Illinois' top-ranked Educational Psychology program offers a stimulating, research-oriented graduate experience. Our faculty members are widely recognized leaders for their innovative, cutting-edge research in a broad spectrum of specialty areas. Here are some of the publications that have come out of our research recently:

Counseling Psychology

Photo of Professor Helen NevilleChanges in White college students’ color-blind racial ideology over four years: Do diversity experiences make a difference?
Helen Neville, V. Paul Poteat, Jioni Lewis, & Lisa Spanierman
Journal of Counseling Psychology
Vol. 61, pp. 179-190 

In this longitudinal study, we explored how White students’ (N = 857) color-blind racial ideology (CBRI; i.e., beliefs that serve to deny, minimize, and/or distort the existence of racism) changed over four years and the factors associated with these patterns of change. Findings suggested that close friendships with Black peers and greater diversity education experiences were related to significantly greater decreases in CBRI over time.  

Rounds, JamesThe Nature and Power of Interests
James Rounds and Rong Su
Current Directions in Psychological Science: A Journal of the Association for Psychological Science
April 2014 vol. 23 no. 2 pp. 98-103

Despite their significance to both individuals and organizations, interests are often misunderstood, and their predictive power is often overlooked. In this article, we discuss the nature of interests, describe several key features of interests, and, contrary to the received knowledge of many, explain how interests can be used to predict career and educational choice, performance, and success.

Cognitive Science of Teaching & Learning (CSTL)

Christianson, KielI “hear” what you're “saying”: Auditory perceptual simulation, reading speed, and reading comprehension
Peiyun Zhou & Kiel Christianson
The Quarterly Journal of Experimental Psychology
Online March 17, 2015

Auditory Perceptual Simulation (APS) refers to a reader actively imagining a speaker’s voice in his or her head while reading silently. We describe and test a novel method of cueing APS and present evidence that readers who perform APS read as fast or faster and with better comprehension than readers who undertake normal silent reading. We hypothesize that APS generates a more detailed and robust prosodic representation, which buttresses the syntactic representation. This reinforced syntactic representation is, we propose, resistant to intrusions from semantic processing heuristics that can lead to misinterpretation of a “good-enough” nature. 

Photo of Professor Jennifer CromleyUsing diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes
Bergey, Cromley, Kirchgessner, & Newcombe
British Journal of Educational Psychology
2015, 85, pp. 59-74

High school students are frequently shown scientific diagrams, but there is much evidence that they have difficulty comprehending them and in fact often ignore these visual representations. Within 15 biology classes, we assigned students to a diagram-based “warmup” activity or a textbook-based warmup activity on the same biology topic. The warmups took place over 4 weeks, and covered material that had been taught in class 2 days to 2 weeks previously. Students receiving diagram-based warmups scored higher than the textbook group on biology diagrams and biology knowledge. The diagram-based warmups were optimal for higher-knowledge students and those with higher spatial skills.

Anderson, RichardSocial influences on children’s development of relational thinking during small-group discussions
Tzu-Jung Lin, Richard C. Anderson, et. al.
Contemporary Educational Psychology
41 (2015) pp. 83-97

A microgenetic analysis of 176 child-led collaborative discussions, encompassing 32,521 turns for speaking, documented growth in relational thinking within and across discussions that was mediated by children’s friendships and social status.

Dan MorrowMemory and comprehension for health information among older adults: Distinguishing the effects of domain-general and domain-specific knowledge
Chin, Payne, Gao, Conner-Garcia, Graumlich, Murray, Morrow, & Stine-Morrow
Memory, Vol. 23, pp. 577-589

While there is evidence that knowledge influences understanding of health information, little is known about the processing mechanisms underlying this effect and its impact on memory. We investigated the impact of domain-general and health knowledge on how older adults with hypertension understand and remember the information they need to manage their illness.

Photo of Professor Dorothy Espelage

Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities
Dorothy Espelage, Chad Rose, & Josh Polanin
Hammill Institute on Disabilities
DOI: 10.1177/0741932514564564

In this randomized clinical trial, students with disabilities who received three years of a social emotional learning (SEL) middle school curriculum demonstrated decreases in bully perpetration in comparison to students with disabilities who did not receive the curriculum.  SEL should be given to all students in middle schools.