Dr. Ai Miyamoto

I am a postdoctoral researcher in the Empirical Teaching and School Research section of the Department of Educational Science.

In the research project LEBEX (Learning by Explaining) I am investigating the role of medium and prompts in the effectiveness of learning by explaining on secondary school students’ learning outcomes.

I teach courses in educational psychology and research methods at B.A. and M.A. level. I am currently the coordinator of the M.A. Educational Science: Teaching and Learning programme.

Publications

Contact

Cognition, Learning, and Instruction

Albert-Ludwigs-Universität Freiburg
Rempartstraße 11
79098 Freiburg

Tel: 0761 – 2032452
E-Mail: ai.miyamoto|at|ezw.uni-freiburg.de

Office hours: by appointment only

Selected publications

Miyamoto, A., Gauly, B., & Zabal, A. (2024). Gender differences in literacy in PIAAC: do assessment features matter?. Large-scale Assessments in Education, 12(1), 21.

Miyamoto, A. (2023). A role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension. Scientific Studies of Reading, 1-14. https://doi.org/10.1080/10888438.2023.2260032

Miyamoto, A., Werner, K., & Schmidt, F. T. (2023). A reciprocal perspective on the differential associations between personality traits and multiple indicators of academic achievement. Journal of Personality. https://doi.org/10.1111/jopy.12871

Wicht, A., Miyamoto, A., & Lechner, C. (2022). Are girls more ambitious than boys? Gender differences in adolescents’ occupational aspirations and their possible mechanisms. Journal of Career Development, 49 (3), 551-568. https://doi.org/10.1177/0894845321991665

Lechner, C., Gauly, B., Miyamoto, A., & Wicht, A. (2021). Stability and change in adults’ literacy and numeracy skills: Evidence from two large-scale panel studies. Personality and Individual Differences. https://doi.org/10.1016/j.paid.2021.110990

Miyamoto, A., Murayama, K., & Lechner, C. (2020). The developmental trajectory of intrinsic reading motivation: Measurement invariance, group variations, and implications for reading proficiency. Contemporary Educational Psychology, 63. https://doi.org/10.1016/j.cedpsych.2020.101921

Miyamoto, A & Wicht, A. (2020). Developmental trajectories of the socioeconomic status of occupational aspirations during adolescence Journal of Adolescence, 84, 26‒35. doi:10.1016/j.adolescence.2020.08.001

Miyamoto, A., Seuring, J., & Kristen, C. (2020). Immigrant students’ achievements in light of their educational aspirations and academic motivation. Journal of Ethnic and Migration Studies. 46 (7), 1348-1370. http://dx.doi.org/10.1080/1369183X.2018.1538772

Lechner, C., Miyamoto, A., & Knopf, T. (2019). Should students be smart, curious, or both? Fluid intelligence, openness, and interest co shape the acquisition of reading and math competence. Intelligence, 76, 1–12. https://doi.org/10.1016/j.intell.2019.101378

Miyamoto, A., Pfost, M., & Artelt, C. (2019). The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and metacognitive knowledge of strategy use. Scientific Studies of Reading, 23, 1–16. https://doi.org/10.1080/10888438.2019.1602836

Miyamoto, A., Pfost, M., & Artelt, C. (2018). Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany. Journal of Research in Reading, 41, 176–196. https://doi.org/10.1111/1467-9817.12113

Zheng, M., Matsuo, T., Miyamoto, A., & Hoshino, O. (2014). Tonically balancing intracortical excitation and inhibition by GABAergic gliotransmission. Neural Computation, 26, 1690–1716. https://doi.org/10.1162/NECO_a_00612

Miyamoto, A., Miyamoto, H., George, D., & Brimacombe, E. (2012). Perceived attractiveness of female smokers: A comparison between Caucasian and Asian students. Japanese Journal of Tobacco Control, 7, 66–75.

Miyamoto, A., Hasegawa, J., & Hoshino, O. (2012). Dynamic modulation of an orientation preference map by GABA responsible for age-related cognitive performance. Cognitive Processing, 13, 349–359.  https://doi.org/10.1007/s10339-012-0524-2

Miyamoto A., Hasegawa, J., Zheng, M., & Hoshino, O. (2012). Diffusive feedback influences on hierarchical information processing. Neural Computation, 24, 744–770.  https://doi.org/10.1162/NECO_a_00251

Fujiwara, H., Zheng, M., Miyamoto, A., & Hoshino, O. (2011). Insufficient augmentation of ambient GABA responsible for age-related cognitive deficit. Cognitive Processing, 12, 151–159. https://doi.org/10.1007/s10339-010-0375-7

Dr. Ai Miyamoto

Contact

Cognition, Learning, and Instruction

Selected publications

Office

Staff

Research Sections