About
4
Publications
223
Reads
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14
Citations
Introduction
I'm broadly interested in reading, psycholinguistics, memory, metacognition, comprehension, learning, and their intersections. My research has specifically looked at the role of text cohesion in comprehending and integrating text. I'm currently researching how readers develop illusions of comprehension and how learner's awareness of their reading ability and knowledge influences their ability to learn from new text.
Current institution
Additional affiliations
March 2022 - present
Position
- Learning Engineer
Description
- • Developed unique research into communications to highlight risks factors for miscommunication • Worked closely with cross-functional team to develop a video game that will support a range of experimental manipulations • Surveyed and wrote cross-disciplinary literature review to synthesize theory from linguistics, psychology, and computer science
January 2013 - August 2017
Position
- Instructor
Description
- Used a student-centered teaching model to improve the reading and writing skills of both native English speakers and English as a second language learners in order to get them prepared for college-level work. My teaching model focused students' attention on how "thinking" happens through carefully scaffolded lessons over the course of ~60 classes.
August 2017 - April 2022
Position
- PhD Student
Description
- As a graduate student researcher, I worked on projects related to digital and health literacy. As a teaching assistant and fellow, I have worked with introduction to psychology, research methods, human sexuality, and graduate-level statistics.
Education
August 2017 - April 2022
August 2017 - April 2020
August 2006 - May 2009
Publications
Publications (4)
Large language models (LLMs) offer an opportunity to make large-scale changes to educational content that would otherwise be too costly to implement. The work here highlights how LLMs (in particular GPT-4) can be prompted to revise educational math content ready for large scale deployment in real-world learning environments. We tested the ability o...
Eye tracking and event-related potentials (ERPs) have complementary advantages in the study of reading processes. We used eye tracking to extend ERP evidence of Helder et al. (2020) that word-to-text integration at the beginnings and ends of sentences is primarily determined by local text factors (antecedents in a previous sentence) but that global...
Across three experiments, we investigated how different markers of contrastive focus affect text encoding and retention. Prior work suggests that some contrastive focus markers (e.g. contrastive pitch accents) can enhance long-term memory for discourse; we tested whether this arises from contrast alone or the realisation of linguistic focus in part...
