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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 to 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 of the LRDC Research News, prepared by Elizabeth Rangel, LRDC Director of Communications.
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Thank you to those of you who made generous donations to LRDC on the 2023 Pitt Day of Giving. We raised $4,300 from 30 donors, all of which will be used to support LRDC students.
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Can We Measure Whether a Text is Easy or Hard to Read?
This and other questions were discussed at the 2023 Annual Conference on Human Sentence Processing (HSP) organized by LRDC's Tessa Warren, Scott Fraundorf and Natasha Tokowicz here.
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On the Equity Journey with STEM PUSH
The STEM PUSH Network hosted a national convening of its 43 partner precollege STEM programs at the University of Pittsburgh. Read more about the convening.
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New Grant
Diana Leyva was awarded a new, two-year grant by the Brady Education Foundation for "Recipe for Success (RFS): Improving Literacy and Diet in Latino Preschoolers Through Peer Support." The Pitt Co-Pis are Sharon Ross of the School of Education and Patricia Documet of the School of Public Health.
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New Grant
Tessa Benson-Greenwald received a Grant-In-Aid from the Society for the Psychological Study of Social Issues (SPSSI) for "Valuing Perspectives and Promoting Inclusion: The Impact of Valuing Subjectivity in STEM Contexts for Underrepresented Groups."
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2023 Momentum Grants for the Pitt Year of Emotional Well Being
Kudos to Elizabeth Votruba-Drzal, Omid Fotuhi, and Ming-Te Wang!
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Increasing the Number of Students Who Are Excited About Algebra
The Partners for Network Improvement (PNI) team at LRDC worked with The Better Math Teaching Network (BMTN) on four instructional books. Read about them here.
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Del Toro, J., & Wang, M-T. (2023). Stereotypes in the classroom's air: Classroom racial stereotype endorsement, classroom engagement, and STEM achievement among Black and White American adolescents. Developmental Science.
Roeser, R.W., Schussler, D., Baelen, R.N. & Galla, B.M. (2023). Mindfulness for students in pre-K to secondary school settings: Current findings, future directions. Mindfulness.
Kim, J. J., Henry, D. A., & Dearing, E. (2023). Early childhood predictors of Black children's achievement: Home, early care and education, and neighborhood contexts. Early Childhood Research Quarterly.
Matsumura, L.C., Wang, E.L., Correnti, R., & Litman, D. (2023). Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing, Assessing Writing.
Zepeda, C. D., & Nokes-Malach, T. J. (2023). Assessing metacognitive regulation during problem solving: A comparison of three measures. Journal of Intelligence.
Jha, R.R., Kumar, B.V.R., Pathak, S.K., Schneider, W., Bhavsar, A., & Nigam, A. (2023). Undersampled single-shell to MSMT fODF reconstruction using CNN-based ODE solver.
Computer Methods and Programs in Biomedicine.
Pérez Cortés, L. E., Ha, J., Su, M., Nelson, B., Bowman C., & Bowman, J. (2023). Gleaning museum visitors’ behaviors by analyzing questions asked in a mobile app. Educational Technology Research and Development.
Dong, Z., Gao, Y., & Schunn, C.D. (2023). Assessing students’ peer feedback literacy in writing: scale development and validation. Assessment & Evaluation in Higher Education.
Walsh, M.E., Witherspoon, E.B., Schunn, C.D. & Matsumura, L.C. (2023). Mental simulations to facilitate teacher learning of ambitious mathematics instruction in coaching interactions. International Journal of STEM Education.
Albu, E., Dudschig, C., Warren, T., & Kaup, B. (2023). Does negation influence the choice of sentence continuations? Evidence from a four-choice cloze task. Quarterly Journal of Experimental Psychology
*LRDC researchers' names appear in boldface
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