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in the news

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

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in the news

LRDC Seeks Interns for Undergraduate Research Program

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in the news

IWALS 2018: Registration Now Open

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TALKS

May

31

Center for the Neural Basis of Cognition

3:00 PM - 4:30 PM, Social Room, Mellon Institute

A CNBC Panel will present "What is the Function of the Basal Ganglia?". This panel will focus on the function of the basal ganglia and its role in the learning, control, and generation of behavior. Panelists include Aryn Gittis, Rob Turner, Tim Verstynen, and Eric Yttri, with Wayne Wu as the panel moderator. RVSP online at http://whoozin.com/679-94J-PF79

Jun

1

Department of Neurobiology Presents a Faculty Candidate Seminar

2:00 pm, BST3 6014

Dr. Jones G. Parker, Research Associate, Department of Biology, Stanford University, will present "Using Ca2+ imaging to decipher the neural ensemble signatures of disease". More information at http://www.braininstitute.pitt.edu/events

Jun

25-27

2018 XR Brain Jam

Various times, Theresa Lang Community and Student Center, Arnhold Hall

Carnegie Mellon University’s Entertainment Technology Center and Games for Change are excited to announce that Games for Change will host the 2018 XR Brain Jam, which will pair neuroscience researchers with game development teams and charge them with exploring the intersection of their domains. See more information and apply at https://xrbrainjam.org

More Talks

New Publications

  • 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).
  • 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.

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