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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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Parent-child Interaction and Early Math Skill
Children who enter school with lower levels of mathematical skills typically continue to underperform. LRDC researchers Ribner, Silver, Elliott, and Libertus examine the origins of individual differences in mathematical skills. Read the full article on the LRDC website.
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New “Teaching in Psych” Website
Institutions can struggle to reach all students equally. To challenge the status quo, LRDC faculty Hanson, Nokes-Malach, Schunn and Warren collaborated with Pitt's Psychology Department and University Center for Teaching & Learning (UCTL) on a new website that that describes strategies that combine equitable learning with research-based teaching approaches and evaluation. More on the new site.
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Study Strategy Familiarity and Self-regulated Learning
There are many dynamic study strategies available to students, yet students often use familiar but less effective ones. Researchers Fraundorf and Macaluso tested factors that can explain some of these study strategy choices. Read more about their work.
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Macaluso Receives Graduate Conference Award
Jessica Macaluso, graduate student in the Cognitive Psychology program, received a 2022 Graduate Conference Award from the Psychonomic Society. Read more on the LRDC website.
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Hanson Recipient of Excellence in Graduate Mentoring Award
Jamie Hanson, Assistant Professor, Psychology, and LRDC Research Scientist received a Dietrich School of Arts & Sciences Excellence in Graduate Mentoring Award. More on the accolade here.
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Just Discipline Project Expands to More Schools
Just Discipline expands to 12 more local schools in 2022 and another eight in 2023, with grants from the U.S. Department of Education, the Institute for Educational Science, The Heinz Endowments, and Pittsburgh's Children’s Hospital. Details in Pittwire.
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Exploring the Meaning of Transdisciplinary Scholarship
LRDC Post Doc Luis Pérez Cortés was featured on the Just an Hour podcast series sponsored by Arizona State University's Mary Lou Fulton Teachers College. Listen to the full podcast on YouTube.
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Joshi, M.P, Benson-Greenwald, T.M., & Diekman A.B. (2022). Unpacking motivational culture: Diverging emphasis on communality and agency across STEM domains. Motivation Science.
A. R. Weiss, A. Korzeniewska, A. Chrabaszcz, A. Bush, J. A. Fiez, N. E. Crone, & R. M. Richardson. (2022). Lexicality-modulated influence of auditory cortex on subthalamic nucleus during motor planning for speech. Neurobiology of Language.
Carver, C.E., Duong, S., Bachman, H., Votruba-Drzal, E., & Libertus, M.E. (2022). Examining relations between parental feedback types and preschool-aged children's academic skills. International Journal of Psychological Studies.
Constantine, R. R., Getty, D. J., & Fraundorf, S. H. (2022). The role of priming in grammatical acceptability judgments for native versus non-native speakers: Effects of intelligibility. PLOS One.
Koch, G.E., Libertus, M.E., Fiez, J.A., & Coutanche, M.N. (2022). Representations within the intraparietal sulcus distinguish numerical tasks and formats. Journal of Cognitive Neuroscience.
Hanson, J.L. (2022). There are many reasons that people succeed in academia. In C.R. Madan (Ed.). Academia and the World Beyond. Springer, Cham.
Pérez Cortés, L. E., Gao, Y., Kessner, T. M., Bernier, J., & Gee, E. R. (2022). Playfixing broken games: A design-oriented activity for engaging in designerly ways of thinking. International Journal of Game-Based Learning.
Wu, Y., & Schunn, C. D. (2022). Assessor writing performance on peer feedback: Exploring the relation between assessor writing performance, problem identification accuracy, and helpfulness of peer feedback. Journal of Educational Psychology.
Tran, N., & Litman, D. (2022). Getting better dialogue context for knowledge identification by leveraging document-level topic shift. Proceedings of the SIGdial 2022 Conference, Heriot-Watt University, Edinburgh, UK, Association for Computational Linguistics.
Wang, M.-T., Scanlon, C. L., & Del Toro, J. (2022). Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents’ academic achievement. American Psychologist. Advance online publication.
*LRDC researchers' names appear in boldface
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