Graduate School of Education
The University of Tokyo


Japanese | English

Selected publications in English

  • Shimizu, D., & Okada, T. (2018). How Do Creative Experts Practice New Skills? Exploratory Practice in Breakdancers. Cognitive science,42(7), 2364-2396. doi: 10.1111/cogs.12668
  • Ishiguro, C. & Okada, T. (2018). How can inspiration be encouraged in art learning? In T. Chemi, & X. Du (Eds.) Arts-based methods and organizational learning: Higher education around the world. 205-230. River publisher.
  • Ishiguro, C. & Okada, T. (2018). How art appreciation inspires artistic inspiration? Creativity Conference at Southern Oregon University, Ashland, U.S.A.
  • Yokochi, S., & Okada, T. (2018). The processes of young artists’ art making: A qualitative analysis of their modification of conditions in the process of art making. Creativity Conference 2018, Southern Oregon University.
  • Takagi, K. , Okada, T., Yokochi, S. (2018). Formation of an art concept: How is the interaction of perception and action utilized by a contemporary artist in concept formation? Creativity Conference at Southern Oregon University, Ashland, U.S.A.
  • Nakano, Y., & Okada, T. (2018). Constructing design guidelines for creation-focused contemporary dance educational program for non-dance majors. Creativity Conference at Southern Oregon University, Ashland, U.S.A.
  • Wang, S., Takagi, K. , Okada, T. (2018). The Influence of Process Modification on Novices' Creativity in Drawing -with a focus on the preconceived perspective-. Creativity Conference at Southern Oregon University, Ashland, U.S.A.
  • Shimizu, D., & Okada, T. (2018). The Constraints Alteration Model for Creation in Performing Arts: The Case of Breakdancing. Creativity Conference at Southern Oregon University, Ashland, U.S.A.
  • Takagi,K., Yokochi, S., & Okada,T. (2018). Formation of an art concept: How is visual information from drawing utilized by an artist in concept formation? Creativity Conference 2018, Southern Oregon University, August.
  • Shimizu, D., & Okada, T. (2017). The Complicated Interaction between Expert Breakdancers: Dsitance as the Hidden Dimension. Fourth International Workshop of Skill Science, (Tokyo, Japan).
  • Nakano, Y., Shimizu, D., & Okada, T. (2017). Designing a creative dance program for non-dance majors. In A. Manning, A, (ed.), Art and design education: Perspectives, challenges and opportunities, 71-102, Nova science publishers
  • Okada, T. & Ishibashi, K. (2016). Imitation, inspiration, and creation: Cognitive process of creative drawing by copying others’ artworks. Cognitive Science. doi:10.1111/cogs.12442PDF Full Paper (1.1MB)
  • Above article has been introduced in Psychology Today’s blog; [Psychology Today]
  • Nomura, R. & Okada, T. (2016). Assessing the appeal power of narrative performance by using eyeblink synchronization among audience. In T. Ogata & Akimoto, T. (Eds.), Computational and Cognitive Approaches to Narratology, Edition: 1, IGI Global.
  • Ishiguro, C., Yokosawa, K., & Okada, T. (2016). Eye movements during art appreciation by students taking a photo creation course. Frontiers in Psychology, 7:1074. doi: 10.3389/fpsyg.2016.01074
  • Nomura, R., Liang, Y., and Okada, T. (2015). Interactions among collective spectators facilitate eyeblink synchronization. PLoS ONE. 10 :e0140774, doi: 10.1371/journal.pone.014774.
  • Nomura, R., Hino, K., Shimazu, M., Liang, Y., & Okada, T (2015). Emotionally excited eyeblink-rate variability predicts an experience of transportation into the narrative world. Frontiers in Psychology. doi: 10.3388/fpsyg.2015.0447.
  • Eguchi, M. & Okada, T. (2010). Art-ethnography to Analyze the Role of Sketches in Car Designing. Short Presentation of The First International Conference on Design Creativity, Kobe International Conference Center, Kobe, JAPAN.
  • Okada, T., Yokochi, S., Ishibashi, K., & Ueda, K. (2009). Analogical modification in the creation of contemporary art. Cognitive Systems Research, 10, 189-203.
  • Okada, T., Yokochi, S., Ishibashi, K., Namba, K., & Ueda, K. (2007). Analogical modification in the creation of contemporary art. In Schwering, A., Krumnack, U., Kühnberger, K., & Gust, H., (Eds.) Analogies: Integrating multiple cognitive abilities. Publication series of the Institute of Cognitive Science, University of Osnabrück, Vol. 5. (The Twenty-ninth Annual Meeting of the Cognitive Science Society, 2007, Tutorial Workshop on Analogy)
  • Agata, T. & Okada, T. (2006). How does information about creative process affect audience appreciation of artwork? Proceedings of the Twenty-eighth Annual Meeting of the Cognitive Science Society, 949-954.
  • Ishibashi, K. & Okada, T. (2006). Exploring the effect of copying incomprehensible exemplars on creative drawings. Proceedings of the Twenty-eighth Annual Meeting of the Cognitive Science Society, 1545-1550.
  • Yokochi, S. & Okada, T. (2005). Creative cognitive process of art making:A field study of a traditional Chinese ink painter. Creativity Research Journal, 17, 241-255. [LinkIconPDF Full paper (316KB)]
  • Schunn, C. D., Crowley, K., & Okada, T. (2005). Cognitive Science: Interdisciplinarity now and then. In S. J. Derry & M. A. Gernsbacher (Eds.), Problems and promises of interdisciplinary collaboration: Perspectives from cognitive science. Mahwah, NJ: Erlbaum.
  • Ishibashi, K. & Okada, T. (2004). How copying artwork affects students' artistic creativity. Proceedings of the Twenty-sixth Annual Meeting of the Cognitive Science Society, Lawrence Erlbaum Associates.
  • Yokochi, S. & Okada, T. (2004). Cognitive processes of artistic creation: A field study of a traditional Chinese ink painter's drawing process. Proceedings of Twenty-sixth Annual Meeting of the Cognitive Science Society, Lawrence Erlbaum Associates.
  • Schunn, D. C., Crowley, K., & Okada, T. (2002). What makes collaborations across a distance succeed? The case of the cognitive science community. In P. J. Hinds & S. Kiesler (Eds.), Distributed work (pp. 407-432). Cambridge, MA: MIT Press.
  • K. Crowley, C. D. Schunn, & T. Okada (Eds.) (2001). Designing for Science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Erlbaum.
  • Okada, T. & Shimokido, T. (2001). The role of hypothesis formation in a community of psychology. In K. Crowley, C. D. Schunn, & T. Okada (Eds.), Designing for Science: Implications from everyday, classroom, and professional settings (pp. 445-464). Mahwah, NJ: Erlbaum.
  • Okada, T. & Shimokido, T. (2000). Hypothesis-testing method in a community of psychologists. Proceedings of the Twenty-second Annual Conference of the Cognitive Science Society (pp. 835-840). Mahwah, NJ.: Erlbaum.
  • Schunn, C. D., Crowley, K., & Okada, T. (1998). The growth of multidisciplinarity in the Cognitive Science Society. Cognitive Science, 22, 107-130.
  • Okada, T. & Simon, H. A. (1997). Collaborative discovery in a scientific domain. Cognitive Science, 21(2), 109-146.
  • Okada, T. & Crowley, K. (1996). Capturing collaboration: An introduction to the special issue. Cognitive Studies: Bulletin of the Japanese Cognitive Science Society, 3(4), 3-6.
  • Miwa, K. & Okada, T. (1996). Effective heuristics for hypothesis testing: An empirical discussion using computer simulation method. Japanese Journal of Artificial Intelligence, 11(6), 877-887.