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Congratulations
to those who have been accepted to present at ST&D this summer in
Montreal, Canada (July 10-12):
Griffin, Jaeger,
Jarozs, Thiede, & Wiley
Improving
Metacomprehension in an Undergraduate Course in Research Methods
Salas &
Griffin
Use of
emotion-based versus Evidence-based Arguments in a Multiple
Documents
Environment.
Taylor &
Wiley
Learning Science
Through Analogy: The Role of Individual Differences in Spatial Ability
Briner,
McCarthy, Burkett, Levine, Magliano, Lee, & Goldman
Toward an
Assessment of Literary Reasoning in High School Students
Congratulations
to Tara Jobe and Ben Storm on the acceptance of their paper
"Retrieval-induced forgetting predicts failure to recall negative
autobiographical memories" at Psychological Science!
Congratulations to Andy Jarosz who has been getting bunches of media
attention for our recently published study: Jarosz, A. F., Colflesh, G.
J. H., & Wiley, J. (2012). Uncorking the muse: Alcohol intoxication
facilitates creative problem solving. Consciousness & Cognition
including
<http://www.sciencenews.org/view/generic/id/338406/title/Vodka_delivers_shot_of_creativity
>Science
News: A boozy glow may trigger problem-solving insights
<http://www.wired.com/wiredscience/2012/02/why-being-sleepy-and-drunk-are-great-for-creativity/>WIRED:
Why Being Sleepy and Drunk Are Great for Creativity
and an interview on the BBC World Today radio programme.
And, congratulations to Dan Aiello whose senior research project,
completed as part of PSCH 399 and his Honors Capstone, was just
officially accepted for publication at the Journal of Problem Solving!
Aiello, D. A., Jarosz, A. F., Cushen, P. J., & Wiley, J. (in
press). Firing the executive: When an analytic approach to problem
solving helps and hurts.
Congratulations
to Patrick Cushen who
successfully defended his thesis "Analogical Problem Solving: A Common
Explanation, but a Rare Observation" this Fall, and on his postdoctoral
position at the University of Maryland's Center for the Advanced Study
of Language that he will start this Spring.
Congratulations to Joanna Bovee
who received Provost's Award for Graduate Research based on her
research proposal entitled "Enhanced Executive Processing in
Bilinguals: The nonlinguistic benefits of knowing two languages."
Congratulations to Allison Jaeger
who successfully defended her thesis "Can self-explanation improve
metacomprehension accuracy for illustrated text?" this Fall.
Congratulations to Tara Jobe
who successfully defended her thesis "Retrieval-induced Forgetting of
Emotional Self-Relevant Memories" this Fall.
Congratulations to Rebecca Koppel who
successfully defended her thesis "Incubation Moderates the Relationship
between Retrieval-induced Forgetting and Overcoming Fixation in
Creative Problem Solving" this Fall.
Congratulations to Katherine Brill who
successfully defended her thesis "How declarative and procedural memory
interact with language training conditions" this Fall.
Congratulations to
these presentations at Psychonomics 2011:
Bovee, Morgan-Short, Brill, & Raney
Age of Second Language Acquisition Predicts Enhanced Executive Control
in Bilingual Adolescents
Campbell & Raney
Life is A Pencil: Using Eyetracking to Explore Metaphor Processing
Cushen & Wiley
Individual Differences and Spontaneous Transfer During Analogical
Problem Solving
Jaeger & Wiley
Reducing Illusions of Comprehension from Illustrated Text
Koppel, Wilson, Jobe, &
Storm
Examining Selective Directed Forgetting
Nestojko, Schilling, & Storm
Forgetting in the Face of Rehearsal: Are Actively Rehearsed Items
Susceptible to Retrieval-induced Forgetting?
Salas & Griffin
Individual Differences in Preferences for Evidence-based Versus
Affect-based Arguments
Wolfe, Kurby, & Taylor
Judging and Recalling Arguments as a Function of Belief in the
Argument
The UIC Cognitive Division was well represented at the 2011 ST&D
conference in Poitiers, France this summer. Presentations were given by
Candice Burkett, Susan Goldman, Thomas
Griffin, Allison Jaeger, Katie McCarthy, Carlos Salas, and Jennifer
Wiley, and recent grads Jason
Braasch and Scott Hinze.
Jim Pellegrino and Andrew Taylor also attended.
Congrats to grad students Kate Brill,
Rebecca Koppel, and Carlos Salas, and undergrad Dan Aiello on presenting at MPA
2011 this past May.
Congratulations to several undergraduates including Dan Aiello, Mimi Nguyen, and Tatiana
Karpouzian, who worked in Cognitive labs this past year and
participated in the Student Research Forum in April, 2011. Dan recieved
an Honorable Mention for his project with Jennifer Wiley titled "How an
Implicit Learning Task Influences Performance on a Subsequent Creative
Problem Solving Task", while Tatiana was awarded a second place prize
for her project with Kara Morgan-Short titled "The Role of Working
Memory in Second Language Development".
Congratulations to Pat Cushen who
was awarded the 2011 Piorkowski Award for his
collegiality and scholarship. The Piorkowski Award is given annually to
a student in Behavioral Neuroscience or Cognition for scholarly
excellence as well as displaying creativity, strength of character, and
a love of people.
The UIC Cognitive Division was also well represented at AERA this past
year in New Orleans. Several current and past students (Allison Jaeger, Chris Sanchez, and Ben Jee)
participated in a structured poster session on visualization, spatial
ability and learning in science. Katie
McCarthy and recent grad Scott
Hinze also presented their work on literary interpretation and
the testing effect respectively.
Congratulations to Reality Canty on the publication of
the article "Star Students Make Connections" in Teaching Children Mathematics
authored with Marshall and Castro-Superfine.
Welcome to our new class of incoming
students! We have 5 new students for 2011: Candace Burkett (Memphis), Krista Miller
(Lake Forest), Jared Ramsburg (CSUN), Nate Shannon (Indiana), and
Andrew Taylor (GVSU).
Faculty Notes:
Congratulations to
Ben Storm for being featured in a
Huffington Post article on "Why Forgetting Is Good For Your Memory"
http://www.huffingtonpost.com/2011/10/19/forget-memory-remember_n_1018425.html
Congratulations to Susan Goldman,
Thomas Griffin, Jennifer Wiley, and James Pellegrino who
received a grant for $19.2 million from the Institute for Education
Sciences to fund new efforts to improve Reading
for Understanding in K-12 education.
Congratulations to Susan Goldman and
James Pellegrino who received a $10 million math literacy
project grant funded by the U.S. Department of Education's Institute of
Education Sciences. As part of the National Center for Cognition and
Mathematics Instruction, a team of UIC experts will
collaberate on the redesign and testing of widely used middle school
mathematics curriculum called the Connected Mathematics Project.
Congratulations
to Susan Goldman and Jim Pellegrino who
have both been elected to the National
Academy of Education. The academy consists of a
maximum of 200 U.S. members and up to 25 foreign associates who are
elected on the basis of outstanding scholarship or contributions to
education.
Congratulations to Susan Goldman who
has been elected the chair of the International Society of the Learning
Sciences from 2010 - 2013.
Congratulations to Jennifer Wiley who
was awarded an Alexander von Humboldt
Foundation Fellowship which are granted to highly qualified
foreign scientists and scholars for a long-term research stay in
Germany.
Congratulations to Susan Goldman and
James Pellegrino who have been recognized as LAS Distinguished Professors by the
University.
Congratulations to Stellan Ohlsson
who was awarded with the 2006-7
Silver Circle Teaching Award and the Graduate Mentoring Prize in 2007-8.
Congratulations to Gary Raney who was recognized with a 2010 Flame Award for Teaching Excellence.
Currently
Funded Grants:
Goldman, Griffin,
Pellegrino, Wiley (with NIU, NU,
WestEd) IES, Reading for Understanding Across Grades 6 through
12: Evidence-based Argumentation for Disciplinary Learning.
Pellegrino &
Goldman, IES, National Center for
Cognition and Mathematics Instruction
Griffin &
Wiley (with Thiede, Boise State), IES,
Improving Metacomprehension
and Self-Regulated Learning From Scientific Texts
Pellegrino &
Goldman, NSF, Evaluation of the
Cognitive, Psychometric,
and Instructional Affordances of Curriculum-Embedded Assessments: A
Comprehensive
Validity-Based Approach
Pellegrino, IES,
The Cognitive, Psychometric, and
Instructional Validity
of Curriculum-Embedded Assessments: In-Depth Analyses of the Resources
Available to Teachers Within "Everyday Mathematics"
Wiley (with Moher,
Computer Science), NSF, Supporting
whole-class science
investigations with spatial simulations
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