Adaptation to the test: A review of problems and perspectives.

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Murayama, K. (2006). Adaptation to the test: A review of problems and perspectives. Japanese Journal of Educational Psychology, 54(2), 265-279.

Advances in the dual process models of recognition memory: Methodological problems and a proposal of “multilevel framework”.

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Murayama, K. (2006). Advances in the dual process models of recognition memory: Methodological problems and a proposal of “multilevel framework”. Japanese Psychological Review, 49(6), 569-591.

Does the avoidance of help seeking have deleterious effects on achievement?

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Murayama, K. (2005). Does the avoidance of help seeking have deleterious effects on achievement? Developmental Studies in Social Motivation, 53(2), 273-286.

Exploring the mechanism of test-expectancy effects on strategy change.

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Murayama, K. (2005). Exploring the mechanism of test-expectancy effects on strategy change. Japanese Journal of Educational Psychology , 53(2), 172-184.

Are avoidance strategies always maladaptive?

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Murayama, K., & Oikawa, M. (2005). Are avoidance strategies always maladaptive? Japanese Journal of Educational Psychology, 53(2), 273-286.

Effects of test format on learning strategy and perceived utility.

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Murayama, K. (2004). Effects of test format on learning strategy and perceived utility. Japanese Journal of Psychology, 75(3), 262-268.

The three dimensional framework of positive and negative goal representation.

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Murayama, K. (2004). The three dimensional framework of positive and negative goal representation. Japanese Journal of Educational Psychology, 52(2), 199-213.

Effects of an abstract theme and daily-life context of information on children’s understanding of social scientific concepts.

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Hashimoto, W. Inuzuka, M., & Murayama, K. (2004). Effects of an abstract theme and daily-life context of information on children’s understanding of social scientific concepts. Japanese Journal of Curriculum Development and Practice, 27, 21-30.

Test format and learning strategy use.

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Murayama, K. (2003). Test format and learning strategy use. Japanese Journal of Educational Psychology, 51(1), 1-12.

Learning strategy use and short- and long-term perceived utility.

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Murayama, K. (2003). Learning strategy use and short- and long-term perceived utility. Japanese Journal of Educational Psychology, 51(2), 130-140.