Sannomiya, M. (2017). Learn to Think 2.0 : How to think creatively with metacognition (In Japanese) (not for sale).

Sannomiya, M. (2017). Psychology of Misunderstanding: Metacognition on Communication. Nakanishiya Shuppan (In Japanese).

Sannomiya, M. (Ed.) (2010). Educational Psychology. Tokyo: Gakubunsya(In Japanese).

Sannomiya, M. (Ed.) (2008). Metacognition: Higher Order Cognitive Function for Learning Ability. Kyoto: Kitaoji Shobo (In Japanese).

Sannomiya, M. (2002). How We Think: The Story of Canary High School. Kyoto: Kitaoji Shobo (In Japanese) [Brief introduction in English].

Sannomiya, M. (Supervised) (2003). To develop the minds of 0-1 year kids (With a CD of English songs). Tokyo: Miki Shoko (In Japanese).

Sannomiya, M. (Supervised) (2003). To develop the minds of 1-2 year old kids (With a CD of English songs). Tokyo: Miki Shoko (In Japanese).

Sannomiya, M. (Supervised) (2003). To develop the minds of 2-3 year old kids (With a CD of English songs). Tokyo: Miki Shoko (In Japanese).

Sannomiya, M. (Supervised) (2005). To develop the minds of 3-4 year old kids (With a CD of English songs) . Tokyo: Miki Shoko (In Japanese).

Sannomiya, M. (Supervised) (2004). To develop the minds of 1-5 year old kids through play (With a CD of English songs). Tokyo: Miki Shoko (In Japanese).

Sannomiya, M. (2001). "Creative Thinkig." In Mori, T. (ed.) The Exciting Lab of Thinking (pp. 121-138). Kitaoji Shobo (In Japanese).

Sannomiya, M. (2001). "Methodology and technique for the education of information literacy." In Mori, T. (ed.) Methodology and Technique for Education (pp. 227-242). Kyodo Shuppan (In Japanese).

Sannomiya, M. (1999). "Creativity of thinking." In Kitao, N. (ed.) Practical Instruction that Facilitates Autonomous Learning and Thinking Skills (pp. 50-53) . Tosho Bunkasha (In Japanese).

Sannomiya, M. (1999). "To support thinking and communication from the perspective of cognitive psychology." In Ichikawa, S. (ed.) Development, Learning, and Education (pp. 156-173). Brain Shuppan (In Japanese).

Sannomiya, M. (1998). "Network communication: A case study on e-mail communication between a supervisor and a student" In Osumi, N. (ed.) Internet and Educational Practice (pp. 196-212). Reimei Shobo (In Japanese).

Sannomiya, M. (1997). "The basics of praise, scold, and the other verbal communications". In Kitao, N. (ed.) How to Foster the Learner's Motivation: From A to Z (pp. 44-46). Tosho Bunka Sha (In Japanese).

Sannomiya, M. (1996). "Metacognition and attention in thinking". In Ichikawa, S. (ed.) Cognitive Psychology 4: Thinking (pp. 157-180). Tokyo Daigaku Shuppankai (In Japanese).

Sannomiya, M. (1995). "Human information processing and the education of information literacy" In Nagano, K. (ed.) Teaching Information Literacy that Enables a Child to Address one's own Opinion (pp. 15-28). Koryosha Shoten (In Japanese).

Sannomiya, M. (1995). "Using visual aids effectively" In Kaiho, H. (ed.) Presentation for Explanation and Persuasion (pp. 78-87). Kyoritsu Shuppan (In Japanese).

Sannomiya, M. (1993). "Fostering group thinking ability" In Young Cognitive Psychologist Society (ed.) Cognitive Psychologists Talk about Education (pp. 72-81). Kitaoji Shobo (In Japanese).

Sannomiya, M. (1989). "The necessity of meta-information-processing ability that supports self learning in adulthood." In Ymada, M. (eds.) Lifelong Learning VII: The development of Adult nature (pp. 275-304). Yushodo Shuppan (In Japanese).

Sannomiya, M. (1988). "To what extent can child psychology explain the characteristics of human being?" In Maeda, Y. (ed.) Psychology and Human Understanding (pp. 39-57). Brain Shuppan (In Japanese).

Sannomiya, M. (1987). "Information processing in babyhood and in early childhood", "Information processing in later childhood". In Sasaki, Y. (ed.) Infant's Mental World (pp. 65-75). Meiji Tosho (In Japanese).

Sannomiya, M. (1982). "The modality effect on text processing as a function of organization" In Flammer, A., & Kintsch, W (eds.) Advances in Psychology Vol. 8, Discourse Processing（pp. 263-268） North-Holland.

Sannomiya, M. and Yamaguchi, Y. (2016). Creativity training in causal inference using the idea post-exposure paradigm: Effects on idea generation in junior high school students. Thinking Skills and Creativity,22,152–158

Noguchi, N., and Sannomiya, M. (2016). Responses to other’s self-enhancing presentation:Focusing on hierarchical relationship. The Institute of Electronics Information and Communication Engineers Technical Report, 116, 185, 91-96 (In Japanese)

Yamamura, A., Mashimo, T., and Sannomiya, M. (2016) The classification of situations the university students feel distressed. Journal of Human Environmental Studies, 14, 1, 65-74 (In Japanese)

Sannomiya, M.(2016). Inadequate metacognitive knowledge as a cause of distorted judgement reconsidered. Bulletin of Graduate School of Human Sciences, Osaka University, 42, 235-254 (In Japanese)

Sannomiya, M. and Ohtani, K. (2015). Does a dual-task selectively inhibit the metacognitive activities in text revision? Thinking Skills and Creativity, 17, 25-32

Ohtani, K., Wallace, P., Yamaguchi,Y., and Sannomiya, M. (2015). Cultural Preferences in Online Learning Environments: How Japanese and American University Students Evaluate 3-Dimensional Learning Spaces Annals of Educational Studies Osaka University, 20, 27-37

Sannomiya, M. (2015). The effect of backchannel utterances as a strategy to facilitate idea generation in a copresence situation: Relationship to thinking tasks. Osaka Human Sciences, 1, 189-203.(*)
(*)This article is the English translation of the original one "Sannomiya, M. (2004). The effect of backchannel utterances as a strategy to facilitate idea generation in a copresence situation: Relationship to thinking tasks. Journal of Human Environmental Studies, 2(1), 23-30. (In Japanese)".The publication of its English transformation has been permitted by Society for Human Environmental Studies.

Hisasaka, T., and Sannomiya, M. (2015). Junior high school students' cognition of scientific thinking in Japan. Bulletin of Graduate School of Human Sciences, Osaka University, 41, 137-151. (In Japanese).

Nishimori, A., and Sannomiya, M. (2015). Writing among Japanese high school students: Awareness and performance. Annals of Educational Studies, Osaka University, 20, 119-125. (In Japanese).

Ohtani, K., Wallace, P., Yamaguchi. Y., and Sannomiya, M. (2015). Cultural preferences in online learning environments: How Japanese and American university students evaluate 3-dimensional learning spaces?. Annals of Educational Studies, Osaka University, 20, 27-37.

Sannomiya, M. (2014). Metacognition for interpersonal communication. Journal of Japan Academy of Nursing Education, 24(2), 79-87. (In Japanese).

Mashimo, T., Yamamura, M., Sannomiya, M., and Ban, K. (2014). Differences in the psychological stress and the sense of obligation of female college students depending upon the situations in which they provide advice to their friends. Japan Journal of Educational Technology, 38(suppl.), 85-88. (In Japanese).

Sannomiya, M., and Hisasaka, T. (2014). Development of learning materials to foster information-judging ability by increasing metacognitive knowledge. Japan Journal of Educational Technology, 38(suppl.), 49-52. (In Japanese).

Yamaguchi, Y., and Sannomiya, M. (2014). Development of a typing-thought method for depicting cognitive processes. Japan Journal of Educational Technology, 37(suppl.) (pp.113-116).

Yamamura, A., Mashimo, T., Ban, K. and Sannomiya, M. (2014). The cognitive and emotive aspects of processing others' utterances when female college students in trouble. Annals of Educational Studies, Osaka University, 19, 49-67. (In Japanese).

Yamaguchi,Y., and Sannomiya, M. (2013). Improvement of written argumentation through overcoming one-sided presentation of information among in-service teachers. Bulletin of Graduate School of Human Sciences, Osaka University, 39, 75-87 (In Japanese).

Sannomiya, M., and Yoshikura, K. (2012). How is a redundant oral explanation taken notes and transmitted? Annals of Educational Studies, Osaka University, 17, 15-30. (In Japanese).

Yamaguchi, Y., and Sannomiya, M. (2012). Improvement of written argumentation through overcoming one-sided presentation of information among in-service teachers. Bulletin of Graduate School of Human Sciences, Osaka University, 39, 75-87. (In Japanese).

Yamaguchi, Y., and Sannomiya, M. (2012). Beliefs and attitudes about creativity among Japanese university students. Creativity & Human Development.
(http://www.creativityjournal.net/index.php/contents/articles/item/62-beliefs-and-attitudes-about-creativity-among-japanese-university-students)

Sannomiya, M., Yoshikura, K., and Ueta, H. (2011). How is a redundant discourse recognized and transmitted? Annals of Educational Studies, Osaka University, 16, 45-58. (In Japanese).

Sannomiya, M. (2011). Development of a workbook to improve information judgment through facilitating metacognition. Communication and Thinking LAB, Graduate School of Human Sciences, Osaka University, Technical Report, 1, 1-84. (In Japanese).

Sannomiya, M. (2009). Metacognition in human communication. Technical report of IEICE. HCS, 109(224), 1-4. (In Japanese).

Sannomiya, M. (2009). Application of 'incomplete explanation' materials to facilitate metacognition for explanation. Journal of computational education, Naruto University of Education, 6, 25-28. (In Japanese).

Sannomiya, M. (2008). Cognitive psychology supporting to think: Encouraging teachers' metacognition and motivation for thinking. Naruto University of Education forum for classroom research, 7, 65-72. (In Japanese).

Sannomiya, M. (2008). A class to facilitate metacognition on miscommunication: practical use of learning by teaching. Journal of computational education, Naruto University of Education, 5, 71-79. (In Japanese).

Sannomiya, M. (2008). Fundamental data for communication education: Misunderstanding cases which lead up to troubles. Japan Journal of Educational Technology, 32(suppl.), 173-176. (In Japanese).

Tsuji, T. and Sannomiya, M. (2007). Development of web-based learning materials for teacher training on judging information. Journal of computational education, Naruto University of Education, 4, 57-64. (In Japanese).

Yoshikawa, M. and Sannomiya, M. (2007). Influence of teachers' utterances on students' learning motivation. Journal of computational education, Naruto University of Education, 4, 19-27. (In Japanese).

Sannomiya,M. (2007) Development of an opinion writing program to facilitate metacognition for profound thinking thorough interaction with others. Advanced Education and Research Center for Information Science, Naruto University of Education, Technical Report, 1, 1-75. [in Japanese]

Sannomiya, M., and Hisasaka,T. (2007). Development of a web-based learning material for understanding human information processing: Using a subject of compliance-gaining techniques. Japan Journal of Educational Technology, 31(1), 41-50. (In Japanese).

Sannomiya, M. and Hisasaka, T. (2006). Case analysis of compliance-inducement and proposal of contents for information education. Journal of computational education, Naruto University of Education, 3, 1-7. (In Japanese).

Nishimori, A., Okamoto, M., Sannomiya, M., and Kato, H. (2006). Interrelationship between availability cognition for mathematics and thinking in everyday context. Japan Journal of Educational Technology, 30(suppl.), 149-152. (In Japanese).

Sannomiya, M., and Hisasaka,T. (2005). A proposal of learning contents against manipulating information based on case analysis of compliance-gaining techniques. Joural of Information Education, 3, 1-7. Naruto University of Education (In Japanese).

Sannomiya, M., and Hisasaka,T. (2005). Development of a web-based learning material to improve learners' metacognition and motivation for applying propositional logic to real-world problems, The proceedings of The 2nd Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning, 175-180.

Tanimura, T., and Sannnomiya, M. (2005). Raising communication ability in information education: A report on KNV practice. Journal of Compuetational Education, 2, 77-81. Naruto University of Education (In Japanese).

Nishimori, A., Okamoto, M., Sannomiya, M., and Kato, H. (2004). Analysis of mathmatical learning contents from availability cognition in everyday context. Japan Journal of Educational Technology, 28(suppl.), 213-216. (In Japanese).

Sannomiya, M. (2004). A proposal for communication education to improve abilities to expressing our thoughts and feelings: In terms of metacognition. Bulletin of Research Center for School Education, 19, 151-161. Naruto University of Education. (In Japanese).

Sannomiya, M. (2004). The effect of backchannel utterances as a strategy to facilitate idea-generation in a copresence situation: With relation to thinking tasks. Journal of Human Environmental Studies, 2(1), 23-30. (In Japanese).

Sannomiya, M. (2003). Development of learning materials and teacher's guide for a course on thinking skills which facilitates metacognition. Research Center for School Education, Naruto University of Education Technical Report, 14, 1-75. (In Japanese).

Fujihara, N., Shimamune, S., and Sannomiya, M. (2003). An access log analysis of collaboration network : To improve web site for educational support. Bulletin of Research Center for School Education, Naruto University of Education, 18, 259-264. (In Japanese).

Sannomiya, M., Kawaguchi, A., Yamakawa, I,. and Morita, Y. (2003). Effect of backchannel utterances on facilitating idea-generation in Japanese think-aloud tasks. Psychological Reports, 93, 41-46

Fujihara, N., and Sannomiya, M. (2003). Differences of preferences for communication media according to personality traits of learners. The Journal of Japanese Society for Information and Systems in Education, 20(2), 95-105.( In Japanese).

Sannomiya, M. (2002). The necessity of research on educational practice for developing the ability of rational judgment: What and how should we teach at university? Japan Journal of Educational Technology, 26(3), 235-243. (In Japanese).

Fujihara, N., and Sannomiya, M. (2002). Does turn-taking behavior in a dialogue facilitate idea generation in learning? International Journal of Learning, 9, 1215-1220.

Sannomiya, M. (2002). Education of thinking at university: To develop the ability of rational judgment on information. Forum for Classroom Research in Naruto University of Education, 1, 27-33. Naruto University of Education (In Japanese).

Fujihara, N., and Sannomiya, M. (2001). Student's personality traits and effectiveness of computer-mediated communication. Learning for the future: Proceedings of The Learning Conference 2001, 1-16.

Sannomiya, M., and Mori, Y. (2001). Development of a course on thinking skills which facilitates metacognition: Towards self-regulated information-processing. Japan Journal of Educational Technology, 25(1), 13-25. (In Japanese).

Sannomiya, M., and Kawaguchi, A. (2000). A case study on support for students' thinking through computer-mediated communication. Psychological Reports, 87, 295-303.

Shimamune, S., Morita, Y., and Sannomiya, M. (2000). Problem-solving through the collaboration-network: An analysis of the use of electronic bulletin board by rehabilitation counselors. Bulletin of Research Center for School Education, 15, 141-146. Naruto University of Education (In Japanese).

Shimamune, S., Sannomiya, M., and Morita, Y. (2000). Practical thinking and communication skills in teacher education: Development of training programs for pre-service teachers (2). Bulletin of Research Center for School Education, 15, 131-139. Naruto University of Education (In Japanese).

Shimamune, S., Sannomiya, M., and Morita, Y. (1999). Practical thinking and communication skills in teacher education: Development of training programs for pre-service teachers (1). Bulletin of Research Center for School Education, 14, 41-50. Naruto University of Education (In Japanese).

Sannomiya, M., and Kawaguchi, A. (1999). Cognitive characteristics of face-to-face and computer-mediated communication in group discussion: An examination from three dimensions. Educational Technology Research, 22, 19-25.

Inoue, H., Sannomiya, M., and Shimamune, S. (1999) A design and managing of the media system for instruction and learning. Bulletin of Research Center for School Education, 13, 103-109. Naruto University of Education (In Japanese).

Sannomiya, M., Tanaka, Y., Tanaka, M., and Inoue, H. (1998). The communication for collaborative thinking. Bulletin of Research Center for School Education, 12, 51-59. Naruto University of Education. (In Japanese).

Sannomiya, M. (1998). How to develop the ability of metacognition. Research Report of Japanese Science Education, 13(2), 45-48. (In Japanese).

Sannomiya, M., and Kawaguchi, A. (1997). How to support collaborative thinking through the computer communication: Suggestions from cognitive psychology. The proceedings of Educational Computing, 33-40.

Sannomiya, M. (1997). A discussion on learning from cognitive psychology: Metacognition supports self-regulated learning. Research Bulletin of Educational Sciences, 12, 1-8. Naruto University of Education (In Japanese).

Sannomiya, M., Tanaka, Y., Yuzawa, M., Hongo, K., Takeichi, K., and Inoue, H. (1996). A fundamental study on communication supporting learning and education: With a focus on personal likes and dislikes. Bulletin of Research Center for School Education, 9, 89-98. Naruto University of Education (In Japanese).

Sannomiya, M., Tanaka, Y., Hongo, K., Takeichi, M., and Inoue, H. (1996). A fundamental study on communication supporting learning and education: With a focus on 'group' communication. Bulletin of Research Center for School Education, 10, 107-116. Naruto University of Education (In Japanese).

Sannomiya, M. (1996). A remark on master's course for in-service teachers. Japanese Journal of Educational Psychology Forum Report "Educating Teachers", 4, 10-19. (In Japanese).

Sannomiya, M. (1995). A study on communication media supporting teaching and learning: Exploring for clear, interesting, memorable expressions. The Japanese Journal of Educational Psychology, 34, 85-93. (In Japanese).

Sannomiya, M. (1995). A trial of communication seminar encouraging metacognition: As pre-instruction for teaching practice. Bulletin of Research Center for School Education, 9, 53-61. Naruto University of Education (In Japanese).

Sannomiya, M. (1993). Characteristics of media and communication: About discussion in meeting. L?sprit D?ujourdhui, 38-45 (In Japanese).

Sannomiya, M. (1992). The significance of fostering the learner's thinking faculty and a tip for instruction: Developing group thinking ability. School Education, 902, 6-11. (In Japanese).

Sannomiya, M. (1992). Human processing of linking in text. Research Bulletin of Educational Sciences, 7, 413-422. Naruto University of Education. (In Japanese).

Endo, Y., Yoshikawa, S., and Sannomiya, M. (1991). A study on types of parents' scolding utterances. Japan Journal of Educational Psychology, 39, 85-91. (In Japanese).

Sannomiya, M. (1991). The influence of communication media on discourse process: A comparison of computer-mediated with face-to-face communication. The Japanese Journal of Discourse Processes, 2(4), 99-103. (In Japanese).

Sannomiya, M. (1990). Which factors in verbal communication make information-senders irritated? The Japanese Journal of Psychonomic Science, 9, 51-53.

Nagano, K., Sannomiya, M., and Kume, H. (1989). Developing seminar package and utilizing personal computer communication for distance education for in-service teachers. Research Report of Japan Society for Educational Technology, 5, 65-70. (In Japanese).

Nagano, K., Sannomiya, M., and Kume, H. (1989). A development of self instruction system for in-service teachers and two-way communication using computer. Japan Journal of Educational Technology, 5, 65-70. (In Japanese).

Sannomiya, M. (1989). Learning property in adulthood and meta-information-processing ability. Research Bulletin of Educational Sciences, 4, 151-165. Naruto University of Education. (In Japanese).

Sannomiya, M. (1989). Psychology of computer use: XIII. Some factors about an information-sending devie which senders feel is inconvenient. Perceptual and Motor Skills, 69, 591-594.

Sannomiya, M. and Ishikura, H. (1989). A basic study on the education of information literacy: A proposal of learning by quasiexperience on the advaced indirect information. Bulletin of Research Center for School Education, 3, 127-133. Naruto University of Education. (In Japanese).

Sannomiya, M. (1989). Some factors about an information-sending device which senders feel is inconvenient. Perceptual and Motor Skills, 69, 591-594.

Sannomiya, M. and Mio, T. (1989). "Familiarity" and Japanese voice computer input. Japan Journal of Educational Technology, 12(4), 121-127. (In Japanese).

Sannomiya, M. and Otagaki, M. (1989). The mechanism of English vocabulary learning by Japanese junior high school students: The use of Katakana letters in learning English vocabulary. Bulletin of Research Center for School Education, 3, 121-126. Naruto University of Education. (In Japanese).

Nagano, K., Sannomiya, M., Murakawa, M., Osumi, N., and Matsuda, N. (1988). Developing seminar-centered media curriculum and text for undergraduate students: A practical training for operating computer, word-processor, and video. Bulletin of Research Center for School Education, 2, 47-56. Naruto Unviersity of Education (In Japanese).

Kabasawa, S., Takagi, H., and Sannomiya, M. (1987). Requirement for practical use of voice text-entry for word processor. The transactions of the Institute of Electronics, Information and Communication Engineers, vol. 70-D, 11, 2115-2120 (In Japanese).

Sannomiya, M. (1987). A study on the curriculum of information literacy for primary schools. IEICE Technical Report, 95-100. (In Japanese).

Sannomiya, M. (1987). A study on the education of information literacy for primary schools. Bulletin of Research Center for School Education, 1, 19-27. Naruto University of Education. (In Japanese).

Sannomiya, M. (1987). Misunderstanding in human relations: A preliminary survey of verbal misunderstanding. Research Bulletin of Educational Sciences, 2, 31-46. Naruto University of Education. (In Japanese).

Sannomiya, M. (1987). A study on information understanding curriculum in elementary schools. IEICE Technical Report, 11, 95-100. (In Japanese).

Nagano, K., Sannomiya, M., Okumura, H., and Nakagawa, H. (1987). Developing the software that facilitates schoolchildren's learning activity. IEICE Technical Report, 11, 101-106. (In Japanese).

Nagano, K. and Sannomiya, M. (1987). A suggestion on 'the education of information literacy' on the basis of human information processing activity. Research Report of Japanese Science Education, 1(5), 105-110. (In Japanese).

Sannomiya, M., Nagano, K., Nakagawa, H., and Okumura, H. (1986). A comparison of problem-solving behavior of good and poor comprehenders in computer learning. IEICE Technical Report, 17-22. (In Japanese).

Sannomiya, M., Nagano, K., Nakagawa, H., and Okumura, H. (1986). A trial curriculum of computer literacy in the third graders of a primary school (III). IEICE Technical Report, 19-24. (In Japanese).

Sannomiya, M., Kabasawa, S., Takagi, H., and Yoshiya, A. (1986). A study on voice recognition as human interface for Japanese word-processor. Technical Report for 2nd symposium on Human Interface, 2, 545-552.

Sannomiya, M. (1985). The effect of presentation modality on text processing. Unpublished doctoral dissertation. Osaka University (In Japanese).

Sannomiya, M. (1985). The effect of suppressing subvocal speech on text processing during auditory and visual presentation. Japanese Psychological Research, 27(1), 41-44.

Sannomiya, M. (1984). The modality effect on text processing as a function of presentation rate. The Japanese Journal of Psychonomic Science, 3(1), 17-20.

Sannomiya, M. (1984). Modality effect on text processing as a function of ability to comprehend. Perceptual and Motor Skill, 58, 379-382.

Kuwabara, T., Sannomiya, M., and Nomura, Y. (1983). The effects of processing resource on text memory. The Japanese Journal of Psychology, 54(2), 102-107. (In Japanese).

Sannomiya, M. (1982). The effect of presentation modality on text memory as a function of difficulty level. The Japanese Journal of Psychonomic Science, 1(2), 85-90. (In Japanese).

Sannomiya, M. (1982). The relation between expression and meaning in text memory. The Japanese Journal of Psychology, 53(5), 308-311.

Sannomiya, M. (1980). The modality effect on text memory. Unpublished master's thesis. Osaka University (In Japanese).

Hisasaka,T., Ohtani,K., and Sannomiya, M. (2016, July) On-line assessment of elementary students' metacognitive activities during mathematical problem-solving tasks. International Journal of Psychology, 51, Issue Supplement S1, p.1156

Sawayama, I., Yamaguchi,Y., and Sannomiya, M. (2016, July) The effect of planning the daily routine on the efficacy expectation of pursuing the goal. International Journal of Psychology, 51, Issue Supplement S1, p.207

Yamaguchi, Y., and Sannomiya, M. (2016, July) Preliminary research on the development of a questionnaire to identify mental blocks to creative thinking. International Journal of Psychology, 51, Issue Supplement S1, p.1159

Mashimo,T., and Sannomiya, M. (2016, July) Effect of Instruction on Perspective-Taking on the Utterances of University Students in an Advice-Giving Scenario. International. Journal of Psychology, 51, Issue Supplement S1, p.231

Sawayama,I., Sannomiya, M. and Terasawa, T. (2015, July) The effect of TSUNAGARI learning system (TLS) on the learners with low efficacy expectations. The 14th European Congress of Psychology (ECP2015) abstract book, p. 2136

Kawaguchi, A., Takahashi, M., and Sannomiya, M. (2011, Aug.) The detrimental effects of part-set cueing on false recall: The role of list structure. Abstracts of 5th International Conference on Memory, p.130

Sannomiya, M. and Hisasaka,T. (2005, Sept.) Development of a web-based learning material to improve learners' metacognition and motivation for applying propositional logic to real-world problems, The proceedings of The 2nd Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning (Tokyo, Japan)

Fujihara, N., and Sannomiya, M. (2002, July) Does turn-taking behavior in a dialogue facilitate idea generation in learning? The 9th International Literacy and Education Research Network Conference on Learning (Beijing, China)

Sannomiya, M., and Mori, Y. (2001, July) New Learning course on how to think: To make learners' thoughts critical and creative. The 8th International Literacy and Education Research Network Conference on Learning (Spetses, Greece)

Fujihara, N., and Sannomiya, M. (2001, July) Student's personality traits and effectiveness of computer-mediated communication. The 8th International Literacy and Education Research Network Conference on Learning (Spetses, Greece)

Sannomiya, M., Shimamune, S., and Morita, Y. (2000, Aug.) Creativity training in causal inference: The effects of instruction type and presenting examples. The 4th International Conference on Thinking (Durham, UK)

Sannomiya, M. and Kawaguchi, A. (1997, May) How to support collaborative thinking through the computer communication: Suggestions from cognitive psychology. 2nd Internatonal Conference of Educational Computing, (Bangkok,Thailand)

Sannomiya, M., and Shimamune, S. (1996, Oct.) How to make covert behavior overt?: Suggestions from cognitive psychology. 3rd International Congress on Behaviorism and the Sciences of Behavior (Yokohama, Japan)

Sannomiya, M. (1990, July) Computer as a mirror of human thinking processes: A computer for supporting metacognition. 22nd International Congress of Applied Psychology (Kyoto, Japan)

Sannomiya, M., Kabasawa, S., Takagi, H., and Yoshiya, A. (1986, Oct.) A study on voice recognition as human interface for Japanese word-processor. 2nd Symposium on Human Interface (Tokyo, Japan)

Sannomiya, M., and Harakawa, Y. (1981, Sept.) Modality effect on text memory. 1st International Symposium on Text Processing. (Fribourg, Switzerland)

Sannomiya, M. (1980, July) Modality effects of sentences and paired words on memory. 22nd International Congress on Psychology (Leipzig, East Germany)