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Key Professional Appointments

Professor, Educational Psychology, University of Illinois, Urbana-Champaign

Professor, Psychology, University of Illinois, Urbana-Champaign

Professor, Beckman Institute for Advanced Science and Technology, University of Illinois, Urbana-Champaign

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Publications

Bailey, P. E., Ebner, N. C., & Stine-Morrow, E. A. L. (2021). Introduction to the special issue on prosociality in adult development and aging: Advancing theory within a multilevel framework. Psychology and aging, 36(1), 1-9. https://doi.org/10.1037/pag0000598  link >

Jackson, J. J., Hill, P. L., Payne, B. R., Parisi, J. M., & Stine-Morrow, E. A. L. (2020). Linking openness to cognitive ability in older adulthood: The role of activity diversity. Aging and Mental Health, 24(7), 1079-1087. https://doi.org/10.1080/13607863.2019.1655705  link >

Katsumi, Y., Dolcos, S., Dixon, R. A., Fabiani, M., Stine-Morrow, E. A. L., & Dolcos, F. (2020). Immediate and long-term effects of emotional suppression in aging: A functional magnetic resonance imaging investigation. Psychology and aging, 35(5), 676-696. https://doi.org/10.1037/pag0000437  link >

Ng, S., Payne, B. R., Liu, X., Anderson, C. J., Federmeier, K. D., & Stine-Morrow, E. A. L. (2020). Execution of Lexical and Conceptual Processes in Sentence Comprehension among Adult Readers as a Function of Literacy Skill. Scientific Studies of Reading, 24(4), 338-355. https://doi.org/10.1080/10888438.2019.1671849  link >

Payne, B. R., Federmeier, K. D., & Stine-Morrow, E. A. L. (2020). Literacy skill and intra-individual variability in eye-fixation durations during reading: Evidence from a diverse community-based adult sample. Quarterly Journal of Experimental Psychology, 73(11), 1841-1861. https://doi.org/10.1177/1747021820935457  link >

Bollaert, R. E., Sandroff, B. M., Stine-Morrow, E. A. L., Sutton, B. P., & Motl, R. W. (2019). The Intersection of Physical Function, Cognitive Performance, Aging, and Multiple Sclerosis: A Cross-sectional Comparative Study. Cognitive and Behavioral Neurology, 32(1), 1-10. https://doi.org/10.1097/WNN.0000000000000179  link >

Chaparro, G. N., Stine-Morrow, E. A. L., & Hernandez, M. E. (2019). Effects of aerobic fitness on cognitive performance as a function of dual-task demands in older adults. Experimental Gerontology, 118, 99-105. https://doi.org/10.1016/j.exger.2019.01.013  link >

Liu, X., Shuster, M. M., Mikels, J. A., & Stine-Morrow, E. A. L. (2019). Doing What Makes You Happy: Health Message Framing for Younger and Older Adults. Experimental Aging Research, 45(4), 293-305. https://doi.org/10.1080/0361073X.2019.1627491  link >

Stine-Morrow, E. A. L. (2019). Editorial. Psychology and aging, 34(1), 1-3. https://doi.org/10.1037/pag0000327  link >

Yoon, S. O., & Stine-Morrow, E. A. L. (2019). Evidence of preserved audience design with aging in interactive conversation. Psychology and aging, 34(4), 613-623. https://doi.org/10.1037/pag0000341  link >

Ng, S., Payne, B. R., Stine-Morrow, E. A. L., & Federmeier, K. D. (2018). How struggling adult readers use contextual information when comprehending speech: Evidence from event-related potentials. International Journal of Psychophysiology, 125, 1-9. https://doi.org/10.1016/j.ijpsycho.2018.01.013  link >

Chin, J., Madison, A., Gao, X., Graumlich, J. F., Conner-Garcia, T., Murray, M. D., Stine-Morrow, E. A. L., Morrow, D. G., & Pruchno, R. (2017). Cognition and health literacy in older adults' recall of self-care information. Gerontologist, 57(2), 261-268. https://doi.org/10.1093/geront/gnv091  link >

Ng, S., Payne, B. R., Steen, A. A., Stine-Morrow, E. A. L., & Federmeier, K. D. (2017). Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence From Reading Times and Event-Related Potentials. Scientific Studies of Reading, 21(5), 359-375. https://doi.org/10.1080/10888438.2017.1310213  link >

Payne, B. R., Gross, A. L., Hill, P. L., Parisi, J. M., Rebok, G. W., & Stine-Morrow, E. A. L. (2017). Decomposing the relationship between cognitive functioning and self-referent memory beliefs in older adulthood: what’s memory got to do with it? Aging, Neuropsychology, and Cognition, 24(4), 345-362. https://doi.org/10.1080/13825585.2016.1218425  link >

Payne, B. R., & Stine-Morrow, E. A. L. (2017). The effects of home-based cognitive training on verbal working memory and language comprehension in older adulthood. Frontiers in Aging Neuroscience, 9(AUG), [256]. https://doi.org/10.3389/fnagi.2017.00256  link >

Steen-Baker, A. A., Ng, S., Payne, B. R., Anderson, C. J., Federmeier, K. D., & Stine-Morrow, E. A. L. (2017). The effects of context on processing words during sentence reading among adults varying in age and literacy skill. Psychology and aging, 32(5), 460-472. https://doi.org/10.1037/pag0000184  link >

Stine-Morrow, E. A. L., & Radvansky, G. A. (2017). Discourse processing and development through the adult lifespan. In M. F. Schober, D. N. Rapp, & A. Britt (Eds.), The Routledge Handbook of Discourse Processes, Second Edition (2 ed., pp. 247-268). Taylor and Francis. https://doi.org/10.4324/9781315687384  link >

Liu, X., Chin, J., Payne, B. R., Fu, W. T., Morrow, D. G., & Stine-Morrow, E. A. L. (2016). Adult age differences in information foraging in an interactive reading environment. Psychology and aging, 31(3), 211-223. https://doi.org/10.1037/pag0000079  link >

Mikels, J. A., Shuster, M. M., Thai, S. T., Smith-Ray, R., Waugh, C. E., Roth, K., Keilly, A., & Stine-Morrow, E. A. L. (2016). Messages that matter: Age differences in affective responses to framed health messages. Psychology and aging, 31(4), 409-414. https://doi.org/10.1037/pag0000040  link >

Motl, R. W., Sebastião, E., Klaren, R. E., McAuley, E., Stine-Morrow, E. A. L., & Roberts, B. W. (2016). Physical activity and healthy aging with multiple sclerosis-Literature review and research directions. US Neurology, 12(1), 29-33. https://doi.org/10.17925/USN.2016.12.01.29  link >

Payne, B. R., & Stine-Morrow, E. A. L. (2016). Risk for mild cognitive impairment is associated with semantic integration deficits in sentence processing and memory. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 71(2), 243-253. https://doi.org/10.1093/geronb/gbu103  link >

Shake, M. C., & Stine-Morrow, E. A. L. (2016). Language and aging. In The Curated Reference Collection in Neuroscience and Biobehavioral Psychology (pp. 337-342). Elsevier Science Ltd.. https://doi.org/10.1016/B978-0-12-809324-5.01889-7  link >

Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. L. (2016). Do “Brain-Training” Programs Work? Psychological Science in the Public Interest, Supplement, 17(3), 103-186. https://doi.org/10.1177/1529100616661983  link >

Stine-Morrow, E. A. L., & Payne, B. R. (2016). Age Differences in Language Segmentation. Experimental Aging Research, 42(1), 107-125. https://doi.org/10.1080/0361073X.2016.1108751  link >

Chin, J., Payne, B. R., Fu, W. T., Morrow, D. G., & Stine-Morrow, E. A. L. (2015). Information Foraging Across the Life Span: Search and Switch in Unknown Patches. Topics in Cognitive Science, 7(3), 428-450. https://doi.org/10.1111/tops.12147  link >

Chin, J., Payne, B., Gao, X., Conner-Garcia, T., Graumlich, J. F., Murray, M. D., Morrow, D. G., & Stine-Morrow, E. A. L. (2015). Memory and comprehension for health information among older adults: Distinguishing the effects of domain-general and domain-specific knowledge. Memory, 23(4), 577-589. https://doi.org/10.1080/09658211.2014.912331  link >

Stine-Morrow, E. A. L. (2015). Commentary on Mata and von Helversen: Foraging Theory as a Paradigm Shift for Cognitive Aging. Topics in Cognitive Science, 7(3), 535-542. https://doi.org/10.1111/tops.12149  link >

Stine-Morrow, E. A. L., & Payne, B. R. (2015). Education and Learning: Lifespan Perspectives. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (2 ed., pp. 137-143). Elsevier Inc.. https://doi.org/10.1016/B978-0-08-097086-8.92003-8  link >

Stine-Morrow, E. A. L., Hussey, E. K., & Ng, S. (2015). The Potential for Literacy to Shape Lifelong Cognitive Health. Policy Insights from the Behavioral and Brain Sciences, 2(1), 92-100. https://doi.org/10.1177/2372732215600889  link >

Hill, P. L., Payne, B. R., Jackson, J. J., Stine-Morrow, E. A. L., & Roberts, B. W. (2014). Perceived social support predicts increased conscientiousness during older adulthood. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 69(4), 543-547. https://doi.org/10.1093/geronb/gbt024  link >

Payne, B. R., & Stine-Morrow, E. A. L. (2014). Adult age differences in wrap-up during sentence comprehension: Evidence from ex-gaussian distributional analyses of reading time. Psychology and aging, 29(2), 213-228. https://doi.org/10.1037/a0036282  link >

Payne, B. R., Grison, S., Gao, X., Christianson, K., Morrow, D. G., & Stine-Morrow, E. A. L. (2014). Aging and individual differences in binding during sentence understanding: Evidence from temporary and global syntactic attachment ambiguities. Cognition, 130(2), 157-173. https://doi.org/10.1016/j.cognition.2013.10.005  link >

Payne, B. R., Gross, A. L., Parisi, J. M., Sisco, S. M., Stine-Morrow, E. A. L., Marsiske, M., & Rebok, G. W. (2014). Modelling longitudinal changes in older adults' memory for spoken discourse: Findings from the ACTIVE cohort. Memory, 22(8), 990-1001. https://doi.org/10.1080/09658211.2013.861916  link >

Stine-Morrow, E. A. L., Payne, B. R., Roberts, B. W., Kramer, A. F., Morrow, D. G., Payne, L., Hill, P. L., Jackson, J. J., Gao, X., Noh, S. R., Janke, M. C., & Parisi, J. M. (2014). Training versus engagement as paths to cognitive enrichment with aging. Psychology and aging, 29(4), 891-906. https://doi.org/10.1037/a0038244  link >

Stites, M. C., Federmeier, K. D., & Stine-Morrow, E. A. L. (2013). Cross-age comparisons reveal multiple strategies for lexical ambiguity resolution during natural reading. Journal of Experimental Psychology: Learning Memory and Cognition, 39(6), 1823-1841. https://doi.org/10.1037/a0032860  link >

Gao, X., Levinthal, B. R., & Stine-Morrow, E. A. L. (2012). The effects of ageing and visual noise on conceptual integration during sentence reading. Quarterly Journal of Experimental Psychology, 65(9), 1833-1847. https://doi.org/10.1080/17470218.2012.674146  link >

Jackson, J. J., Hill, P. L., Payne, B. R., Roberts, B. W., & Stine-Morrow, E. A. L. (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(2), 286-292. https://doi.org/10.1037/a0025918  link >

Morrow, D., D'Andrea, L., Stine-Morrow, E. A. L., Shake, M., Bertel, S., Chin, J., Kopren, K., Gao, X., Conner-Garcia, T., Graumlich, J., & Murray, M. (2012). Comprehension of multimedia health information among older adults with chronic illness. Visual Communication, 11(3), 347-362. https://doi.org/10.1177/1470357212446413  link >

Payne, B. R., & Stine-Morrow, E. A. L. (2012). Aging, parafoveal preview, and semantic integration in sentence processing: Testing the cognitive workload of wrap-up. Psychology and aging, 27(3), 638-649. https://doi.org/10.1037/a0026540  link >

Payne, B. R., Jackson, J. J., Hill, P. L., Gao, X., Roberts, B. W., & Stine-Morrow, E. A. L. (2012). Memory self-efficacy predicts responsiveness to inductive reasoning training in older adults. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 67 B(1), 27-35. https://doi.org/10.1093/geronb/gbr073  link >

Payne, B. R., Gao, X., Noh, S. R., Anderson, C. J., & Stine-Morrow, E. A. L. (2012). The effects of print exposure on sentence processing and memory in older adults: Evidence for efficiency and reserve. Aging, Neuropsychology, and Cognition, 19(1-2), 122-149. https://doi.org/10.1080/13825585.2011.628376  link >

Stine-Morrow, E. A. L., & Chui, H. (2012). Cognitive resilience in adulthood. Annual Review of Gerontology and Geriatrics, 32(1), 93-114. https://doi.org/10.1891/0198-8794.32.93  link >

Yamani, Y., Chin, J., Meyers, E. A. G., Gao, X., Morrow, D. G., Stine-Morrow, E. A. L., Conner-Garcia, T., Graumlich, J. F., & Murray, M. D. (2012). Reading engagement offsets declines in processing capacity for health literacy. In Proceedings of the Human Factors and Ergonomics Society 56th Annual Meeting, HFES 2012 (pp. 916-920). (Proceedings of the Human Factors and Ergonomics Society). https://doi.org/10.1177/1071181312561191  link >

Chin, J., Stine-Morrow, E. A. L., Morrow, D., Gao, X., Conner-Garcia, T., Graumlich, J. F., & Murray, M. D. (2011). The effects of domain general and health knowledge in processing general and health texts among older adults with hypertension. In Proceedings of the Human Factors and Ergonomics Society 55th Annual Meeting, HFES 2011 (pp. 147-151). (Proceedings of the Human Factors and Ergonomics Society). Human Factors and Ergonomics Society Inc..

Chin, J., Morrow, D. G., Stine-Morrow, E. A. L., Conner-Garcia, T., Graumlich, J. F., & Murray, M. D. (2011). The process-knowledge model of health literacy: Evidence from a componential analysis of two commonly used measures. Journal of Health Communication, 16(SUPPL. 3), 222-241. https://doi.org/10.1080/10810730.2011.604702  link >

Gao, X., Stine-Morrow, E. A. L., Noh, S. R., & Eskew, R. T. (2011). Visual noise disrupts conceptual integration in reading. Psychonomic Bulletin and Review, 18(1), 83-88. https://doi.org/10.3758/s13423-010-0014-4  link >

Payne, B. R., Jackson, J. J., Noh, S. R., & Stine-Morrow, E. A. L. (2011). In the Zone: Flow State and Cognition in Older Adults. Psychology and aging, 26(3), 738-743. https://doi.org/10.1037/a0022359  link >

Shake, M. C., & Stine-Morrow, E. A. L. (2011). Age differences in resolving anaphoric expressions during reading. Aging, Neuropsychology, and Cognition, 18(6), 678-707. https://doi.org/10.1080/13825585.2011.607228  link >

Stine-Morrow, E. A. L., & Basak, C. (2011). Cognitive Interventions. In K. W. Schaie, & S. L. Willis (Eds.), Handbook of the Psychology of Aging (7 ed., pp. 153-171). (Handbooks of Aging). Academic Press. https://doi.org/10.1016/B978-0-12-380882-0.00010-3  link >

D'Andrea, L., Morrow, D., Stine-Morrow, E., Shake, M., Bertel, S., Kopren, K., Chin, J., Conner-Garcia, T., Graumlich, J., & Murray, M. (2010). Impact of health knowledge on older adults' comprehension of multimedia health information. In 54th Human Factors and Ergonomics Society Annual Meeting 2010, HFES 2010 (pp. 180-184). (Proceedings of the Human Factors and Ergonomics Society; Vol. 1). https://doi.org/10.1518/107118110X12829369200279  link >

Stine-Morrow, E. A. L., Noh, S. R., & Shake, M. C. (2010). Age differences in the effects of conceptual integration training on resource allocation in sentence processing. Quarterly Journal of Experimental Psychology, 63(7), 1430-1455. https://doi.org/10.1080/17470210903330983  link >

Stine-Morrow, E. A. L., Shake, M. C., Miles, J. R., Lee, K., Gao, X., & 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(1), 168-176. https://doi.org/10.1037/a0018127  link >

Stine-Morrow, E. A. L., & Parisi, J. M. (2010). The adult development of cognition and learning. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3 ed., pp. 225-230). Elsevier Science Ltd.. https://doi.org/10.1016/B978-0-08-044894-7.00474-7  link >

Chin, J., D'Andrea, L., Morrow, D., Stine-Morrow, E. A. L., Conner-Garcia, T., Graumlich, J., & Murray, M. (2009). Cognition and illness experience are associated with illness knowledge among older adults with hypertension. In 53rd Human Factors and Ergonomics Society Annual Meeting 2009, HFES 2009 (pp. 116-120). (Proceedings of the Human Factors and Ergonomics Society; Vol. 1).

Noh, S. R., & Stine-Morrow, E. A. L. (2009). Age differences in tracking characters during narrative comprehension. Memory and Cognition, 37(6), 769-778. https://doi.org/10.3758/MC.37.6.769  link >

Parisi, J. M., Stine-Morrow, E. A. L., Noh, S. R., & Morrow, D. G. (2009). Predispositional engagement, activity engagement, and cognition among older adults. Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition, 16(4), 485-504. https://doi.org/10.1080/13825580902866653  link >

Shake, M. C., Noh, S. R., & Stine-Morrow, E. A. L. (2009). Age differences in learning from text: Evidence for functionally distinct text processing systems. Applied Cognitive Psychology, 23(4), 561-578. https://doi.org/10.1002/acp.1494  link >

Stine-Morrow, E. A. L., & Miller, L. M. S. (2009). Aging, Self-Regulation, and Learning from Text. Psychology of Learning and Motivation - Advances in Research and Theory, 51, 255-296. [8]. https://doi.org/10.1016/S0079-7421(09)51008-0  link >

Stine-Morrow, E. A. L., & Shake, M. C. (2009). Language in Aged Persons. In L. R. Squire (Ed.), Encyclopedia of Neuroscience (pp. 337-342). Academic Press. https://doi.org/10.1016/B978-008045046-9.01872-6  link >

Morrow, D. G., Miller, L. M. S., Ridolfo, H. E., Magnor, C., Fischer, U. M., Kokayeff, N. K., & Stine-Morrow, E. A. L. (2008). Expertise and age differences in pilot decision making. Aging, Neuropsychology, and Cognition, 16(1), 33-55. https://doi.org/10.1080/13825580802195641  link >

Stine-Morrow, E. A. L., Miller, L. M. S., Gagne, D. D., & Hertzog, C. (2008). Self-Regulated Reading in Adulthood. Psychology and aging, 23(1), 131-153. https://doi.org/10.1037/0882-7974.23.1.131  link >

Stine-Morrow, E. A. L., Parisi, J. M., Morrow, D. G., & Park, D. C. (2008). The Effects of an Engaged Lifestyle on Cognitive Vitality: A Field Experiment. Psychology and aging, 23(4), 778-786. https://doi.org/10.1037/a0014341  link >

Brookes, D. T., Mestre, J., & Stine-Morrow, E. A. L. (2007). Reading time as evidence for mental models in understanding physics. In 2007 Physics Education Research Conference, PERC (pp. 65-68). (AIP Conference Proceedings; Vol. 951). https://doi.org/10.1063/1.2820948  link >

Noh, S. R., Shake, M. C., Parisi, J. M., Joncich, A. D., Morrow, D. G., & Stine-Morrow, E. A. L. (2007). Age differences in learning from text: The effects of content preexposure on reading. International Journal of Behavioral Development, 31(2), 133-148. https://doi.org/10.1177/0165025407073581  link >

Parisi, J. M., Greene, J. C., Morrow, D. G., & Stine-Morrow, E. A. L. (2007). The Senior Odyssey: Participant experiences of a program of social and intellectual engagement. Activities, Adaptation and Aging, 31(3), 31-49. https://doi.org/10.1300/J016v31n03_03  link >

Park, D. C., Gutchess, A. H., Meade, M. L., & Stine-Morrow, E. A. L. (2007). Improving cognitive function in older adults: Nontraditional approaches. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 62(SPEC. ISSUE 1), 45-52. https://doi.org/10.1093/geronb/62.special_issue_1.45  link >

Stine-Morrow, E. A. L., Parisi, J. M., Morrow, D. G., Greene, J., & Park, D. C. (2007). An engagement model of cognitive optimization through adulthood. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 62(SPEC. ISSUE 1), 62-69. https://doi.org/10.1093/geronb/62.special_issue_1.62  link >

Stine-Morrow, E. A. L. (2007). The dumbledore hypothesis of cognitive aging. Current Directions in Psychological Science, 16(6), 295-299. https://doi.org/10.1111/j.1467-8721.2007.00524.x  link >

Stine-Morrow, E. A. L., Shake, M. C., Miles, J. R., & Noh, S. R. (2006). Adult age differences in the effects of goals on self-regulated sentence processing. Psychology and aging, 21(4), 790-803. https://doi.org/10.1037/0882-7974.21.4.790  link >

Stine-Morrow, E. A. L., Miller, L. M. S., & Hertzog, C. (2006). Aging and self-regulated language processing. Psychological bulletin, 132(4), 582-606. https://doi.org/10.1037/0033-2909.132.4.582  link >

Morrow, D. G., Miller, L. M. S., Ridolfo, H. E., Menard, W., Stine-Morrow, E. A. L., & Magnor, C. (2005). Environmental support for older and younger pilots' comprehension of air traffic control information. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 60(1), P11-P18. https://doi.org/10.1093/geronb/60.1.P11  link >

Miles, J. R., & Stine-Morrow, E. A. L. (2004). Adult age differences in self-regulated learning from reading sentences. Psychology and aging, 19(4), 626-636. https://doi.org/10.1037/0882-7974.19.4.626  link >

Soederberg Miller, L. M., Kirkorian, H. L., Stine-Morrow, E. A. L., & Conroy, M. L. (2004). Adult age differences in knowledge-driven reading. Journal of Educational Psychology, 96(4), 811-821. https://doi.org/10.1037/0022-0663.96.4.811  link >

Stine-Morrow, E. A. L., Gagne, D. D., Morrow, D. G., & DeWall, B. H. (2004). Age differences in rereading. Memory and Cognition, 32(5), 696-710. https://doi.org/10.3758/BF03195860  link >

Morrow, D. G., Stine-Morrow, E. A. L., Herman, L., Ridolfo, H. E., Menard, W. E., Sanborn, A., Magnor, C., 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. https://doi.org/10.1037/0882-7974.18.2.268  link >

Morrow, D. G., Menard, W. E., Ridolfo, H. E., Stine-Morrow, E. A. L., Teller, T., & Bryant, D. (2003). Expertise, Cognitive Ability, and Age Effects on Pilot Communication. International Journal of Aviation Psychology, 13(4), 345-371. https://doi.org/10.1207/S15327108IJAP1304_02  link >

Smiler, A. P., Gagne, D. D., & Stine-Morrow, E. A. L. (2003). Aging, memory load, and resource allocation during reading. Psychology and aging, 18(2), 203-209. https://doi.org/10.1037/0882-7974.18.2.203  link >

Stine-Morrow, E. A. L., Morrow, D. G., & Leno, R. (2002). Aging and the representation of spatial situations in narrative understanding. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 57(4), P291-P297. https://doi.org/10.1093/geronb/57.4.P291  link >

Morrow, D. G., Menard, W. E., Stine-Morrow, E. A. L., Teller, T., & Bryant, D. (2001). The influence of expertise and task factors on age differences in pilot communication. Psychology and aging, 16(1), 31-46. https://doi.org/10.1037/0882-7974.16.1.31  link >

Stine-Morrow, E. A. L., Soederberg Miller, L. M., & Leno, R. (2001). Patterns of on-line resource allocation to narrative text by younger and older readers. Aging, Neuropsychology, and Cognition, 8(1), 36-53. https://doi.org/10.1076/anec.8.1.36.848  link >

Stine-Morrow, E. A. L., Milinder, LA., Pullara, O., & Herman, B. (2001). Patterns of resource allocation are reliable among younger and older readers. Psychology and aging, 16(1), 69-84. https://doi.org/10.1037/0882-7974.16.1.69  link >

Stine-Morrow, E., Ryan, S., & Leonard, J. S. (2000). Age differences in on-line syntactic processing. Experimental Aging Research, 26(4), 315-322. https://doi.org/10.1080/036107300750015714  link >

Stine-Morrow, E. A. L., Soederberg Miller, L. M., & Nevin, J. A. (1999). The effects of context and feedback on age differences in spoken word recognition. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 54(2), P125-P134. https://doi.org/10.1093/geronb/54B.2.P125  link >

Miller, L. M. S., & Stine-Morrow, E. A. L. (1998). Aging and the effects of knowledge on on-line reading strategies. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 53(4), P223-P233. https://doi.org/10.1093/geronb/53B.4.P223  link >

Morrow, D. G., Stine-Morrow, E. A. L., Von Leirer, O., Andrassy, J. M., & Kahn, J. (1997). The role of reader age and focus of attention in creating situation models from narratives. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 52(2), P73-P80. https://doi.org/10.1093/geronb/52B.2.P73  link >

Morrow, D. G., Leirer, V. O., Andrassy, J. M., Tanke, E. D., & Stine-Morrow, E. A. L. (1996). Medication instruction design: Younger and older adult schemas for taking medication. Human Factors, 38(4), 556-573. https://doi.org/10.1518/001872096778827305  link >

Stine-Morrow, E. A. L., Loveless, M. K., & Soederberg, L. M. (1996). Resource allocation in on-line reading by younger and older adults. Psychology and aging, 11(3), 475-486. https://doi.org/10.1037/0882-7974.11.3.475  link >

Soederberg, L. M., & Stine, E. A. L. (1995). Activation of emotion information in text among younger and older adults. Journal of Adult Development, 2(1), 23-36. https://doi.org/10.1007/BF02261739  link >

Stine, E. A. L., Cheung, H., & Henderson, D. (1995). Adult age differences in the on-line processing of new concepts in discourse. Aging and Cognition, 2(1), 1-18.

Stine, E. A. L., Henderson, D., & Cheung, H. (1995). Adult Age Differences in the On-line Processing of New Concepts in Discourse. Aging, Neuropsychology, and Cognition, 2(1), 1-17. https://doi.org/10.1080/13825589508256586  link >

Stine, E. A. L. (1995). Aging and the distribution of resources in working memory. Advances in Psychology, 110(C), 171-186. https://doi.org/10.1016/S0166-4115(06)80070-1  link >

Stine, E. A. L., & Hindman, J. (1994). Age Differences in Reading Time Allocation for Propositionally Dense Sentences. Aging, Neuropsychology, and Cognition, 1(1), 2-16. https://doi.org/10.1080/09289919408251446  link >

Stine, E. A. L., & Wingfield, A. (1994). Older Adults Can Inhibit High-Probability Competitors in Speech Recognition. Aging, Neuropsychology, and Cognition, 1(2), 152-157. https://doi.org/10.1080/09289919408251456  link >

Stine, E. A. L. (1993). Commentary: Is Memory Something We Have or Something We Do? Advances in Psychology, 100(C), 447-460. https://doi.org/10.1016/S0166-4115(08)61120-6  link >

Stine, E. A. L., Lachman, M. E., & Wingfield, A. (1993). The roles of perceived and actual control in memory for spoken language. Educational Gerontology, 19(4), 331-349. https://doi.org/10.1080/0360127930190405  link >

Tun, P. A., Wingfield, A., Stine, E. A., & Mecsas, C. (1992). Rapid speech processing and divided attention: processing rate versus processing resources as an explanation of age effects. Psychology and aging, 7(4), 546-550. https://doi.org/10.1037/0882-7974.7.4.546  link >

Wingfield, A., Wayland, S. C., & Stine, E. A. L. (1992). Adult age differences in the use of prosody for syntactic parsing and recall of spoken sentences. Journals of Gerontology, 47(5), P350-P356. https://doi.org/10.1093/geronj/47.5.P350  link >

Stine, E. A. L. (1991). The effects of aging on understanding and remembering language. Experimental Aging Research, 17(2), 99-100.

Tun, P. A., Wingfield, A., & Stine, E. A. (1991). Speech-processing capacity in young and older adults: a dual-task study. Psychology and aging, 6(1), 3-9. https://doi.org/10.1037/0882-7974.6.1.3  link >

Wingfield, A., Aberdeen, J. S., & Stine, E. A. (1991). Word onset gating and linguistic context in spoken word recognition by young and elderly adults. Journal of gerontology, 46(3), P127-129. https://doi.org/10.1093/geronj/46.3.p127  link >

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Courses

Adult Learning and Development (EPSY 407) 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. Synchronous attendance required. Compass LMS.

Adult Learning and Development (EPSY 407) 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.

Learning from Text (EPSY 427) This course will survey the range of topics related to how we learn from text, i.e., from reading. The course will focus on reading in education settings and approaches to improving reading comprehension. Students will read secondary and primary literature and have opportunities to critique, discuss, and present the findings of this research. Topics discussed will include: eye movements during reading, grammatical structures and discourse conventions of texts that support comprehension, and how comprehension and memory for text can be measured. Assignments will include written reviews of texts and topics. Students taking the course for 4 graduate hours will also plan and present a proposed empirical study related to some topic within the course.

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Professor, Cognitive Science of Teaching and Learning

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226 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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