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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

Mentorship Award American Psychological Association Div20, 2018 - 2018

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

Fellow Gerontological Society of America, 1992 - 1992

Fellow Division 20, American Psychological Association, 1999 - 1999

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 ( vol. 32, pp. 93-114). New York: Springer.

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 ( 7th ed pp. 153-170). New York: Elsevier.

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 ( vol. 51, pp. 255-296). New York: Elsevier Publishers.

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 ( 4th ed). New York: Springer.

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 ( 3rd ed). New York: Springer.

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Presentations

Age differences in Information Foraging: Search and Switch in Word Search Puzzles (2012).: Atlanta, GA.

Aging and Text Integration across Sentence Boundaries: An Eye-Movement Study (2012).: Atlanta, GA.

Aging, Parafoveal Preview, and Semantic Integration in Sentence Processing: Testing the Cognitive Workload of Wrap-up (2012).: Atlanta, GA.

The effects of Domain Knowledge and Concept Map on Processing and Memory for Hypertension-related Text (2012).: Atlanta, GA.

The Effects of Domain-General and Health Knowledge on Sentence Processing and Recall among Older Adults (2012).: Atlanta, GA.

Underspecification in language understanding increases with age: Evidence from reading global syntactic ambiguities (2012).: Atlanta, GA.

Memory self-efficacy predicts responsiveness to inductive reasoning training in older adults (2011).: Boston, MA.

Engagement as an organizing principle for cognitive resilience. In P. Hartman-Stein (Chair), Innovative interventions for cognitive enhancement (2011).: Washington, DC.

Social support moderates the effect of cognitive inconsistency on fluid ability in older adults (2011).: Washington, DC.

The effects of domain general and health knowledge in processing general and health texts among older adults with hypertension (2011).: Washington, DC.

Age differences in he effects of pre-exposure in reading text (2005).

Age differences in he effects of pre-exposure in reading text (2005).: Washington, DC.

Aging and the effects of metacognitive judgments on memory performance (2005).: Washington, DC.

Age differences in the effects of learning goals on self-regulation in reading (2004).: Atlanta, GA.

Expertise and age differences on a pilot decision making task (2004).: Atlanta, GA.

Intellectual and social engagement through the life span: A first look at the Senior Odyssey Program (2004).: Atlanta, GA.

Older adults create situation models from geographical knowledge when reading narratives (2004).: Atlanta, GA.

Self-efficacy and effort allocation during reading among younger and older adults (2004).: Atlanta, GA.

The Senior Odyssey program: A model of docial and intellectual engagement (2004).: Bethesda, MD.

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Service

Associate Editor, Psychology and Aging American Psychological Association, 2010 - 2017

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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. 3 undergraduate hours. 4 graduate hours. Assignments and work load will commensurate with credit.

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. 3 undergraduate hours. 2 or 4 graduate hours. Credit is not given for EPSY 427 if credit has been received for either PSYC 425 or LING 425.

Stine-Morrow, Liz

Professor, Educational Psychology

Contact

Office

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

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