4 found
  1.  49
    Improved Volitional Recall of Motor-Imagery-Related Brain Activation Patterns Using Real-Time Functional MRI-Based Neurofeedback.Epifanio Bagarinao, Akihiro Yoshida, Mika Ueno, Kazunori Terabe, Shohei Kato, Haruo Isoda & Toshiharu Nakai - 2018 - Frontiers in Human Neuroscience 12.
  2.  59
    Differentiation of wing epidermal scale cells in a butterfly under the lateral inhibition model - appearance of large cells in a polygonal pattern.Hisao Honda, Masaharu Tanemura & Akihiro Yoshida - 2000 - Acta Biotheoretica 48 (2):121-136.
    Cellular pattern formations of some epithelia are believed to be governed by the direct lateral inhibition rule of cell differentiation. That is, initially equivalent cells are all competent to differentiate, but once a cell has differentiated, the cell inhibits its immediate neighbors from following this pathway. Such a differentiation repeats until all non-inhibited cells have differentiated. The cellular polygonal patterns can be characterized by the numbers of undifferentiated cells and differentiated ones. When the differentiated cells become large in size, the (...)
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  3.  48
    My life in psychology: Making a place for fiction in a world of science.Akihiro Yoshida - 2001 - Journal of Phenomenological Psychology 32 (2):188-202.
    The author reflects on his long career as an educational psychologist and on the role of literature in his vision of psychological science. The author followed with great interest the major developments in psychology around the world, but he felt himself progressively alienated from the revealing power of art and literature. At one moment, he realized that a simple narrative constitutes the most profound and also the most effective means of transmitting genuine insights about teaching from one generation to another. (...)
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    On the why-what phenomenon: A phenomenological explication of the art of asking questions. [REVIEW]Akihiro Yoshida - 1992 - Human Studies 15 (1):35 - 46.
    In the psychology of teaching, teaching of knowledge is one of the central themes. The psychology of teaching itself is also knowledge, so that the psychology of teaching and the teaching of psychology mutually include each other. Here, I would like to consider a phenomenon in the art of questioning in teaching a literary work of art and would like to show its relevance to the psychology of teaching in general.
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