Papers by Emmanuel Manalo
English for Specific Purposes, 2018
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Cognitive Science, 2013
Do Language Structure or Language Proficiency Affect Critical Evaluation? Emmanuel Manalo (emmanu... more Do Language Structure or Language Proficiency Affect Critical Evaluation? Emmanuel Manalo (emmanuel.manalo@gmail.com) Kyoko Watanabe (watanabekyoko@aoni.waseda.jp) Chris Sheppard (chris@waseda.jp) Faculty of Science and Engineering, Waseda University 3-4-1 Ohkubo, Shinjuku-ku, Tokyo 169-8555, JAPAN Abstract be carried out or expressed. This explanation is sometimes referred to as the “Sapir-Whorf hypothesis” (see Au, 1983; Hockett, 1954), which suggests that languages differ in the relative ease with which they can be used to convey certain ideas. An example of a claim of this kind is Bloom’s (1981) proposal that counterfactual thinking (i.e., thinking about what might have been, contrary to facts) may be more difficult in Chinese compared to English. More recent observations of linguistic differences, such as “indirectness” being a feature more prevalent in some languages, particularly Asian languages (e.g., Kong, 2005), would appear to support the notion that language structure co...
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Thinking Skills and Creativity, 2018
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Thinking Skills and Creativity, 2016
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Lecture Notes in Computer Science, 2016
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Revista de Psicodidáctica (English ed.)
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Diagrammatic Representation and Inference
It is generally considered beneficial for learners to construct and use appropriate diagrams when... more It is generally considered beneficial for learners to construct and use appropriate diagrams when solving mathematical word problems. However, previous research has indicated that learners tend not to use diagrams spontaneously. In the present study, we analyzed textbooks in Japan and Canada, focusing on the possibility that such inadequacy in diagram use may be affected by the presence (or absence) of diagrams in textbooks, the kinds of diagrams that are included, and whether problems requiring the construction of diagrams are provided in those textbooks. One set each of Japanese and Canadian elementary school textbooks were analyzed, focusing on the chapters dealing with division. Results revealed that the Japanese textbooks contain worked examples and exercise problems accompanied by diagrams more than the Canadian textbooks. Furthermore, the Japanese textbooks often use line diagrams and tables that abstractly represent quantitative relationships and they include more problems t...
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Diagrammatic Representation and Inference
Previous studies have shown that diagram use is effective in mathematical word problem solving. H... more Previous studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used wi...
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Diagrammatic Representation and Inference
Using appropriate diagrams is generally considered efficacious in communication. However, althoug... more Using appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students’ diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were use...
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PsycTESTS Dataset
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Thinking Skills and Creativity
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The Quarterly Journal of Experimental Psychology, 2016
Research has shown that academic risk taking-the selection of school tasks with varying difficult... more Research has shown that academic risk taking-the selection of school tasks with varying difficulty levels-affords important implications for educational outcomes. In two experiments, we explored the role of cognitive processes-specifically, global versus local processing styles-in students' academic risk-taking tendencies. Participants first read a short passage, which provided the context for their subsequent academic risk-taking decisions. Following which, participants undertook the Navon's task and attended to either global letters or local letters only, i.e., were either globally or locally primed. The effects of priming on academic risk taking were then assessed using a perception-based measure (Experiment 1) and a task-based measure (Experiment 2). Experiment 1 provided preliminary evidence, which Experiment 2 confirmed, that globally focused individuals took more academic risk than did locally focused individuals after controlling for participants' need for cognition (how much they enjoy effortful cognitive activities). Additionally, the inclusion of and comparisons with a control group in Experiment 2 revealed that locally focused participants drove the observed effects. The theory of predictive and reactive control systems (PARCS) provides a cogent account of our findings. Future directions and practical applications in education are discussed.
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Although diagrams are considered as effective personal tools for solving problems, applied resear... more Although diagrams are considered as effective personal tools for solving problems, applied research in education has identified a widespread problem: that students lack spontaneity in diagram use. One way to address this problem was reported by Uesaka and Manalo (2007): their ...
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Online Submission, Dec 1, 2006
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High Educ Res Dev, 1996
ABSTRACT - Prior to the commencement of the 1994 academic year, University of Auckland students w... more ABSTRACT - Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one-half or more of their papers in the previous year were invited to attend a four-day intensive learning skills course conducted by the Student Learning ...
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Online Submission, Sep 1, 2006
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Online Submission, Sep 1, 2008
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Online Submission, Jun 1, 2010
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Journal of Applied Research in Memory and Cognition, 2013
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Papers by Emmanuel Manalo