I am chair and professor in the Department of Educational Psychology and full time faculty member at the Beckman Institute. I also have zero-time appointments in the Psychology and the ISE Departments.
President Divsion 21 (Applied Experimental Psychology) American Psychological Association, 2012 - 2013
Member Risk Communication Advisory Committee, Food & Drug Administration, 2012 - present
New grants for FY2011 (9/1/2011)
Prof. Morrow’s research focuses on learning, cognition, and communication in complex task domains such as health care and aviation, with a focus on aging. Current projects investigate the impact of health literacy (and cognition more broadly) on older adults’ comprehension of information needed to self-manage chronic illness. Focusing on older adults with hypertension, Prof. Morrow’s group has found that lower health literacy reflects lower levels of processing capacity (such as working memory) and knowledge (related to language and health). Processing capacity limits impair specific processes involved in understanding information needed to self-manage hypertension, such as recognizing longer and uncommon words and integrating concepts into a representation of the message. However, high levels of knowledge can offset these processing capacity limits to improve memory for self-care information. In a recent study, they redesigned self-care information found on commonly used websites in order to reduce comprehension demands on processing capacity and support the use of knowledge. Older adults better remembered the redesigned information compared to the original web-based information.
Morrow’s group has also leveraged technology to support self-care among older adults with chronic illness. They developed a computer-based tool to help nurses collaborate with older adults who have complex medication regimens in order to help the patients learn how to take their medications. A current study is evaluating whether the tool improves medication knowledge and adherence. Prof. Morrow is also collaborating with engineering faculty at UIUC to explore whether older adults better understand numeric health information (such as cholesterol test results) available in patient portals when the information is delivered by a computer-based agent, compared to typical numeric formats used in portals.
Chin, J., Moeller,, D., Johnson, J., Duwe, E., Graumlich, J., Murray, M., & Morrow, D. (2017) A multi-faceted approach to promote comprehension of online health information among older adults Oxford link >
Morrow, D. (2013) Reviews of Human Factors and Ergonomics, Vol 8 Human Factors & Ergonomics Society (Sage Publishing)
Morrow, D., & Fischer, U. (2013) Communication in socio-technical systems. Oxford Handbook of Cognitive Engineering Oxford University Press: New York, NY
Morrow, D., D'Andrea, L., Stine-Morrow, E., Shake, M., Gao, S., Chin, J., Bertel, S., Conner-Garcia, T., Graumlich, J., & Murray, M. (2012) Comprehension processes in multimedia health information Visual Communication 11, 347-362
Morrow, D., McKeever, S., Chin, C., Madison, A., Davis, K., Wilson, E., Kaiser, D., Wolf, M., Conner-Garcia, T., & Graumlich, J. (2012) An EMR-Based Tool to Support Collaborative Planning for Medication Use among Adults with Diabetes: A Multi-Site Randomized Control Trial Contemporary Clinical Trials 33, 1023-1032
Nokes-Malach, T., Meade, M., & Morrow, D. (2012) Expertise and collaborative decision making Thinking & Reasoning 18, 32-58
Chin, J., Morrow, D., Stine-Morrow, E., Conner-Garcia, T., Graumlich, J., & Murray, M. (2011) The process-knowledge model of health literacy: Evidence from a componential analysis of two commonly used measures Journal of Health Communication 16, 222-241
Morrow, D., & Durso, F. (2011) Patient Safety Research that Works: Introduction to the Special Issue on Human Performance and Health Care. Journal of Experimental Psychology: Applied 17 , 191-194
Morrow, D., & Wilson, E. (2010) Medication adherence among older adults: a systems perspective. Aging in America Volume II: Physical and Mental Health Praeger: Santa Barbara, CA
Co-Principal Investigator The Senior Odyssey: A Lab-to-Life Translation, National Institutes of Health, 2004 - 2006
Editor, Journal of Experimental Psychology: Applied American Psychological Association, 2017 - 2021
Associate Editor Journal of Human Factors, 2014 - 2016
Member Risk Communication Advisory Committee, Food and Drug Administration, Food and Drug Administration, 2012 - 2016
President Division 21: Applied Experimental and Engineering Psychology, American Psychological Association, 2012 - 2013
Editor Reviews of Human Factors and Ergonomics, Volume 8, Human Factors and Ergonomics Society, 2011 - 2013
Associate Editor Journal of Experimental Psychology Applied, American Psychological Association, 2009 - 2013
President-Elect Division 21: Applied Experimental and Engineering Psychology, American Psychological Association, 2011 - 2012
Editor Journal of Experimental Psychology Applied Special Issue on Health Care, American Psychological Association, 2010 - 2011
I teach courses related to how human performance and cognition influence how people interact with technology. Currently, I am teaching EPSY 456 (Human Performance and Cognition in Context), which is cross-listed with the Psychology and the ISE departments.
Human Perform & Cogn in Contxt Theories and findings from cognitive science and related disciplines concerning human information processing mechanisms and capacities are covered, with an emphasis on how understanding people's perceptual and cognitive strengths and limitations can inform decisions about teaching/training strategies and designing technological environments to suit people's needs and abilities. Course Information: Same as IE 445 and PSYC 456. 3 undergraduate hours. 4 graduate hours. Prerequisite: PSYC 100 or PSYC 103 or consent of instructor.
Human Factors in Health Care Foundational theories and practices of educational psychology, including learning and development. Course Information: 2 or 3 undergraduate hours. 2 or 4 graduate hours. Approved for letter and S/U grading. May be repeated to a maximum of 8 hours. Undergraduate and graduate work load will be commensurate with the requirements. Class Schedule Information: Note: Meets educational psychology foundation requirement.