


• 他者の良くない行為の判断に及ぼす心的状態の理解の効果

  林 創, 浅井杏子, 高橋典生

  日本教育心理学会第44回総会, Oct. 2002, Japanese, Domestic conference

  Poster presentation


• 幼児期における「心の理論」の二次的信念の理解

  林 創

  日本発達心理学会第13回大会, Mar. 2002, Japanese, Domestic conference

  Poster presentation


• 児童期における再帰的な心的状態の理解

  林 創

  日本心理学会第65回大会, Nov. 2001, Japanese, Domestic conference

  Poster presentation


• 児童期における「心の理論」の二次的信念の理解の発達

  林 創

  日本教育心理学会第43回総会, Sep. 2001, Japanese, Domestic conference

  Poster presentation


• 「囚人のジレンマ」状況における相手の戦略に対する感じ方

  林 創, 子安増生

  日本認知科学会第18回大会, Jul. 2001, Japanese, Domestic conference

  Poster presentation


• The difficulty of using procedures with the embedded recursive call.

  HAYASHI Hajimu

  VIIth European Congress of Psychology, Jul. 2001, English, International conference

  Poster presentation


• 児童期における読解に関するメタ認知的知識

  西垣順子, 福田みのり, 山縣宏美, 林 創

  日本教育心理学会第42回総会, Sep. 2000, Japanese, Domestic conference

  Poster presentation


• 問題解決における再帰的思考の役割

  林 創

  日本認知科学会第17回大会, Jun. 2000, Japanese, Domestic conference

  Poster presentation


• 確率問題における情報付加の効果（２）

  金田茂裕, 林 創, 羽野ゆつ子

  Aug. 1999, Japanese, Domestic conference

  Poster presentation


• 確率問題における情報付加の効果（１）

  林 創, 金田茂裕, 羽野ゆつ子

  Aug. 1999, Japanese, Domestic conference

  Poster presentation

• 日本認知心理学会


• 日本発達心理学会


• 日本教育心理学会


• 日本心理学会

• 社会性の発達を左右する認知バイアスに関する心理学的研究

  科学研究費補助金／基盤研究(C), Apr. 2021 - Mar. 2025, Principal investigator


• Developmental psychological study about children's social cognition

  林 創

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Fund for the Promotion of Joint International Research (Fostering Joint International Research (A)), Fund for the Promotion of Joint International Research (Fostering Joint International Research (A)), Kobe University, Feb. 2019 - Mar. 2024

  本国際共同研究では，幼児期から児童期を対象に，状況に応じた嘘および道徳判断の両者に文化差が関連するかどうかを検討するものである。具体的には，状況に応じた嘘と道徳判断の両者が関わる課題として，先行研究を参考に課題を設定し，心の理論の発達の程度を調べる課題を合わせて実施することを検討している。その結果，日本とイギリスに共通する全体的傾向として，心の理論の発達とともに，定型的な嘘と状況に応じた嘘を区別でき，状況に応じた道徳判断ができることが見込まれる。これは文化を越えた普遍性を示すものと考えられる。さらに，日本のように「包括的思考様式の文化」では，比較的少ない手がかりで状況を読んだり，情報を補って把握する傾向が高いと考えられる。これに対して，西洋のように「分析的思考様式の文化」では，事実に注目し，その関係を論理的に考える傾向が高いと考えられる。このことから，文化差が関連し，日本の児童は，イギリスの児童よりも,嘘を寛容に考え，道徳判断で悪くないと判断する傾向が相対的に見られる場面もあると予想される。この判断の程度の差が，状況に応じた嘘と道徳判断における文化的独自性を示すと考えられる。今年度も，新型コロナウイルスの世界的な感染拡大が続き，外務省および所属大学から渡航禁止が続いて，予定されていた渡英ができなかったため，今後これらの実験・調査計画について，文化差をふまえて，課題の設定，統制の方法などを引き続き相談しながら，これらの研究を進めていくことになる。


• 子どもの社会性を支える「察する」心の発達心理学的研究

  林 創

  科学研究費補助金／基盤研究(C), Apr. 2018 - Mar. 2021, Principal investigator

  Competitive research funding


• 道徳性に基づく公正観の発達心理学的研究

  林 創

  上廣倫理財団 研究助成, Feb. 2018 - Jan. 2019, Principal investigator

  Competitive research funding


• 場に応じた柔軟な欺き行動と道徳判断による社会性の発達

  林 創

  科学研究費補助金／基盤研究(C), Apr. 2015 - Mar. 2018, Principal investigator

  Competitive research funding


• Fostering decision-making skills for trans-science problems through knowledge collaborative argumentation

  Sakamoto Miki, ITO MASAYUKI, OUMIDO NOBUKO, HAYASHI HAJIMU

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Kobe University, Apr. 2014 - Mar. 2017

  This study focuses on three aspects of teaching trans-science problem-solving skills. First, we focused on students’ inquiry skills of science and technology contents. We conducted experimental lessons that aimed to nurture the skills of generating well-defined scientific questions and so on. Second, we elucidated the acquisition process of epistemic understanding from an analysis of learners’ discourse during peer critique. Third, we collected examples of socio-scientific issues-based instruction as well as empirical findings on measurement tasks and evaluation methods from the literature, and attempted to theorize the instruction and evaluation methods systematically. We made a Japanese version of the measurement task and conducted a survey of Japanese college students. Having analyzed the survey results, we determined the characteristics of college students’ decision-making on trans-science problems and elaborated the rubrics.


• Higher-order literacy and critical thinking ability of 21st-century citizens: Assessment and teaching

  Kusumi Takashi, KOYASU Masuo, MICHITA Yasushi, MANALO Emmanuel, HAYASHI Hajimu, HIRAYAMA Rumi, NOBUHARA Yukihiro, SAKAGAMI Masamichi, HARA Saku, MIURA Asako, OGURA Kanayo, INUI Kentaro, TANAKA Yuko, OGUCHI Mineki

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (A), Kyoto University, Apr. 2011 - Mar. 2016

  This project is divided into three units. Unit 1-1, “Assessment of civil literacy and critical thinking,” develops the tools to assess civil literacy and critical thinking and explores them using survey data on several citizens. Unit 1-2, “Educational program and practice for critical thinking,” examines the effects of several activities based on interaction among high school and university students to improve critical thinking. Unit 2, “Neuroscience literacy and science communication,” explores reasoning and emotion based on the philosophy and neurobiology method and examines science communication through citizens’ activities. Unit 3, “Internet literacy and information credibility evaluation,” explores information credibility, evaluation of radiation risk, and internet literacy using five-wave panel survey data on the residents who lived both near and far from the Fukushima nuclear plant disaster site and develops the information credibility analysis system.


• 状況に応じた欺きと道徳判断の発達に関する心理学的研究

  林 創

  科学研究費補助金／若手研究(B), Apr. 2012 - Mar. 2015, Principal investigator

  Competitive research funding


• Cross-cultural studies on cognition and representation from the view of low-context/high-context culture.

  YAMA Hiroshi, HIRAISHI Kai, HAYASHI Hajimu, GOSHIKI Toru, KISHIMOTO Norifumi, YAMA Megumi

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Osaka City University, Apr. 2011 - Mar. 2014

  The purpose of this project is to construct a theory based on the distinction between Westerners' low-context culture and Easterners' high-context culture (E. Hall) to explain cultural differences between Westerners and Easterners. The term conext means implicit assumtion shared by people in communication. It was argued that this theory is superior to the theory based on the distinction between Westerners' individualism and Easterners' collectivism o explain cultural differences in cognition. This theory was tested in the field of dialectical thinking and so on. It was also demonstrated that the concept of context is important to understand people's rule-based inference, morl judgment, and mind reading.


• Developmental psychological study about understanding and doing omission

  HAYASHI Hajimu

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Young Scientists (B), Okayama University, Apr. 2009 - Mar. 2012, Principal investigator

  The purpose of the present study was to clarify the development about understanding and doing omission. The results revealed that children showed omission bias, which was the tendency that people judge acts of commission as morally worse than equivalent acts of omission. Furthermore, 5-year-olds deceived in the usual situation, but most 6-year-olds could not deceive in the situation relevant to omission. Overall, omission may be some difficult for children.

  Competitive research funding


• 欺きに関する作為と不作為の発達心理学的研究

  林 創

  稲盛財団 研究助成（人文・社会科学系）, Apr. 2009 - Mar. 2011, Principal investigator

  Competitive research funding


• 作為と不作為の理解に関する認知発達的研究

  林 創

  発達科学研究教育センター学術研究助成, Aug. 2007 - Mar. 2009, Principal investigator

  Competitive research funding


• Cognitive developmental study about the understanding of higher-order mental states related to sociality

  HAYASHI Hajimu

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Young Scientists (B), Apr. 2007 - Mar. 2009, Principal investigator

  本研究は,社会性を支える心的状態の理解に着目し,人間のとくに道徳的判断に関する認知発達の過程を明らかにすることを目的とした。研究の結果,一般的な人間が,日常的な場面で認識している不作為のパターンを明らかにした。また,作為の方が不作為より悪く感じる「不作為バイアス」の発達過程を検討したところ,児童期の8歳頃には生じるものの,一度弱くなり,年齢が増すと再び強くなるという発達過程があることが示唆された。

  Competitive research funding


• 再帰的事象の認識とその発達に関する心理学的研究

  林 創

  科学研究費補助金／研究成果公開促進費（学術図書）, Apr. 2007 - Mar. 2008, Principal investigator

  Competitive research funding


• 高次のメタ表象を支える再帰的な認識についての心理学的研究

  林 創

  日本学術振興会, 科学研究費補助金／特別研究員奨励費 (PD), 特別研究員奨励費, 京都大学, Apr. 2003 - Mar. 2006, Principal investigator

  本研究の目的は,「高次のメタ表象を支える再帰的な認識」という点に着目し,こうした視点から人間の知性の有り様を明らかにすることであった。平成17年度は,以下の3つの成果をあげることができた。 (1)平成15〜16年度に,「他者の行為(作為と不作為)の道徳的判断に関する二次の心的状態の理解」について,児童(小学1,3,5年生)を対象に実施したが,そのデータを分析しなおし,考察を新たに加えた。その結果,以下のことが判明した。 A)二次の心的状態の理解を必要とする課題を複数作成したが,同一構造をしていても,有効な課題と有効でない課題に分かれた。この原因として,表面上のストーリーの違いなどの諸要因が,児童の課題に対する認識に大きく影響することが明確になった B)二次の心的状態の理解が必要になる道徳的判断において,1年生では難しく,3年生以降に正確な判断ができるようになること C)児童期には,作為と不作為の間には認識の難しさに差がないこと (2)上記の研究パラダイムについて,平成16年度に幼児(4歳〜6歳)を対象に「作為と不作為の間には認識の難しさの差があるか」を明らかにする研究を実施したが,課題に弱点があり,明確な結論を下せたとは言い難かった。そこで,平成17年度は,課題をアニメーション形式に作成しなおし,問題意識をより明確にして,新たに幼児を対象に実施した。その結果,作為と不作為の間には認識の難しさに差がないことが明らかになった。 (3)日常的なコミュニケーション場面において,「関連性理論」などの理論的知見を踏まえながら,二次の心的状態の理解の重要性をまとめなおすことができ,発展して考察することができた。 上記の(1)の成果は,英文学術雑誌に投稿した(現在,審査中である)。(2)は投稿準備中である。(3)は日本の学術雑誌に投稿した(現在,審査中である)。

  Competitive research funding


• 児童期における再帰的な心的状態の理解に関する研究

  林 創

  京友会助成事業, Apr. 2002 - Mar. 2003, Principal investigator

  Competitive research funding


• 自己埋め込み構造をもつ再帰的概念が人間の認識に及ぼす効果

  林 創

  日本学術振興会, 科学研究費補助金／特別研究員奨励費 (DC1), 特別研究員奨励費, 京都大学, Apr. 2000 - Mar. 2003, Principal investigator

  本年度の研究計画は,いわゆる「心の理論」研究でいう二次的信念に関する再帰的な心的状態の理解の研究を実施することであった。その結果,以下の2つの成果をあげることができた。 第1に,日常的なコミュニケーション場面における再帰的な心的状態の理解の役割を、「心の理論(theory of mind)」と「関連性理論(relevance theory)」という2つの理論をもとに,さらに発展して考察することができた。 第2に,昨年度の研究で必ずしも明らかにできなかった「他者の行為の道徳的判断に関する再帰的な心的状態の理解」についての明確なデータを得ることができた。具体的には、2つの似たお話を提示して,「どちらの男の子がよりよくないことをしましたか?」というように尋ねる形式であった。2つのお話はともに,男の子が女の子に何かをして,女の子に悪いことが起こるものであったが,「『女の子の信念』についての男の子の信念」という再帰的な心的状態を理解できたときのみ区別が可能で、どちらの男の子がより悪いかを決定できる課題であった。昨年度の調査と同様に,児童(小学1,3,5年生)を対象に実施したところ,以下のことが判明した。 1.再帰的な心的状態の理解は1年生では難しく,3年生以降に理解できるようになること 2.再帰的な心的状態の理解が必要になる道徳的判断において,3年生以降に正確な判断ができるようになること 3.再帰的な心的状態の理解と道徳的判断の間に,明確な関連が見られること

  Competitive research funding