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IDDEAS Research Team
Robert A. Bjork (UCLA) - Co-Principal Investigator
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email
Robert A. Bjork (Ph.D., Stanford University) is Professor of Psychology
and Chair of the Psychology Department at the University of California,
Los Angeles, and Co-editor of Psychological Science in the Public
Interest. His research focuses on how humans learn and remember
and on the implications of that research for training and instruction.
His earlier responsibilities include editing Psychological Review
(1995-2000), editing Memory & Cognition (1981-85), and chairing
a National Research Council Committee on Techniques for the Enhancement
of Human Performance (1988-94). He has served as President of the
American Psychological Society, President of the Western Psychological
Association, Chair of the Psychonomic Society, and Chair of the
Council of Editors of the American Psychological Association. He
is a fellow of the Society of Experimental Psychologists, the American
Psychological Association (APA), and the American Psychological
Society (APS). He is a recipient of UCLA's Distinguished Teaching
Award and the Distinguished Scientist Lecturer Award of the American
Psychological Association. During 2001-2002, he was a Fellow at
the Center for Advanced Study in the Behavioral Sciences, Stanford,
California, and a Leverhulme Visiting Professor at the University
of St. Andrews, Scotland.
Marcia C. Linn (UC Berkeley) - Co-Principal Investigator
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| email
Marcia C. Linn (B. A.; Ph.D. Stanford University) is professor
of development and cognition specializing in education in mathematics,
science, and technology in the Graduate School of Education at the
University of California, Berkeley. She directs the Technology-enhanced
Learning in Science (TELS) center. A fellow of the American Association
for the Advancement of Science, she investigates science teaching
and learning; gender equity; and design of learning environments.
In 1998, the Council of Scientific Society Presidents selected her
for its first award in educational research. In 1995-1996 and 2001-2002
she was a fellow at the Center for Advanced Study in the Behavioral
Sciences. In 1994, the National Association for Research in Science
Teaching presented her with its Award for Lifelong Distinguished
Contributions to Science Education. The American Educational Research
Association bestowed on her the Willystine Goodsell Award in 1991
and the Women Educator's Research Award in 1982. Twice she has won
the Outstanding Paper Award of the Journal of Research in Science
Teaching (1975 and 1983). She has accepted invitations to contribute
as a Fullbright Professor at the Weizmann Institute in Israel, as
a Visiting Fellow at University College , London, and as a Visiting
Fellow at the Institute J.J. Rousseau in Geneva, Switzerland where
she worked with Jean Piaget. Her board service includes the American
Association for the Advancement of Science board, the Graduate Record
Examination Board of the Educational Testing Service, the McDonnell
Foundation Cognitive Studies in Education Practice board, and the
Education and Human Resouces Directorate at the National Science
Foundation. Her publications include Computers, Teachers, Peers
-- Science Learning Partners, with S. Hsi (Lawrence Erlbaum Associates,
2000); Internet Environments for Science Education with Elizabeth
Davis and Philip Bell (Lawrence Erlbaum Associates, in press); WISE
Science with J. D. Slotta in Educational Leadership, (2000); The
Tyranny of the Mean: Gender and Expectations, in Notices of the
American Mathematical Society (1994); and Designing Pascal Solutions,
with M. C. Clancy (W.H. Freeman, 1992).
Nate Kornell
(UCLA) - Post-doctoral Researcher
email
Nate Kornell (Ph.D, Columbia University) is a postdoctoral researcher
in the Psychology Department at the University of California,
Los Angeles. His research focuses on the interaction between
the cognition and the learning environment, and how to optimize
that interaction. Specifically, he has been investigating the
role of metacognitive judgments in guiding study decisions, the
effects of desirable difficulties such as spacing and interleaving
of materials during study, and the effect of presentation versus
self-generation during learning.
Matthew J. Hays
(UCLA) - Graduate Researcher
email
Matt Hays earned a Bachelor of Science in Psychology from Duke
University in 2002. He is now a second-year PhD student in the
Cognitive program in the Psychology Department at the University
of California, Los Angeles. He currently is working on three
project sequences. In the area of visual design, his investigations
assess how variables in the visual layout of information affect
recall. With IDDEAS, he is investigating whether educational
material can benefit from "desirable difficulties" found
in simple laboratory experiments. He is also working with Professors
Robert and Elizabeth Bjork on several studies of retrieval-induced
forgetting, with the eventual goal of modeling how competition
among memories affects their ability to be recalled.
Daniel S. Fink
(UCLA) - Researcher
email
After many years of working with computers and Internet technologies,
Dan Fink returned to academia and earned his B.A. in Psychology
from UCLA in 2005 with a specialization in Computing.
Jason R. Finley
(UCLA) - Researcher
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Jason Finley earned his B.S. in Cognitive Science from UCLA in
2003. His interests include the intersection of cognition and information
technology, social cognition, applied cognitive science, metacognition,
and astrobiology. He is a co-founder of the UCLA
AstroBiology Society,
and runs an educational website about birds on and aorund the UCLA
campus: Birds of Westwood.
IDDEAS Alumni
Lindsey E.
Richland (UCLA) - Post-doctoral Researcher
email
Lindsey E. Richland (Ph.D, UCLA), formerly a postdoctoral researcher
in the Psychology Department at the University of California,
Los Angeles, is now a professor in the Education Department at
the University of California, Irvine. Her
research focuses on the development of higher order reasoning,
learning
and memory. In
one set of projects she is investigating the mechanisms underlying
children's
development of analogical reasoning and transfer. In a
second set of projects she is examining variations in information
presentation and the implications for knowledge acquisition and
retention. She is analyzing cross-cultural differences
in teachers' organization of learning opportunities, and the
effects of variable training conditions on retention and transfer.
Britte H. Cheng
(UC Berkeley) - Graduate Researcher
email
Britte Cheng is a graduate student researcher in the Cognition
and Development program in the Graduate School of Education at
the University of California, Berkeley. Her research focuses
on science education at the middle school level. Specifically,
she is exploring how classroom practices, such as the use of
technologies and student assessment affect learning. She
is also interested in the relationship between students beliefs
about scientific knowledge and the learning process. As
part of IDDEAS, Britte has conducted a series of classroom studies
that examine the role of desirable difficulties in complex settings. These
studies have used the context of astronomy to implement such
desirable difficulties as: generation, interleaving of instruction,
and the use of visual modes of instruction.
IDDEAS Board of Advisors
David A. Balota
Professor
Department of Psychology
Washington University in St. Louis
Elizabeth Ligon Bjork
Professor
Department of Psychology
University of California, Los Angeles
John Bransford
Centennial Professor and Co-Director
Learning Technology Center
Vanderbilt University
Mark A. McDaniel
Professor
Department of Psychology
University of New Mexico
Kathleen McDermott
Assistant Professor
Department of Psychology
Washington University in St. Louis
Henry L. Roediger, III
Professor and Chair
Department of Psychology
Washington University, St. Louis
James D. Slotta
Director, The WISE Project
Graduate School of Education
University of California, Berkeley
Nancy B. Songer
Associate Professor
Science Education and Learning Technologies
University of Michigan
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