IDDEAS Research Team

Robert A. Bjork (UCLA) - Co-Principal Investigator

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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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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

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

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

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.




Lindsey E. Richland (UCLA) - Post-doctoral Researcher

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

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
Department of Psychology
Washington University in St. Louis

Elizabeth Ligon Bjork
Department of Psychology
University of California, Los Angeles

John Bransford
Centennial Professor and Co-Director
Learning Technology Center
Vanderbilt University

Mark A. McDaniel
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