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The Learning Research and Development Center (LRDC) is home to multidisciplinary research on human learning and education. Our research spans a wide range, from the neural bases of learning and memory through literacy, language, reasoning, and STEM learning, the social and developmental contexts that affect educational attainment and equity, and large-scale efforts for educational improvement. We are pleased to share some of our research with the University of Pittsburgh community and the wider learning and educational sciences communities through these occasional reports.
LRDC Research News is prepared by Elizabeth Rangel, Director of Communications. See the LRDC website for more Center research.
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Parents’ Talk Predicts Spatial Language Gains
Young children who hear more frequent spatial language demonstrate better spatial skills. A team of LRDC researchers investigate toddlers’ exposure to spatial language in different play contexts. Read more here.
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Evaluation of Teaching: Students’ Experience and Future Choices
Student evaluations of teaching surveys have been widely applied in educational institutions. Liwei Chen and Christian Schunn argue that it's time to reexamine the evidence in support of SET validity. More LRDC website.
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Identifying Skills for Successful Digital Learning
Effective reading on the internet requires additional skills than linear text reading. Scott Fraundorf and colleagues studied factors in web navigation that predict student success in digital reading. Read the work here.
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Quantum Summer Camp for Students
Led by Raquel Coehlo and Chris Schunn, Pitt’s first Quantum Information Science Summer Camp, Q-Jam, was held for local high school students. Pittwire article here.
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Hanson Leads Team to Study Early Life Adversity
Jamie Hanson and col-leagues have been awarded $3.3 million to study early life adversity. Details here.
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Libertus Named ARIS Fellow
Melissa Libertus was selected for a Center for Advancing Research Impact in Society fellowship. More here.
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LRDC authors in bold
Bahnson, M., Godwin, A., Schunn, C., McChesney, E., & DeAngelo L. (2025). Retention in engineering pathways: An ecological belonging intervention supports help-seeking and continued enrollment. International Journal of STEM Education.
Chen, L., Oralova, G., Clark, S., Teodorescu, D., Fyshe, A., Demmans Epp, C., Helfrich, M., & Perfetti, C. (2025). Tracking the dynamic word-by-word incremental reading through multimeasures. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Duff, M., Sherer, J. Z., Premo, A., & Perlman, H. (2025). Hub leaders’ perspectives on equity in networked improvement. Peabody Journal of Education.
Fox, D., Ribner, A., Votruba-Drzal, E., Bachman, H. J., & Libertus, M. (2025). Parents’ spatial talk predicts toddlers’ spatial language gains. Learning and Instruction.
Han, H., Norberg, K., Cho, B.-Y., & Fraundorf, S. H. (2025). High school students’ navigation processes in an internet reading task: A descriptive video analysis. Reading Horizons: A Journal of Literacy and Language Arts.
Hanson, J. L. (2025). Stress about eviction or loss of housing and child mental health. JAMA Network Open.
McGregor, R., Leyva, D., Ribner, A., & Libertus, M. (2025). Examining a factor structure of home math activities by math subdomain with associations to children’s math skills. Journal of Numerical Cognition.
Premo, A. E., & Schunn, C. D. (2025). Network, school, and student demographic level effects of a networked improvement community on student reading outcomes. Studies in Educational Evaluation.
Ventura, A., & Leyva, D. (2025). Home learning environment in Latin America and the Caribbean: Associations with young children’s cognitive and socioemotional development. Infant Development and Behavior.
Wang, W., Perfetti, C. & Helder, A. (2025). Getting to the situation: The N400 can indicate meaning integration beyond word priming. Language, Cognition and Neuroscience.
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