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Key Professional Appointments

Professor Educational Psychology, University of Illinois at Urbana-Champaign, 2004 - present

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

Interim Associate Chair Department of Educational Psychology, University of Illinois, 2013 - 2013

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

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

Assistant/Associate Professor Psychology, University of New Hampshire, 1991 - 2002

Adjunct Assistant Professor/ Senior Research Associate Psychology, 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

Fellow Gerontological Society of America, 1992 - 1992

Fellow Division 20, American Psychological Association, 1999 - 1999

Spitze-Mather Faculty Award for Excellence College of Education, 2012 - 2012

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

Distinguished College Senior Scholar College of Education, University of Illinois at Urbana-Champaign, 2005 - 2006

Research & Service

Professor Stine-Morrow's research is focused on the conditions and strategies that augment cognitive health and make us effective learners into later adulthood. Research topics include (a) investigations of how age-related change in cognition impacts language and text comprehension and how shifts in strategy with age can contribute to maintaining text memory, (b) the mechanisms underlying individual variation in literacy skill among adults, and (c) interventions that promote cognitive resilience into late life.

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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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 Aging American Psychological Association, 2010 - 2014

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Courses

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.

Brain Training Myths & Realiti 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.

Adult Literacy and Languague 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.

Cog Science of Teaching & Lear 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.

CSTL Division Brownbag 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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