Dr. Ai Miyamoto

Ich bin wissenschaftliche Mitarbeiterin in der Abteilung Empirische Unterrichts- und Schulforschung am Institut für Erziehungswissenschaft.

Im Forschungsprojekt LEBEX (Learning by Explaining) untersuche ich die Rolle von Medien und Prompts für die Wirksamkeit des Lernens durch Erklären auf die Lernergebnisse von Sekundarschüler*innen.

In der Lehre biete ich Kurse in Pädagogischer Psychologie und Forschungsmethoden auf B.A. und M.A. Niveau an. Derzeit befinde ich mich im Mutterschutz.

Zu den Veröffentlichungen

Kontakt

Empirische Unterrichts- und Schulforschung

Albert-Ludwigs-Universität Freiburg
Rempartstraße 11
79098 Freiburg

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

Sprechstunde: nach Vereinbarung per E-Mail

Ausgewählte Veröffentlichungen

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

Kontakt

Empirische Unterrichts- und Schulforschung

Ausgewählte Veröffentlichungen

Sekretariat

Personal

Abteilungen

Studiengänge