In Educational Psychology (EPY), we study how emotional, social and cognitive processes can impact learning and identify ways to make learning more effective. Broadly, our faculty’s areas of research include:
In the EPY program, you’ll work with a faculty advisor to conduct research on how theories of psychology can inform educational settings. Below are some of the faculty’s ongoing research projects.
Developing a Deeper Understanding of Cognitive Processes Driving Multiple Document Comprehension
Co-PIs: Joe Magliano and Kathryn McCarthy
Reading in the 21st century often involves the need to read and learn from multiple texts. This research uses verbal protocols, eyetracking, and telemetry data to investigate how different reading strategies can help students improve their multiple document comprehension. This project is a collaboration with Arizona State University and Mississippi State University, sponsored by the Institute for Education Sciences (IES R305A180144).
Examining Interactions Between Online and Offline Explanation Strategies in Science Comprehension
PI: Kathryn McCarthy
Even though STEM knowledge and skills are in high demand, many students struggle to learn content from complex scientific texts. In this project, researchers from Georgia State University and Middle Georgia State University are investigating how different learning strategies can help students to improve their memory and understanding of science information. This project is funded by the Spencer Foundation (201900217).
PI: Ann Cale Kruger
Project PREVENT (Promoting Respect, Enhancing Value, Establishing New Trust) researches the development of adolescent girls’ understanding of self and others as resistance to conformity and sexualization pressures. We conduct quantitative and qualitative studies of student participation in small group curricula we developed using the Participatory Culture-Specific Intervention Model (PCSIM). PCSIM asserts that effective approaches to prevention require careful attention to cultural variables and participant input. Our research analyzes participants’ use of language in dyadic or group settings as they think through real world and hypothetical dilemmas. By conducting basic research about adolescents’ existing beliefs and knowledge, our work contributes to the creation of more responsive psychological services in schools.
Research on Reading Instruction for Struggling Adult Readers
PI: Daphne Greenberg
A team of researchers from the College of Education & Human Development and the College of Arts and Sciences are investigating reading instructional approaches for use with adults who read between a 3.0 and 5.9 word reading grade equivalency. The team is evaluating a number of instructional strategies for effectiveness with a focus on which strategies are most effective for different subtypes of adult learners. Additionally, the researchers are using Functional M.R.I. technology to measure the effects of instruction on adult learners’ neural activation. This project is sponsored by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institute for Literacy, and the U.S. Department of Education, grant #1 R01 HD 43801-01.
Post-Doctoral Research Training in Language and Literacy with Special Populations Program
Contact: Amy Lederberg (Learning Sciences Department – Educational Psychology (EPY))
Funded by: Institute of Education Sciences (IES)
The goal of this training program is to offer individualized research experiences within the context of interdisciplinary research teams. Program faculty have projects designed to empirically validate educational interventions that promote language or literacy development in special populations: children, adolescents, or adults at risk for, or with, identified disabilities. Trainees will have the opportunity to work on one of the IES or NIH funded projects, as well as work on archival data sets.
Exploring the onPAR Model in Developmental Literacy Education
PI: Joe Magliano
This project is funded by IES (R305A150193).
Multiple-choice Online Causal Comprehension Assessment for Postsecondary Students (MOCCA-College)
Measuring Individual Differences in Reading Comprehension Ability of Struggling College Readers by Text Type