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Key Professional Appointments

ProfessorEducational Psychology, University of Illinois at Urbana-Champaign, 2004 - present

ChairCSTL, Educational Psychology, University of Illinois at Urbana-Champaign, 2013 - 2015

Interim Associate ChairDepartment of Educational Psychology, University of Illinois, 2013 - 2013

ChairCSTL, Educational Psychology, University of Illinois at Urbana-Champaign, 2005 - 2012

Associate ProfessorEducational Psychology, University of Illinois at Urbana-Champaign, 2002 - 2004

Assistant/Associate ProfessorPsychology, University of New Hampshire, 1991 - 2002

Adjunct Assistant Professor/ Senior Research AssociatePsychology, Brandeis University, 1984 - 1990

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Education

Ph.D., General-Experimental Psychology, Georgia Institute of Technology, 1983

M.S., General-Experimental Psychology, Georgia Institute of Technology, 1981

B.A., Psychology, Loyola University, New Orleans, 1978

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Awards, Honors, Associations

Spitze-Mather Faculty Award for ExcellenceCollege of Education, 2012 - 2012

R. Stewart Jones Award for Outstanding Teacher in Educational PsychologyDepartment of Educational Psychology, 2007 - 2007

Distinguished College Senior ScholarCollege of EducationUniversity of Illinois at Urbana-Champaign, 2005 - 2006

FellowDivision 20American Psychological Association, 1999 - 1999

FellowGerontological Society of America, 1992 - 1992

Research & Service

My research program is focused on the conditions and strategies that augment cognitive health and make us effective learners into later adulthood.

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Publications

Stites, M., Federmeier, K., Stine-Morrow, E. (2013). Cross-age comparisons reveal multiple strategies for lexical ambiguity resolution during natural reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1823-1841.

Payne, B., Stine-Morrow, E. (2012). Aging, parafoveal preview, and semantic integration in sentence processing: Testing the cognitive workload of wrap-up. Psychology and Aging, 27, 638-649.

Payne, B., Gao, X., Noh, S., Anderson, C., Stine-Morrow, E. (2012). The effects of print exposure on sentence processing and memory in older adults Evidence for efficiency and reserve. Aging. and Cognition, 19, 122-149.

Stine-Morrow, E., Chui, H. (2012). Cognitive resilience in adulthood. Annual Review of Gerontology and Geriatrics. Springer: New York, .

Jackson, J., Hill, P., Payne, B., Roberts, B., Stine-Morrow, E. (2012). Can an old dog learn (and want to experience) new tricks? Cognitive training increases openness to experience in older adults. Psychology and Aging, 27, 286-292.

Gao, X., Levinthal, B., Stine-Morrow, E. (2012). The effects of aging and visual noise on conceptual integration during reading. Quarterly Journal of Experimental Psychology, 65, 1833-1847.

Payne, B., Jackson, J., Hill, P., Gao, X., Roberts, B., Stine-Morrow, E. (2012). Memory self-efficacy predicts responsiveness to inductive reasoning training in older adults. Journal of Gerontology: Psychological Sciences, 67B, 27-35.

Payne, B., Jackson, S., Noh, S., Stine-Morrow, E. (2011). In the zone: Flow state and cognition in older adults. Psychology and Aging, 26, 738-743.

Gao, X., Noh, S., Eskew, R., Stine-Morrow, E. (2011). Visual noise disrupts conceptual integration in reading. Psychonomic Bulletin and Review, 18, 83-88.

Stine-Morrow, E., Basak, C. (2011). Cognitive interventions. Handbook of the Psychology of Aging. Elsevier: New York, .

Stine-Morrow, E., Shake, M., Miles, J., Lee, K., McConkie, G. (2010). Pay now or pay later: Aging and the role of boundary salience in self-regulation of conceptual integration in sentence processing. Psychology and Aging, 25, 168-176.

Parisi, J., Stine-Morrow, E., Noh, S., Morrow, D. (2009). Predispositional engagement, activity engagement, and cognition among older adults. Aging, Neuropsychology and Cognition, 16, 485-504.

Stine-Morrow, E., Miller, L. (2009). Aging, self-regulation, and learning from text. Psychology of Learning and Motivation. Elsevier Publishers: New York, .

Noh, S., Stine-Morrow, E. (2009). Age differences in tracking characters during narrative comprehension. Memory & Cognition, 37, 769-778.

Shake, M., Noh, S., Stine-Morrow, E. (2008). Age differences in learning from text: Evidence for functionally distinct text processing systems. Applied Cognitive Psychology, 22, 1-18.

Stine-Morrow, E., Parisi, J., Morrow, D., Park, D. (2008). The effects of an engaged lifestyle on cognitive vitality: A field experiment. Psychology and Aging, 23, 778-786.

Noh, S., Shake, M., Parisi, J., Joncich, A., Morrow, D., Stine-Morrow, E. (2007). Age differences in learning from text: The effects of content pre-exposure on reading. International Journal of Behavioral Development, 31, 133-148.

Stine-Morrow, E., Miller, L., Hertzog, C. (2006). Aging and self-regulated language processing. Psychological Bulletin, 132, 582-606.

Stine-Morrow, E., Noh, S., Shake, M. (2006). Memory for discourse. Encyclopedia on aging. Springer: New York, .

Stine-Morrow, E., Shake, M., Miles, J., Noh, S. (2006). Adult age differences in the effects of goals on self-regulated sentence processing. Psychology and Aging, 21, 790-803.

Stine-Morrow, E., Gagne, D., Morrow, D., DeWall, B. (2004). Age differences in re-reading. Memory and Cognition, 32, 696-710.

Smiler, A., Gagne, D., Stine-Morrow, E. (2003). Aging, memory load, and resource allocation during reading. Psychology and Aging, 18(2), 203-209.

Morrow, D., Ridolpho, H., Menard, W., Sanborn, A., Stine-Morrow, E., Teller, T., Bryant, D. (2003). Environmental support promotes expertise-based mitigation of age differences on pilot communication tasks. Psychology and Aging, 18(2), 268-284.

Stine-Morrow, E., Morrow, D., Leno, R., III, . (2002). Aging and the representation of spatial situations in narrative understanding. Journal of Gerontology: Psychological Sciences, 57B, 91-97.

Stine-Morrow, E., Gagne, D. (2001). Discourse memory. Encyclopedia on aging. Springer: New York, .

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Service

Associate Editor, Psychology and AgingAmerican Psychological Association, 2010 - 2014

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Courses

Psyc of Learning in Education Study of the psychology of human learning as it applies to instruction, educational issues, and educational problems. Course Information: 3 undergraduate hours. 2 or 4 graduate hours. Taking 4 credit hours requires consent of the instructor and the completion of a substantive scholarly project. Undergraduate and graduate work load will be commensurate with the requirements. 2 hours for Latin and Spanish Certification, Elementary Edm Music and GSLIS. Prerequisite: EPSY 201 or equivalent. Class Schedule Information: Note: Fulfills educational psychology foundation requirement in learning.

Adult Learning and Development Theory of and research on adult learning and development; includes societal context, performance, physiology and health, personality, and learning; and considers stability and change during young adulthood, middle age, and old age. Meets both foundational requirements for EPSY. Course Information: 3 undergraduate hours. 4 graduate hours. Assignments and work load will commensurate with credit. Prerequisite: EPSY 201, or equivalent, or consent of instructor.

Advanced Seminar in Educ Psyc Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Course Information: Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.

Elizabeth A. L. Stine-Morrow

Professor (CSTL Division Chair), Educational Psychology

Contact

Office

210G Education Building
1310 S. Sixth St.
Champaign, IL 61820

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