KAWAHARA Jun-ichiro Associate Professor
- Human Sciences / Psychology
- Specialized Field
- Cognitive Psychology (attention, memory, perception of attractiveness, stress)
- Research Subject
- Attention and memory mechanisms underlying human behavior. Internal and external factors (such as fatigue and stress) modulating cognitive functions.
Office/Lab.:Furukawa 205, 209
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Examining attention and memory functions through human behavior
Can you detect a red letter embedded in a stream of letters? Did you see a scene of sea shore? Our cognitive system is highly flexible to achieve behavioral goals when encountering a complex visual world. The system is said to be equipped with two major subsystems: One works roughly, unconsciously and automatically; the other works deliberately, consciously and actively using “attentional resources.” Are there any limitations to an unconscious system? On what principles is the distribution of attentional resources based? Students in my laboratory are striving to develop technologies for measuring human behavior by conducting experiments to identify cognitive mechanisms from the perspectives of attention and memory.
My research consists of two categories: One is basic research related to attention, memory and attractiveness, and the other is joint research with companies and research commissioned to me by corporations relating to automobiles, foods, medicines and cosmetics. It is exciting to find research themes from our everyday lives.
- Students use computers and various types of equipment depending on the purpose of experiments, sometimes in the laboratory testing cubicles or some other times in real-life fields.
- Students present experimental data of on-going projects on every-week laboratory meeting.
We provide support for your research so that you can develop a sense of independence while you’re in the graduate school to survive in the field relevant to your research in the future.
My job is to provide guidance whereby students, especially those who wish to engage in careers in education or research, can cultivate a sense of independence as an educator or researcher. Obviously, students should be engrossed in their research, but merely spending lots of time in the lab does not suffice. I would like to help students to lead fruitful graduate school lives by considering the next step through comprehensive consultations with students.
The key is to proactively work on anything if there’s even a slight possibility that you can do it. To gain a position in academia, you need to acquire skills for survival to continue research activities. Does this interest you? If so, you may have a good aptitude for it. Would you join us for exploring a new world of cognitive studies?