Michiko Nakamura

Associate Professor
DepartmentThe Center for Meta-Learning
Specialized FieldsPsycholinguistics (Sentence processing, language acquisition)
Subjects in ChargeCommunication 1-4, Cognitive Science (Language Acquisition), Academic Literacy in Context II
Academic BackgroundDepartment of Linguisitcs, University of Hawaii at Manoa, USA
DegreePh.D. in Linguistics
Personal HistoryMichiko Nakamura received her Ph.D. in Linguistics from the University of Hawaii at Manoa (UHM). She worked as a 21st Century COE post-doctoral fellow at the Computational Linguistics Laboratory at Nara Institute of Science and Technology in Japan. Following a one-year adjunct assistant professor position at the Department of Linguistics at UHM, she worked as an academic advisor for the Office of Undergraduate Education (UHM) from 2006 to 2011.
Starting Time of EmploymentJanuary 1, 2012

Research Contents

(1) I am interested in understanding how people process linguistic information real-time and how children acquire language. For example, an extensive body of literature suggests that adult native speakers of Japanese do not wait till the end of a sentence but start constructing a tentative analysis of the input string as they read or hear each word of a sentence and anticipate what’s coming later in the sentence. My research involves examining how working memory is used in such real-time processing of language, how it is different crosslinguistically and why certain sentence structures are more difficult to process than others.
(2) Empirical evidence has shown that peer-tutoring, a type of educational practices in which students teach other students, benefits both tutors and tutees. However, it is not fully understood 'why' peer-tutoring makes learning so effective. Focusing on the behaviors of the tutors who work at an internationally-certified peer-tutoring center, we are investigating the factors that affect learning.

Attractive Factors of My Research

We speak at least one language, yet the mechanism of how we do (i.e., understand and produce language) has not been fully understood. For example, how is it possible that 3-or-4 years of children who cannot even tie their shoes or button their clothes properly have developed the mechanism that is very close to the one adults have? Language, one of the congitive systems, is uniquily human traits. To understand how we process or acquire language is to understand ourselves. This is why I am interested in this field.

Achievements

Research Grants (Student Learning Support)

• 2018-2020年度 科学研究費助成事業 研究基盤C (一般) 学習支援センターにおけるチュータリングの行動分析からみたチューター研修の効果検証(課題番号18K02730)(代表者)
• 2017年度 公立はこだて未来大学特別研究費教育方法研究 E02 学習支援センターにおける重点スキルの実証(代表者)
• 2016年度 公立はこだて未来大学特別研究費教育方法研究 E02 学習支援データ活用のための情報環境デザイン(分担者)
• 2015年度 公立はこだて未来大学特別研究費教育方法研究 E06 正課・課外教育の連携における学習効果測定とチューター育成に関する研究(分担者)
• 2014年度 公立はこだて未来大学特別研究費教育方法研究 E06メタ学習ラボ・ピアチューターのパフォーマンス評価の実践と検証(代表者)

Major Books and Papers

• Nakamura, M. & Suzuki, C. (2017). On the role of working memory capacity and signaling in multimedia learning. EDULEARN17 Proceedings (pp. 4405-4414). IATED.

• 中村 美智子, 冨永 敦子, 椿本 弥生, 大塚 裕子, 高橋 理沙 (2016). 利用者満足度の規定要因からみたチューター研修の成果. 日本教育工学会第32回全国大会講演論文集 (pp.677-678).

• 椿本 弥生, 冨永 敦子, 中村 美智子, 大塚 裕子, 高橋 理沙 (2016). 大学初年次生の進路選択に関わる学習方略: メタ認知方略の活用度の差に着目して. 日本教育工学会第32回全国大会講演論文集 (pp.717-718).

• 中村 美智子, 冨永 敦子, 大塚 裕子, 椿本 弥生, 高橋 理沙 (2015). ピア・チュータリングの利用者満足度に影響を与える要因. 日本教育工学会第31回全国大会講演論文集 (pp.147-148).

• 冨永 敦子, 大塚 裕子, 中村 美智子, 椿本 弥生, 高橋 理沙 (2015). 学習支援センターにおけるチュータリングが利用者に与える影響, 日本教育工学会第31回全国大会講演論文集 (pp.145-146).

• Miyamoto, E.T. & Nakamura, M. (2013). Unmet expectations in the comprehension of relative clauses in Japanese. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3074-3079). Austin, TX: Cognitive Science Society.

• Nakamura, M. & Miyamoto, E.T. (2013). The object before subject bias and the processing of double-gap relative clauses in Japanese. Language and Cognitive Processes, 28:3, 303-334.

• Nakamura, M. & Miyamoto, E. (2012). Expectation and gap preference in the comprehension of Japanese relative clauses. IEICE Technical Report, TL2012-18 (2012-7), 47-52.

• O’Grady, W., Nakamura, M., & Ito, Y. (2008). Want-to contraction in second language acquisition: An emergentist approach. Lingua 118, 478-498.

• Nakamura, M. & Miyamoto, E.T. (2006). Crossed dependencies and plausibility factors in the interpretation of double-gap relative clauses in Japanese. Cognitive Studies: Bulletin of the Japanese Cognitive Science Society, 13, 369-391.

• Miyamoto, E., & Nakamura, M. (2005). Unscrambling some misconceptions: a comment on Koizumi and Tamaoka (2004). Gengo Kenkyu (Journal of Linguistic Society of Japan), 128, 113-129.

• Miyamoto, E., Nakamura, M., & Takahashi, S. (2004). Processing relative clauses in Japanese with two attachment sites. In Keir Moulton & Matthew Wolf (Eds.), Proceedings of the 34th Annual Meeting of the North East Linguistics Society (pp. 441-452).

• Miyamoto, E., & Nakamura, M. (2004). Subject/object asymmetries in the processing of relative clauses in Japanese. In G. Garding & M. Tsujimura (Eds.), Proceedings of the 22nd West Coast Conference on Formal Linguistics (pp.342-355).

Message to Students

Being a graduate student is tough. But it will be one of the greatest moments of your life. Study hard, meet with people from different backgrounds, and expand your horizons.