Our Faculty

Assoc. Prof. MIZOKAWA Ai

Associate Professor, Graduate School of Education and Human Development, Nagoya University

Employment History

  • Associate professor, Graduate School of Education and Human Development, Nagoya University, 2018
  • Lecturer, School of Human Sciences, Sugiyama Jogakuen University, 2016
  • Assistant professor, Faculty of Psychology, Meiji Gakuin University, 2012

Educational History

  • Ph.D. in Education, Graduate School of Education, Kyoto University, 2011
  • M.A. in Education, Graduate School of Education, Kyoto University, 2008
  • B.A. in Education, Faculty of Education, Kyoto University, 2006

Research Interests

  • Social-emotional development
  • Cognitive development

Recent Publications (in English)

  • Mizokawa, A., Nakaya, M., & Nomura, A. (2024). Young children’s responses to social-conventional transgressions in Japanese preschool settings. European Journal of Educational Research, 13(3), 1019-1029.
  • Symeonidou, M., Mizokawa, A., Kabaya, S., Doherty, M., & Ross, J. (2023). Contrasting one’s share of the shared life space: Comparing the roles of metacognition and self-control in the development of theory of mind among Scottish and Japanese children. Developmental Science, 2023;e13417.
  • Mizokawa, A. (2022). Japanese and British children’s understanding of the social function of pretend crying. Japanese Psychological Research, 64(1), 27-39.
  • Mizokawa, A. & Hamana, M. (2020). Relationship of Theory of Mind and maternal emotional expressiveness with aggressive behaviours in young Japanese children: A gender-differentiated effect. Infant and Child Development, 2020;29:e2196.
  • Mizokawa, A. (2018). Association between children’s theory of mind and responses to insincere praise. Frontiers in Psychology, 9:1684.
  • Mizokawa, A. & Lecce, S. (2017). Sensitivity to criticism and theory of mind: A cross cultural study on Japanese and Italian children. European Journal of Developmental Psychology, 14(2), 159-171.
  • Mizokawa, A. (2015). Theory of mind and sensitivity to teacher and peer criticism among Japanese children. Infant and Child Development, 24(2), 189-205.
  • Mizokawa, A. & Koyasu, M. (2015). Digging deeper into the link between socio‐cognitive ability and social relationships. British Journal of Developmental Psychology, 33(1), 21-23.
  • Mizokawa, A. & Komiya, A. (2014). Social ecology and theory of mind. Psychologia, 57, 133-151.
  • Oishi, S., Jaswal, V. K., Lillard, A. S., Mizokawa, A., Hitokoto, H., & Tsutsui, Y. (2014). Cultural variations in global versus local processing: A developmental perspective. Developmental Psychology, 50(12), 2654-2665.
  • Hughes, C., Devine, R. T., Ensor, R., Koyasu, M., Mizokawa, A., & Lecce, S. (2014). Lost in translation? Comparing British, Japanese, and Italian children’s theory-of-mind performance. Child Development Research, 2014.