in the news ►
Lindsay Page’s TEDx talk "Proactively Supporting Students To and Through College."
in the news ►
LRDC Seeks Interns for Undergraduate Research Program
in the news ►
IWALS 2018: Registration Now Open
CMU ECE Seminar Series
4:30 pm, 2315 Doherty Hall
Mark Churchland, Columbia University, will present "Why Motor Cortex Responses Don’t Obey Expectations."
Reading & Language Group (RLG) Talk
10:00 AM, LRDC 9th Floor
Dr. William Evans, Associate Professor in Department of Communication Sciences and Disorders, will present "Speed-Accuracy Tradeoffs and Adaptation Deficits in Aphasia: Estimating the "Sweet Spot" Between Impulsive and Overly Cautious Responding."
SOE Graduate Student Colloquium Series
► More Talks
12:00 pm - 1:00 pm, 4318 Posvar
Dr. Tom Akiva and Ani Martinez will present "Research Practice Partnerships."
- Ben-Eliyahu, A., Moore, D. Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology.
- Witherspoon, E., Schunn, C. D., Higashi, R., & Shoop, R. (2018). Attending to structural programming features predicts differences in learning and motivation. Journal of Computer Assisted Learning, 34(2).
- Fan, Q., Nummenmaa, A., Wichtmann, B. Witzel, T., Mekkaoui, C., Schneider, W., Wald, L. L., & Huang, S. Y. (2018). Validation of diffusion MRI estimates of compartment size and volume fraction in a biomimetic brain phantom using a human MRI scanner with 300 mT/m maximum gradient strength. NeuroImage.
- Tuninetti, A., & Tokowicz, N. (2018). The influence of a first language: Training nonnative listeners on voicing contrasts. Language, Cognition, and Neuroscience.
- Litman, D. J., & Nguyen, H. V. (2018). Argument mining for improving the automated scoring of persuasive essays. Association for the Advancement of Artificial Intelligence.
- Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology.
- Page, L. C., Iriti, J. E., Lowry, D. J., & Anthony, A. M. (2018). The promise of place-based investment in postsecondary access and success: Investigating the impact of the Pittsburgh Promise. Education Finance and Policy.
- Matsumura, L. C., & Correnti, R. (2018). Student writing accepted as high-quality analytic responses to analytic text-base writing tasks. The Elementary School Journal.
- Derringer, C., & Rottman, B. (2018). How people learn about causal influence when there are many possible causes: A model based on informative transitions. Cognitive Psychology.
- Kinloch, V., & Dixon, K. (2018). Professional development as publicly engaged scholarship in urban schools: Implications for educational justice, equity, and humanization. English Education, 50(2), 147-171
- Richey, E. J., Nokes-Malach, T. J., & Cohen, K. (2018) Collaboration facilitates abstract category learning. Memory and Cognition.
- Bray, L. E., & Russell, J. L. (2018). The dynamic interaction between institutional pressures and activity: An examination of the implementation of IEPs in secondary inclusive settings. Educational Evaluation and Policy Analysis.
- Xiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. International Review of Education.
- Wu, Z., & Juffs, A. (2018). Revisiting the revised hierarchical model: Evidence for concept mediation in backward translation. Bilingualism: Language and Cognition, 1-15.
- Liu, A. S., & Schunn, C. D. (2018). The effects of school-related and home-related optional science experiences on science attitudes and knowledge. Journal of Educational Psychology.
- Liu, R., Schunn, C. D., Fiez, J. A., & Libertus, M. E. (2018). The integration between nonsymbolic and symbolic numbers: Evidence from an EEG study. Brain and Behavior.
- Schunn, C. D., Newcombe, N. S., Alfieri, L., Cromley, J. G., Massey, C., & Merlino, J. F. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Journal of Theoretical Social Psychology, 32(2), 225-240.
- Zheng, P., & Libertus, M. (2018). The role of parental education, household income, and race on parents' academic beliefs and the provision of home learning opportunities for 4- to 8-year-old children. Journal of Educational and Developmental Psychology, 8(1), 118-132.
- Milburn, E., Warren, T., & Walsh Dickey, M. (2018). Idiom comprehension in aphasia: Literal interference and abstract representation. Journal of Neurolinguistics.
- Tuninetti, A., & Tokowicz, N. (2017). The influence of a first language: Training nonnative listeners on voicing contrasts. Language, Cognition and Neuroscience.
- Kinloch, V., & Dixon, K. (2017). Equity and justice for all: The politics of cultivating anti-racist practices in urban teacher education. English Teaching: Practice & Critique 16(3), 331-346.
- Dorph, R. Bathgate, M. E., Schunn, C. D., & Cannady, M. A. (2017). When I grow up: The relationship of science learning activation to STEM career preferences. International Journal of Science Education.
- van den Broek, P. & Helder, A. (2017). Cognitive processes in discourse comprehension: Passive processes, reader-initiated processes, and evolving mental representations. Discourse Processes, 54(5-6), 360-372.
- Helder, A., van den Broek, P., Karlsson, J., & Van Leijenhorst, L. (2017). Neural correlates of coherence-break detection during reading of narratives. Scientific Studies of Reading, 21(6), 463-479.
- San Pedro, T, & Kinloch, V. (2017). Toward projects in humanization: Co-creating and sustaining dialogic relationships. Centennial Issue of American Educational Research Journal, 54(1S), 373S-394S.
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