Higher Level Learning Processes
Cognitive Neuroscience
Social and Motivational Factors in Learning
Research to Reform School Practice
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College & Pre-College Reading  & Learning
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in the news

Lindsay Page’s TEDx talk "Proactively Supporting Students To and Through College."

2018 LRDC Undergraduate Research Interns group shot

in the news

Congratulations to the 2018 LRDC Undergraduate Research Interns

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in the news

IWALS 2018: Registration Now Open

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Pitt Psychiatry Special Guest Speaker

9:00 - 10:00 am, Western Psychiatric Institute and Clinic, Room N-277

Christos Constantinidis, Professor of Neurobiology and Anatomy at the Wake Forest School of Medicine, presents "Neurophysiology of Working Memory: Development and Plasticity."



Learnlab PIER-REU Student Presentations

10:00 - Noon, Gates Hillman Center, room 7501, CMU

Please join Learnlab on July 23rd for end-of summer presentations by the PIER-REU students.



University of Pittsburgh

First Day of Fall Classes

More Talks

New Publications

  • Simons, A., & Warren, T. (2018). A closer look at strengthened readings of scalars. Quarterly Journal of Experimental Psychology, 71, 272-279.
  • Libertus, M. E., Feigenson, L. & Halberda, J. (2018). Infants extract frequency distributions from variable approximate numerical information. Infancy, 23(1), 29-44.
  • 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
  • Cho, B-Y., Han, H., & Kucan, L. (2018) An exploratory study of middle-school-learners' historical reading in an internet environment. Reading and Writing.
  • Morris, P., Connors, M., Friedman-Krauss, A., McCoy, D., Weiland, C., Feller, A., Page, L., Bloom, H., & Yoshikawa, H. (2018). New findings on impact variation from the Head Start Impact Study: Informing the scale-up of early childhood programs. AERA Open, 4(2), 1–16.
  • Soo, K. W., & Rottman, B. M. (2018). Causal Strength Induction from Time Series Data. Journal of Experimental Psychology: General, 147(4), 485-513.
  • Soo, K. W., & Rottman, B. M. (2018). Switch Rates Do Not Influence Weighting of Rare Events in Decisions from Experience, but Optional Stopping Does. Journal of Behavioral Decision Making.
  • Tseng, A. M, Doppelt, M. C., & Tokowicz, N. (2018). The effects of transliterations, thematic organization, and working memory on adult L2 vocabulary learning. Journal of Second Language Studies, 1(1), 141-165.
  • Byrnes, J.P., Miller-Cotto, D., & Wang, A. (2018). Children as mediators of their own cognitive development: the case of learning science in kindergarten and first grade. Journal of Cognition and Development.
  • McKeown, M., Crosson, A.C., Moore, D. & Beck, I. (2018). Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students. American Educational Research Journal (OnlineFirst).
  • Mountz, J., Minhas, D., Laymon, C., Beers, S., Puccio, A., Edelman, K., Sharpless, J., Lopresti B., Puffer, R., Schneider, W., Mathis, C., & Okonkwo, D. (2018). Comparison of [18F]AV-1451 PET with HDFT in chronic TBI subjects. The Journal of Nuclear Medicine, 59(1643).
  • Li, H., & Xiong, Y. (2018). The relationship between test preparation and state test performance: Evidence from the measure of effective teaching (MET) project. Education Policy Analysis Archives, 26 (64).
  • Galla, B. M., Amemiya, J., & Wang, M.-T. (2018). Using expectancy-value theory to understand academic self-control. Learning and Instruction, 58, 22-33.
  • Wang, J., Libertus, M., & Feigenson, L. (2018) Hysteresis-induced changes in preverbal infants’ approximate number precision. Cognitive Development, 47, 107-116.
  • Emily Braham has received the "IWALS 2018 Emerging Scholar Best Poster Award" at the IWALS 2018 Final Session on June 8th, 2018.
  • McKeown, M., Crosson, A.C., Moore, D. & Beck, I. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research, 55(3), 572-616.