Naomi Miyake
Japanese cognitive psychologist (1948–2015) From Wikipedia, the free encyclopedia
Naomi Miyake (三宅 なほみ, Miyake Nahomi, June 8, 1948 – May 29, 2015) was a Japanese cognitive psychologist. She was a professor at Chukyo University and the University of Tokyo. She is best known for her research on learning and collaboration, in the field of cognitive science.
Naomi Miyake | |
|---|---|
| Born | June 8, 1948 |
| Died | May 15, 2015 (aged 66) |
| Nationality | Japanese |
| Occupation | Professor |
| Known for | Research on collaborative learning |
| Academic background | |
| Alma mater | University of California, San Diego |
| Thesis | Constructive interaction and the iterative process of understanding |
| Doctoral advisor | Donald Norman |
| Academic work | |
| Discipline | Cognitive science |
| Institutions | Chukyo University, University of Tokyo |
Miyake was born and raised in Japan.[1] She completed a master's degree at the University of Tokyo in 1974.[1][2] She earned a PhD in psychology from the University of California, San Diego, in 1982, supervised by Donald Norman.[1][2][3]
After completing her PhD, Miyake returned to Japan and obtained a position at Aoyama Gakuin Women's Junior College, where she stayed for seven years.[3] From 1991 to 2009, she was a professor in the School of Computer and Cognitive Science at Chukyo University in Nagoya.[2][3] In 2009, she joined the University of Tokyo, where she was a professor in the Graduate School of Education, as well as the Deputy Director of the Consortium for Renovating Education of the Future.[2][3]
Miyake was a founding member of the International Society of the Learning Sciences, and served a term as its president.[1] She also served as president of the Japanese Cognitive Science Society and of the International Association for Cognitive Science.[4] She was a board member of the American Cognitive Science Society.[1][4]
Miyake was married to Yoshio Miyake, a fellow cognitive psychologist.[3] They had a son, Masaki.[1][3]
Miyake died in 2015 of cancer.[3] In a posthumous tribute, psychologist Allan M. Collins credited Miyake as a "leading thinker" in the field of cognitive science, and acknowledged her role in establishing the field internationally.[5]: 509 Cognitive scientist Marcia Linn noted Miyake's role as a pioneer amongst women in academia in Japan, observing that she became a professor in departments where women were a rarity.[4]: 530
Miyake's dissertation was titled "Constructive interaction and the iterative process of understanding".[3] In this work, she examined interactions between pairs of subjects who had been asked to complete a learning task together (exploring how a sewing machine worked).[6][7] She coined the phrase “constructive interaction” for the ways in which the partners worked together to reach a deeper understanding of the problem.[7] She published an article based on her dissertation research in the journal Cognitive Science.[6][7]
She continued to study collaborative learning throughout her research career, examining subjects across the lifespan (from early childhood to adulthood) and combining interests in education, psychology, and engineering.[6][1]
In her later work, Miyake experimented with the use of robots as learning partners for young students.[1][8] She is credited with being the first researcher to investigate how best to design robots that can enhance children's learning.[9]: 535
- Miyake, Naomi; Norman, Donald A. (1979). "To ask a question, one must know enough to know what is not known". Journal of Verbal Learning and Verbal Behavior. 18 (3): 357–364. doi:10.1016/S0022-5371(79)90200-7. S2CID 141035423.
- Miyake, N. (1986). "Constructive interaction and the iterative process of understanding". Cognitive Science. 10 (2): 151–177. doi:10.1016/S0364-0213(86)80002-7.
- Hatano, Giyoo; Miyake, Naomi (1991). "What does a cultural approach offer to research on learning?". Learning and Instruction. 1 (3): 273–281. doi:10.1016/0959-4752(91)90008-V.
- Shirouzu, Hajime; Miyake, Naomi; Masukawa, Hiroyuki (2002). "Cognitively active externalization for situated reflection". Cognitive Science. 26 (4): 469–501. doi:10.1207/s15516709cog2604_3.
- Davis, Elizabeth A.; Miyake, Naomi (2004). "Explorations of Scaffolding in Complex Classroom Systems". Journal of the Learning Sciences. 13 (3): 265–272. doi:10.1207/s15327809jls1303_1. S2CID 62193862.
Wikiwand in your browser!
Seamless Wikipedia browsing. On steroids.
Every time you click a link to Wikipedia, Wiktionary or Wikiquote in your browser's search results, it will show the modern Wikiwand interface.
Wikiwand extension is a five stars, simple, with minimum permission required to keep your browsing private, safe and transparent.
