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Amy Shapiro
Interim Associate Dean of Graduate Studies & Research, College of Arts & Sciences

Research Interests
A list of selected publications and PDF files may be found at: https://sites.google.com/site/amyshapirophd/home

Beginning in the early 1990's my work focused on understanding the cognition underlying learning in complex domains. Specifically, it was directed at understanding learning with educational hypermedia. Through my laboratory studies I was able to gain an understanding of some ways in which hypermedia and learner characteristics interact to affect learning outcomes. My current work has shifted to an exploration of other types of learning technology and to the cognition underlying memory errors.

Remote Response Technology ("clickers"): In a test of the effectiveness of clickers for enhancing attendance and learning, I matched simple, factual clicker questions to specific items on tests in a live classroom. I found that performance on exam questions increased by more than 10% when students were given the opportunity to answer in-class clicker questions targeting the same content. Subsequent studies ruled out increased study or attention-grabbing and point instead to change memory strength as the source of the effect. A grant from IES is allowing me to continue this work in other classrooms (college-level biology, physics and psychology) and to further explore the cognition underlying the technology's effect.

Memory Coexistence in the Misinformation Effect: While the existence of the misinformation effect is widely accepted, the cognition underlying the phenomenon is not well understood. In a series of laboratory experiments with one of my students I have been exploring the nature of memory structure in the misinformation effect. Specifically, using a priming paradigm, we have found evidence that that the real and false memories co-exist. That is, both the original and suggested memories can be stored in memory. I am interested in following up with that work by exploring factors that determine which memory is selected at testing.
Keywords
Memory , Learning , Technology , Cognition

Teaching Interests
Cognitive Processes , General Psychology , Human Memory , Research Ethics