Christopher A. Was, Ph.D

Professor 

Department of Psychological Sciences

Kent State University

313 Kent Hall

Kent, OH 44240

330-672-2929 (Office)  330-998-4338 (Cell)

cwas@kent.edu

EDUCATIONAL BACKGROUND

• Ph.D. in Educational Psychology: Learning, Memory, and Cognition 2005: University of Utah

  • Dissertation: Multiple Automatic and Controlled Working Memory Processes in Comprehension: A Latent Variable Approach

• M.S. in Education, 2000: Indiana University South Bend

• B.A. in Psychology, 1996: Indiana University South Bend

PROFESSIONAL EXPERIENCE

2023                   Professor, Psychological Sciences, Kent State University.  

2016 -  2023  Associate Professor, Psychological Sciences, Kent State University. 

2011 – 2015 Associate Professor, Educational Psychology, Kent State University. 

2005 – 2011 Assistant Professor, Educational Psychology, Kent State University. 

2003 – 2005 Teaching Assistant/Instructor, College of Education, University of Utah. 

2001 – 2005 Laboratory Manager, Laboratory for Learning, Memory, and Cognition.   University of Utah. 

2002 – 2003 Graduate Research Fellow, University of Utah. 

1998 – 2000 Research Assistant, College of Education, Indiana University South Bend. 

1995 – 1996 Research Technician/Teacher, Family and Children’s Center, Inc. 

PUBLICATIONS

*Indicates KSU student author or presenter

Peer-reviewed Articles  

Kotik, J. & Was, C. A. (2024). Using mindfulness meditation to reduce academic anxiety in struggling readers. Educational Research: Theory and Practice, 35(1), 212-231.

*Greve, M., Richmond, A. S., Beziat, T. L .R., Davis, O. N., Moore, K. L., & Was, C. A. (in press). Undergraduate goal orientations across the globe: does the 3 X 2 model hold up? European Journal of Educational Research. IF=.36

*Cousins-Whitus, E., *Patrick, K., *Martin, J., Drost, J., Was, C. A., & Spitznagel, M. B. (2023). Burden and positive aspects of caregiving: Cluster profiles of dementia caregiving experiences. Aging and Mental Health. 1-12. IF=3.4 DOI: 10.1080/13607863.2023.2288870

+Wu, M., & Was, C. A. (2023). The relationship between executive functions and metacognition. Journal of Intelligence,11, 220. IF=3.5 doi.org/10.3390/jintelligence11120220

Hamrick, P, *Zhang, Y. & Was, C. A. (in press). Do verbal and nonverbal declarative memory tasks in second language research measure the same abilities? Studies in Second Language Acquisition. IF = 4.1

Hamrick, P, +Byrnes, D., & Was, C. A. (2003). Implicit learning of melodic structure: A role for pitch? Psychomusicology: Music, Mind, and Brain. 33(1-4), 92–98. https://doi.org/10.1037/pmu0000303 IF=1.3

*Cheng, I., Taber, J., Simonivic, N., Coifman, K., Sidney, P., Was, C. A.,  & Thompson, C. A., (2023). The Associations of Cultural Worldviews, Political Orientation, and Trust with COVID-19 Risk Beliefs in the U.S. Social and Personality Psychology Compass. doi.org/10.1111/spc3.12867. IF=4.6

*Scheibe, D. A., Was, C. A., Dunlosky, J. & Thomspon, C. A. (2023) Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework. Journal of Intelligence, 11(6), 117. IF = 3.176

Spitznagel, M., Martin, J.T, Was, C. A., Updegraff, A.S.G., Sislak, M., Wiborg, L., Fulkerson, C.M., Twohig, M.P. (2023). Self-paced acceptance and commitment training program reduces burden transfer, stress, and burnout in veterinary healthcare teams. Journal of the American Veterinary Medical Association. doi.10.2460/javma.23.01.0037 . IF=1.936

Arner, T., Graham, E., Baranski, B., Al Harthy, I. S., & Was, C. A. (2022). Persistent overconfidence in young children: Impact of magnitude and peer modelling. Educational Research: Theory & Practice, 33(3), 1-18

Spitznagel M. B., Updegraff, A. S.G., Was, C. A., *Martin, J. T., Sislak, M., Wiborg, L., & Twohig, M. P. (2022). Acceptance and Commitment Training Program Reduces Burden Transfer, Stress, and Burnout in Veterinary Healthcare Teams. Journal of the American Veterinary Medical Association, 12, 1554-1561 IF=1.936

Morris, B. J., Masnick, A., & Was, C. A. (2022). Identifying children’s strategies for data comparisons. Journal of Cognition and Development, 23(5) 1-26. IF = 1.826 https://doi.org/10.1080/15248372.2022.2100395

*Greve, M. & Was, C. A. (2022). Mind wandering probes as a source of mind wandering depends on attention control demands. Consciousness and Cognition, 103.  IF=2.444 https://doi.org/10.1016/j.concog.2022.103355

Aldosari, B. & Was, C. A. (2021) Learning a second language for Arabic speakers: Can word pair directionality make a difference? Educational Research: Theory & Practice, 32(3), 47-5

*Martin J. T., *Chapman K. R., Was C.  A., & Spitznagel M. B. (2021). Factors of dementia caregiver burden differentially contribute to desire to institutionalize. Journal of Geriatric Psychiatry and Neurology. IF = 2.68 https://doi.org/10.1177%2F08919887211036183

*Hirsch, D. A., Was, C. A., & *Graham, E. N. (2021). Unique mechanisms for the availability of declarative memory elements and the strengthening of cognitive operations. Advances in Cognitive Psychology, 17(2), 149-160. IF = 1.22 doi:10.5709/acp-0325-3

Was, C. A., & Hamrick, P. (2021). What did they mean by that?: Young adults’ interpretations of 105 common emojis . Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.655297 IF = 2.07 https://doi.org/10.3389/fpsyg.2021.655297

 *Graham, E. N., & Was, C. A. (in press) Reconceptualizing symbolic magnitude estimation training using non-declarative learning techniques. Frontiers in Psychology.

Was, C. A. & *Greve, M. (2021). Undergraduate student goal orientations and the impact of covid-19: Student effort following the pandemic shutdown. Educational Research: Theory and Practice, 32(1), 23-29.

*Smith, F. X., & Was, C. A. (2019). Knowledge monitoring calibration: Individual differences in sensitivity and specificity as predictors of academic achievement. Educational Sciences: Theory and Practice, 19(4), 80 -87. http://dx.doi.org/10.12738/estp.2019.4.006 

 *Baranski, F. S. M., & Was, C. A. (2019). Can Mindfulness Meditation Improve Short-Term and Long-Term Academic Achievement in a Higher-Education Course? College Teaching, 67(3), 188-195.doi: 10.1080/87567555.2019.1594150

Was, C. A., Hollis, R. B., & Dunlosky, J. (2019). Do students understand the detrimental effects of mind wandering during online learning? Computers & Education, 135, 113-122 doi:10.1016/j.compedu.2019.02.020. 

Zimmerman, B. S., Rasinski, T. V., Kruse, S. D., Was, C. A., Rawson, K. A., Dunlosky, J., & Nikbakht, E. (2019). Enhancing outcomes for struggling readers: Empirical analysis of the fluency development lesson, Reading Psychology, 40(1), 70-94. doi: 10.1080/02702711.2018.1555365

Foster, N. L., Mueller, M. L., Was, C. A., Rawson, K. A., & Dunlosky, J. (2019). Why does interleaving improve math learning? The contributions of Discriminative Contrast and distributed practice. Memory and Cognition, 47(6), 1088-1101. doi:10.3758/s1342

*Zamary, A., Rawson, K. A., & Was, C. A. (in press). Do complex span and content-embedded working memory tasks predict unique variance in inductive reasoning? Behavior Research Methods. doi:10.3758/s13428-018-1104-x

Was, C. A., Woltz, D. J., & Hirsch, D. A. (2019) Memory processes underlying long-term semantic priming. Memory and Cognition, 47, 313-325. https://doi.org/10.3758/s13421-018-0867-8 

*Baranski, F. S. M., & Was, C. A. (2018). A more rigorous examination of the effects of mindfulness meditation on working memory capacity. Journal of Cognitive Enhancement, 2(3), 225-239. doi:10.1007/s41465-018-0064-5

Was. C. A., Sansosti, F. J., & *Graham, E. N. (2018). Eye movements while processing ambiguous sentences in adolescents with Autism spectrum disorders: Preliminary outcomes and benchmarking data. Global Journal of Intellectual & Developmental Disabilities, 4(4), 1-6. doi:10.19080/GJIDD.2018.04.555645

Blasiman, R. & Was, C. A. (2018). Why is working memory performance unstable? A review of 21 factors. European Journal of Psychology, 14(1), 188-231.

*Baranski, F. S. M., & Was, C. A. (2017). Mindfulness mediation may not increase false-memory and may instead protect from false-memory susceptibility. Mindfulness, 8(6), 1569-1579.

Was, C. A. & Al-Harthy, I. S. (2018).  Persistence of overconfidence in young children: Factors that lead to more accurate predictions of memory performance. European Journal of Developmental Psychology, 15(2), 156-171.

Foster, N. L., Was, C. A., Dunlosky, J., & Isaacson, R. M. (2017). Even after thirteen class exams, students are still overconfident: The role of memory for past exam performance in student predictions. Metacognition and Learning, 12(1), 1-19. 

Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42, 104-112.

Beziat, T. R. L., & Was, C. A. (2016). The effects of JOLs and free recall on reading comprehension and study choices. International Research in Higher Education, 1(1), 60-72.

Al-Harthy, I. S., Was, C. A., & Hassan, A. S. (2015). Poor performers are poor predictors of performance and they know it: Can they improve prediction accuracy?  Journal of Global Research in Education and Social Science, 4(2), 93-100.

*Cravalho, P. F., Was, C. A., & *Lewis, K. A. (2015). How does expressive writing influence undergraduate test anxiety and test performance? Journal of Global Research in Education and Social Science, 2(3), 100-106. 

Was, C. A., Beziat, T. R. L, & Isaacson, R. M. (2015). Exploring the relationships between goal orientations, knowledge monitoring and academic achievement. Journal of Education and Human Development 4(3), 66-77. 

Was, C. A., *Hirsch, D., *Todaro, R., & *Romig, C. (2014). Registered replication report: Schooler, & Engstler-Schooler (1990). ​Perspectives on Psychological Science (9), 556-578. 

Was, C. A. (2014). Discrimination in Measures of Knowledge Monitoring Accuracy. Advances in Cognitive Psychology, 10(3), 104-112. 

Beziat, T. R. L., Was, C. A., & Isaacson, R. M. (2014). Knowledge monitoring accuracy and college success of underprepared students. The Researcher, 26(1), 8-13.

Was, C. A. (2014). An exploration into the evolution of working memory models. International Review of Social Sciences and Humanities, 7(1). 

*Smith, F. X, & Was, C. A. (2014). Efficient cognitive operations predict skill acquisition. Learning and Individual Differences, 29, 30-40. 

Sansosti, F. J., Was, C. A., Rawson, K. A., & *Remalkus, B. (2013). Eye movements during processing of text requiring bridging inferences in adolescents with higher functioning autism spectrum disorders: A preliminary investigation. Research in Autism Spectrum Disorders, 7(12), 1535-1542. 

Al-Harthy, I., & Was, C. A. (2013). Knowledge monitoring, goal orientations, self-efficacy and academic performance: A path analysis. Journal of College Teaching & Learning 10(4). 

Was, C. A., Beziat, T. L. R., & Isaacson, R. M. (2013). Improving metacognition in a college Classroom: Does Enough Practice Work? Journal of Research in Education 23(1).

*Chorba, K., Was, C. A., & Isaacson, R. M. (2012). Individual Differences in Academic Identity and Self-Handicapping in Undergraduate College Students. Individual Differences Research 10(2), 60-68. 

Was, C. A., Dunlosky, J., Bailey, H., & Rawson, K. A. (2012). The Unique Contributions of the Facilitation of Procedural Memory and Working Memory to Individual Differences in Intelligence. Acta Psychologica, 139, 425-433. 

Hejazi, E., Lavasani, M.G., Amani, H., & Was, C. A. (2012). Academic identity status, goal orientation, and academic achievement among high school students. Journal of Research in Education, 22(4), 294-318.

*Hartwig, M., Was, C. A., Dunlosky, J., & Isaacson, R. M. (2011). General knowledge monitoring as a predictor of in-class exam performance. British Journal of Educational Psychology. doi: 10.1111/j.2044-8279.2011.02038.x  

Gardner, M. K., Hill, R. D., & Was, C. A. (2011). A Procedural Approach to Remembering Personal Identification Numbers Among Older Adults. PLoS ONE,6(10),25428, doi:10.1371/journal.pone.0025428 

*Ariel, R., *Al-Harthy, I. S., Was, C. A., & Dunloksy, J. (2011). Habitual Reading Biases in the Allocation of Study-time. Psychonomic Bulletin & Review. 18:1015–1021 doi: 10.3758/s13423-011-0128-3 

Was, C. A., Rawson, K. A., Bailey, H., & Dunlosky, J. (2011). Content-embedded tasks beat complex span for predicting comprehension. Behavioral Research Methods. doi: 10.3758/s13428-011-0112-x 

Was, C. A. (2011). Inhibition of ambiguous word activation in the context of a working memory task. International Journal of Linguistics, 3(1), 1-21. 

Isaacson, R. M., & Was, C. A. (2010). Believing You’re Correct vs. Knowing You’re Correct: A Significant difference? The Researcher,23(1), 1-12.

Was, C. A. (2010). The persistence of content-specific memory operations: Priming effects following a 24-hour delay. Psychonomic Bulletin & Review, 17(3), 362-368.  

Was, C. A., (2010). Individual differences in reading are more than just working memory: The case for available long-term memory. Individual Differences Research, 8(3), 132-139. 

*Al-Harthy, I., Was, C. A., & Isaacson, R. M. (2010). Efficacy and Metacognitive Self-Regulation: A Path Analysis. International Journal of Education, 2(1), 1-20.

Was, C. A., *Al-Harthy, I., *Stack-Oden, M., & Isaacson, R. M. (2009). Academic Identity Status and the Relationship to Achievement Goal Orientation. Electronic Journal of Research in Educational Psychology, 7(2), 627-652. 

Was, C. A., & Isaacson, R. M. (2008). The Development of a Measure of Academic Identity Status. Journal of Research in Education, 18, 94-105.

Cook, A. E., Gueraud, S., Was, C. A., & O'Brien, E. J (2007). Foregrounding Effects During Reading, Revisited. Discourse Processes, 44(2), 91–111.

Was, C. A. (2007). Further Evidence that Not All Executive Functions are Equal. Advances in Cognitive Psychology, 3(3), 399-407. 

Was, C. A., & Woltz, D. J. (2007) Reexamining the relationship between working memory and comprehension: The role of available long-term memory.  Journal of Memory and Language, 56(1), 86-102. 

Woltz, D. J., & Was, C. A. (2007). Available but Unattended Conceptual Information in Working Memory: Temporarily Active Semantic Knowledge or Persistent Memory for Prior Operations? Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(1), 158-168.  

Was, C. A. (2006) Academic achievement goal orientation: Taking another look.

Electronic Journal of Research in Educational Psychology, 4(3), 529-550. IF = .30

Was, C. A., Woltz, D. J., & Drew, C. (2006). Evaluating character education and missing the target: A critique of existing research. Educational Research Review, 1(2), 148-156. 

Woltz, D. J. & Was, C. A. (2006) Activation in long-term memory during and after attention focus in working memory. Memory and Cognition, 34(3), 668-684. 

Books (Edited)

Was, C. A., Sansosti, F. J., & Morris, B. J. (Eds.). (2016). Eye-tracking technology applications in educational research. Hershey, PA: IGI Global.

Book Chapters (Invited)

*Ryan, K., Hamrick, P., Miller, R. T., & Was, C. A. (2017) Salience, Cognitive Effort, and Word Learning: Insights From Pupillometry. In S. M. Gass, P. Spinner, & J. Behny (Eds.), Salience in Second Language Acquisition. Routledge: NY.

* Worthington, J., *Johnson, A., & Was, C. A. (2016). Understanding school psychology: Professional and historical perspectives. In W. D. Woody, R. L. Miller, & W. J. Wozniak (Eds.) Psychological Specialties in Historical Context: Enriching the classroom experience for teachers and students. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/

Was, C. A., & *Hirsch, D. A. (2016). Individual differences in complex cognitive processes are not only the domain of working memory. In E. Roberson (Ed.), Psychology of Individual Differences: New Research. Nova Science Publishers: NY.

Was, C. A., & Woltz, D. J. (2012). Implicit memory and aging: Adapting technology to utilize preserved memory functions. In R. Zheng, R. Hill, & M. Gardner (Eds.), Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs.

Was, C. A. (2012). The facilitation of content-specific prior memory procedures: A procedural memory hypothesis of long-term semantic priming. In N. Gotsridze-Columbus (Ed.), The Psychology of Priming. Nova Science Publishers: NY.

Book Reviews

Was, C. A, (2017, September 4). Perhaps Hands are More Knowing than We are About Our Hands. [Review of Knowing Hands: The Cognitive Psychology of Manual Control]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, Vol. 62, (No. 35), Article 5.

Was, C. A, (2017, February 27). The Long and Short of Human Memory Research. [Review of Thinking about Human Memory]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, Vol. 62, (No. 9), Article 9.

Was, C. A, (2016, August 8). How Does the Brain Make the Mind? We Do Not Know. [Review of Macroneural theories in cognitive neuroscience]. PsycCRITIQUES—Contemporary Psychology: APA Review of Books, Vol. 61, (No. 32)

Was, C. A. (2014, December 22). What’s the Truth About American Education: The Lies we Tell Ourselves.  [Review of 50 Myths and Lies That Threaten America’s Public Schools: The Real Crisis in Education]. PsycCRITIQUES—Contemporary Psychology: APA Review of Books, Vol. 59, (No. 51), Article 5

Was, C. A. (2012, August 28). The Neuroscience of Episodic Memory: What We Remember and Why.  [Review of How We Remember: Brain Mechanisms of Episodic Memory. PsycCRITIQUES—Contemporary Psychology: APA Review of Books, Vol. 57, (No. 34), Article 5.

Was, C. A. (2011, December 28). Capturing the wind in a butterfly net: The tasks of measuring, defining, and describing intelligence. [Review of The Cambridge Handbook of Intelligence. PsycCRITIQUES—Contemporary Psychology: APA Review of Books, Vol. 56, (No. 52), Article 2.

Was, C. A., & *Beziat. T. L. R. (2012, January 18). The Applications of Cognitive Psychology: Experimental Research and Modeling of Human Cognition Is Important. [Review of The Psychology of Learning and Motivation: Advances in Research and Theory (Vol 54)] PsycCRITIQUES—Contemporary Psychology: APA Review of Books, Vol. 57, (No. 3), Article 7.

Was, C. A. (2011, January 26). Giftedness: Have We Anything New to Say About the Identification and Education of Talented Children? [Review of The Nature and Nurture of Giftedness: A New Framework for Understanding Gifted Education] PsycCritiques. Contemporary Psychology: APA Review of Books, Vol 56 (No. 4), Article 6.

Was, C. A. (2009, June 10). Standardized testing: NOT the root of all evil. [Review of Correcting Fallacies About Educational and Psychological Testing] PsycCritiques. Contemporary Psychology: APA Review of Books, Vol 54 (No. 23) Article 1.

Was, C. A. (2009, January 7). Has technology saved our schools? Will technology save our schools? Can technology save our schools? [Review of Transforming Schools with Technology: Smart Use of Digital Tools] PsycCritiques. Contemporary Psychology: APA Review of Books, 54 (No.1) Article 10.

Was, C. A. (2008, April 9). Cognitive Bias: The Trouble with Analytic and Heuristic Reasoning. [Review of Hypothetical Thinking: Dual Processes in Reasoning and Judgment] PsycCRITIQUES. Contemporary Psychology: APA Review of Books, 53 (No. 15), Article 10

Was, C. A. (2007, December 19). The Role of Executive Functions in Education, Teaching, and Learning for Students with Disabilities. [Review of Executive Function in Education: From Theory to Practice] PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 52 (No. 51), Article 11.  

Was, C. A. (2007, September 12). Foundations, measures, and consequences of working memory differences. [Review of Variation in Working Memory] PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 52 (No. 7), Article 1.  

Conference Proceedings

*Schiebe, D. A., Was, C. A., & Thompson, C. A. (2022, July).  Does Expressive Writing Blunt the Effects of Math Anxiety on Math Performance? A Conceptual Replication and Extension of Park et al. (2014). Proceedings of the 36th Annual Conference of the Cognitive Science Society, Toronto, Ontario, Canada.

*Graham, E. N., *Greve, M., Al-Harthy, I., & Was, C. A. (2019, November). Comparing the Relative Efficacy of Declarative and Implicit Number-Line Estimation Interventions for Second-Grade Students in Oman. Abstracts of the 60th Annual Meeting of the Psychonomic Society, Montreal, QC.

Was, C. A., *Baranski, F. S. M., **Cochrac, T. A., *Byrnes, D. P., & *Graham, E. N (2019, November) The Facilitation of Cognitive Procedures is not Dependent on Maintenance of Declarative Memory Elements. Abstracts of the 60th Annual Meeting of the Psychonomic Society, Montreal, QC.

Was, C. A., *Graham, E. N., Indahl, T. C., & Woltz, D. J. (2017, November). Individual Differences in Working Memory Interact with Implicit Learning Activities in Support of Mathematics Skill Acquisition. Abstracts of the 58th Annual Meeting of the Psychonomic Society, Vancouver, BC.

*Graham, E. N., & Was, C. A. (2017, November). Presentation Type, Strategy Use, and Working Memory all Contribute to Successful Category Learning. Abstracts of the 58th Annual Meeting of the Psychonomic Society, Vancouver, BC.

*Baranski, F. S. M., & Was, C. A. (2017, November). Mindfulness Meditation Can Enhance Working Memory Performance. Abstracts of the 58th Annual Meeting of the Psychonomic Society, Vancouver, BC.

*Hirsch, D. A., & Was, C. A. (2016, November). Dissociation of Declarative and Procedural Memory. Abstracts of the 57th Annual Meeting of the Psychonomic Society, Boston, MA.

*Baranski, F. S. M., & Was, C. A., (2016, November). Increased Correct Recall and Decreased False Memory Susceptibility After Mindfulness Meditation. Abstracts of the 57th Annual Meeting of the Psychonomic Society, Boston, MA.

*Aldosari, B., & Was, C. A. (2016, November). Learning a Second Language for Arabic Speakers: Can Word Pair Directionality Make a Difference? Abstracts of the 57th Annual Meeting of the Psychonomic Society, Boston, MA.

Morris, B. J., Was, C. A., Masnick, A., & *Aldosari, B. (2016, August). Using Eye-Tracking Data to Compare Models of Numerical Estimation. Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 3024). Austin TX: Cognitive Science Society.

*Hirsch, D. A., & Was. C. A. (2015, November). Exploring the unique cognitive operations for hierarchical versus equivalent semantic relationships. Abstracts of 56th Annual Meeting of the Psychonomic Society, Meeting, Chicago, IL.

Was, C. A. & Hollis, R. B. (2015, October). Mind wandering students know that they won’t learn much: TUTs and JOLs. Abstracts of 56th Annual Meeting of the Psychonomic Society, Meeting, Chicago, IL.

Was, C. A., & Al-Harthy, I. (2015, October). Developmental differences in overconfidence: When do children understand that attempting to recall predicts memory performance? The Researcher, 27(1), 1-5, Conference Proceedings of the 32nd Annual Conference of the Northern Rocky Mountain Education Research Association.

*Hirsch, D. A., & Was, C. A. (2014, November). Is Facilitation of Procedural Memory's Influence upon Reading Comprehension Mediated by Individual Differences in Reaction Time? Abstracts of 55th Annual Meeting of the Psychonomic Society, Meeting, Long Beach, CA. 

*Cravalho, P. F., Morris, B. J., Was, C. A., & Masnick, A. M. (2014, July). Individuation vs. Aggregation Strategies for Processing Number Sets. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 373-378).  Austin, TX: Cognitive Science Society.

*Todaro, R., Was, C.A., Jones, A. (2014, May). Individual differences in working memory influence spelling ability. Abstracts of 55th Annual Meeting of the Psychonomic Society, Meeting, Long Beach, CA.

Morris, B. J., *Cravalho, P. F., *Junglen, A., Was, C. A., & Masnick, A. M. (2014, July).  Intuitive Statistics: Identifying Children’s Data Comparison Strategies using Eye Tracking. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2651-2656).  Austin, TX: Cognitive Science Society.

Al-Harthy, I., & Was, C. A. (2014, July). Prediction Accuracy and Confidence in Young Students. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36tht Annual Conference of the Cognitive Science Society (pp. 3168). Austin, TX: Cognitive Science Society. 

Hollis, B., & Was, C. A. (2014, July). Mind Wandering and Online Learning: How Working Memory, Interest, and Mind Wandering Impact Learning from Videos. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36tht  Annual Conference of the Cognitive Science Society (pp. 3084-3089). Austin, TX: Cognitive Science Society. 

Smith, F. X., & Was, C. A., (2014, July). Knowledge Monitoring Calibration: Sensitivity and Specificity as Unique Cognitive Constructs.. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36tht  Annual Conference of the Cognitive Science Society (pp. 3078-3083). Austin, TX: Cognitive Science Society. (pp. 3168).

*Cravalho, P. F., Morris, B. M., Was, C. A., & Masnick, A. M. (2013, November). Number Set Cognition: Do We Encode Statistical Properties? Abstracts of the 54th  Annual Meeting of the Psychonomic Society, 18:. Toronto, Ontario, Canada: Psychonomic Society.

Beziat, T. L. R. & Was, C. A. (2013, November). Relationships Between Judgments of Learning, the Testing Effect and Academic Performance. Abstracts of the 54th  Annual Meeting of the Psychonomic Society, 18:. Toronto, Ontario, Canada: Psychonomic Society.

*Cravalho, P. F., Morris, B. J., Was, C. A., & Masnick, A. M. (2013, August). Representing Number Sets: In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35st  Annual Conference of the Cognitive Science Society (pp. 365-370). Austin, TX: Cognitive Science Society.

Was, C. A., & *Smith, F. X. (2012, November). Facilitation of Cognitive Operations Predict Skill Acquisition. Abstracts of the 53nd Annual Meeting of the Psychonomic Society, 17: 109. Minneapolis, MN: Psychonomic Society

Was, C. A. (2011, November). Facilitation of Prior Memory Procedures in Visual Category Comparisons and Arithmetic Equation Comparisons. Abstracts of the 52nd Annual Meeting of the Psychonomic Society, 16: 79. Seattle, WA: Psychonomic Society.

Was, C. A., (2009, August). The Persistence of Procedural Memory for Content-Specific Prior Memory Operations. In N.A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st  Annual Conference of the Cognitive Science Society (pp. 365-370). Austin, TX: Cognitive Science Society. 

Was, C. A., *Bilman-Paternite, J. S., & *Wooley, R. (2008, July) Increased Availability of Arithmetic Facts Following Working Memory Processing. In B. Love, K. McRae, & V. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1480-1485). Austin, TX: Cognitive Science Society. 

*Wooley, R., Was, C., Schunn, C., & Dalton, D. (2008, July). The Effects of Feedback Elaboration on the Giver of the Feedback. In B. Love, K. McRae, & V. Sloutsky (Eds.), The Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2375-2380). Austin, TX: Cognitive Science Society. 

Was, C. A., & Woltz, D. J. (2006, July). Partially unique variance in reading accounted for by working memory and semantic priming. In R. Sun (Ed.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (p. 2628). Austin, TX: Cognitive Science Society. 

Other Publications

Chorba, K. & Was, C. A. (2015, January 14). Re: Evidence for metacognition as executive functioning. [Web log message]. 

Was, C. A. (2014, August 28). Re: Testing improves metacognition [Web log message].  http://www.imrovewithmetacognition.com/2014/08

Was, C. A. (2014, May 31). Re: A mindfulness perspective on metacognition. [Web log message].  http://www.imrovewithmetacognition.com/201

http://www.improvewithmetacognition.com/category/blog/

Isaacson, R. M.,  & Was, C. A. (2010). An Educational Psychology Curriculum to Teach Metacognition. The National Teaching and Learning Forum.

Was, C. A., and Kristjansson, S. (2005). An Analysis of Charter vs. Traditional Schools in Utah Performance Assessments/2004 CRT. Utah State Office of Education Research Report, http://www.schools.utah.gov/charterschools/news

/crt_Analysis.pdf. 

PRESENTATIONS AND WORKSHOPS

Refereed

International and National

*Graham, E. N, & Was, C. A. (2019, March). Using Non-Declarative Learning Techniques to Improve Mental Representations for Symbolic Magnitude in Elementary School Students. Presented at the 2019 International Convention of Psychological Science, Paris France.

Al-Harthy, I. S., *Graham, E. N., *Baranski, M. F., *Arner, T., & Was, C. A. (2019, March). Peer Modeling: Does It Improve Children' Prediction Accuracy? Presented at the 2019 International Convention of Psychological Science, Paris France.

*Graham, E. N., & Was, C. A. (2018, May). Contrast Comparison, Strategy Usage, And Working Memory In Inductive Category Learning. Presented at the International Meeting of the Psychonomic Society, Amsterdam, Netherlands.

Was, C. A., & Woltz, D. J. (2018, May). Memory Processes Underlying Long-Term Semantic Priming. Presented at the International Meeting of the Psychonomic Society, Amsterdam, Netherlands.

Masnick, A., Morris, B., & Was, C. A. (2017, July). Children’s Reasoning about Number Sets. Presented at the International Meeting of the Cognitive Science Society, London, England.

*Wu, M. & Was, C. A. (2017, May). Spontaneous Metacognitive Monitoring in Self-Study. Presented at the Annaul Convention of the Association for Psychological Science, Boston, MA.

*Wu, M. & Was, C. A. (2017, March). Spontaneous Metacognitive Monitoring in Self-Study. Presented at the 2017 International Convention of Psychological Science, Vienna, Austria.

Was, C. A., Sansosti, F. J., & *Graham, E. (2017, March). Eye Movements While Processing Syntactically Ambiguous Sentences in Adolescents with Higher Functioning Autism Spectrum Disorders. Presented at the 2017 International Convention of Psychological Science, Vienna, Austria.

Was, C. A., Hollis, R. B., & *Wray, J. (2016, May). Task-Related Cognitive Interference is Not Always Productive.  Presented at the International Meeting of the Psychonomic Society, Granada, Spain.

*Hirsch, D. & Was, C. A. (2016, May). The Dissociation of Explicit Directed Forgetting and Procedural Memory of Category Identification. Accepted for presentation at the 28th Annual Convention of the Association for Psychological Science, Chicago, IL.

*Todaro, R. D., Morris, B., Was, C. A & Dragovich, C. M. (2016, May). Investigating the Mechanisms Underlying Interleaving: Assessing the Role of Context and Practice. Accepted for presentation at the 28th Annual Convention of the Association for Psychological Science, Chicago, IL.

*Wu, M. & Was, C. A. (2016, May). The Relationships between Executive Functions and Metacognition. Accepted for presentation at the 28th Annual Convention of the Association for Psychological Science, Chicago, IL.

Baranski, M., & Was, C. A. (2016, May). Brief Mindfulness Training Leads to Improved Executive Function. Accepted for presentation at the 28th Annual Convention of the Association for Psychological Science, Chicago, IL. 

*Klipfel, K. M., Baker, E., Gunstad, J., Dunlosky, J., Was, C., & van Dulmen, M. H. M. (2016, February). Self and Partner Executive Dysfunction Predicts Dating Aggression within Couples. Poster presented at the 44th Annual Meeting of the International Neuropsychological Society, Boston, MA.

*Todaro, R. D., Morris, B., & Was, C. A. (2015, October). Interleaving Across Contexts. Poster presented at the 9th Biennial Meeting of the Cognitive Development Society, Columbus, OH. 

*Klipfel, K. M., *Halachoff, D., Van Dulmen, M . H., Gunstad, J., Dunlosky, J., & Was, C. (2015, February). Executive Functions and Dating Aggression in Young Adults. Presented at the 2015 Annual Meeting of the International Neuropsychological Society, Denver, CO.

*Cravalho, P. F., Morris, B. J., Was, C. A., & Masnick, A. M. (2014, July) Individuation vs.  Aggregation for Processing Number Sets. Paper accepted for presentation at the 36th Annual Conference of the Cognitive Science Society, Quebec City, Quebec, CA.

Smith, F. X., & Was, C. A. (2014, July) Knowledge Monitoring Calibration: Sensitivity and Specificity as Unique Cognitive Constructs. Paper presented at the 36th Annual Conference of the Cognitive Science Society, Quebec City, Quebec, CA.

Hollis, R. B., & Was, C. A. (2014, July) Mind Wandering and Online Learning: How Working Memory, Interest, and Mind Wandering Impact Learning from Videos. Paper presented at the 36th Annual Conference of the Cognitive Science Society, Quebec City, Quebec, CA.

Al-Harthy, I. S., Was, C. A., & Hassan, A. S. (2013, October). Low-Performers: Can They Improve Their Exam Prediction Accuracy. Paper presented at the 4th World Conference on Teaching, Learning, and Educational Leadership, Barcelona, Spain.

Was, C. A. (2013, June). Sensitivity and Specificity as Predictors of Academic Achievement. Data presented at the 10th Annual Conference of the Society for Applied Research in Memory and Cognition, Rotterdam, Netherlands.

Van Dulmen, M . H., *Klipfel, K. M., *Halachoff, D., Gunstad, J., Dunlosky, J., & Was, C. (2013, April). Executive Functioning Predicts Couple Positive Conflict Resolution Strategies in Early Adulthood. Paper presented at the 2013 Biennial Meeting of the Society for Research in Child Development, Seattle, WA.   

*Klipfel, K. M., *Halachoff, D., Gunstad, J., Dunlosky, J., Was, C., & van Dulmen, M. H. M. (2013, February). Investigation of the Role of Executive Dysfunctions in Dating Aggression. Paper Presented at the 2013 41st Annual Meeting of the International Neuropsychological Society. Waikoloa, HI. 

Ariel, R, Al-Harthy, I., A., Was, C. A., & Dunlosky J. (November, 2012). Habitual Reading Biases in the Allocation of Study Time. Paper presented at the Seventh International Conference on Science, Mathematics & Technology Education, Sultan Qaboos University. Oman. 

Sansosti, F. J., & Was, C. A. (2012, May). Eye Movements of Children With Higher Functioning Autism During Processing of Text Requiring Bridging Inferences. Paper presented at the 2012 APS Annual Convention. Chicago, IL.

Gardner, M. K., Was, C. A., & Hill, R. D. (2011, May). Motor-Skill Training Does Not Improve Memory for Personal Identification Numbers (PINs)" Paper presented at the 2011 APS Annual Convention. Washington, DC.

Was, C. A., & Isaacson, R. M. (2010, September). Improving Calibration Accuracy in College Students Through Practice. Paper presented at the 2nd International Conference on Education Research. New  Orleans, LA.

Isaacson, R. M., & Was, C. A. (2009, April). Believing You’re Correct vs. Knowing You’re Correct: A Significant difference? Paper presented at the Annual Meeting of the American Education Research Association. Denver. CO.

Isaacson, R. M., & Was, C. A. (2009, October). Building a Metacognitive Curriculum for Increased Learning. Roundtable presented at the International Society for the Scholarship of Teaching and Learning, Bloomington, IN.

Was, C. A., (2009, August). The Persistence of Procedural Memory for Content-Specific Prior Memory Operations. Paper presented at the 31st Annual Conference of the Cognitive Science Society, Amsterdam, Netherlands.

Was, C. A. (2009, May). Strengthening of Memory Operations Leads to Priming Effects Following 24-Hour Delay. Poster accepted for presentation at the 21st Association for Psychological Science Convention, San Fransisco, CA.

Was, C. A., *Bilman-Paternite, J. S., & *Wooley, R. (2008, August) Increased Availability of Arithmetic Facts Following Working Memory Processing. Poster presented at the Annual Conference of the Cognitive Science Society, Washington, DC.

*Wooley, R., Was, C., Schunn, C., & Dalton, D. (2008, August). The Effects of Feedback Elaboration on the Giver of the Feedback. Poster presented at the 30th Annual Conference of the Cognitive Science Society, Washington, DC.

Was, C. A., *Al-Harthy, I., *Stack-Oden, M., & Isaacson, R. M. (2008, May). The Relationship Between Academic Identity and Goal Orientations. Poster presented at the 20th Association for Psychological Science Convention, Chicago, IL. 

Was, C. A., & Woltz, D. J. (2006, July). Partially unique variance in reading accounted for by working memory and semantic priming. Poster presented at 28th Annual Conference of the Cognitive Science Society, Van Couver, BC, Canada.

Was, C. A., Isaacson, R. M., & *Wessel, A, R. (2007, May). Academic Identity Accounts for Unique Variance in College Students’ Study Strategies. Poster presented  at the 19th Association for Psychological Science Convention, Washington, DC. 

Cook, A. E., Gueraud, S., Was, C. A., & O'Brien, E. J. (2004). Inconsistency effects in reading: The role of general world knowledge. Poster  presented at the 45th Annual Meeting of the Psychonomic Society, Minneapolis, MN. 

Was, C. A. (2004, May). The inhibition of the dominant meaning of homographs in working memory. Poster presented at the 16th American Psychological Society National Convention, Chicago, IL. 

Was, C. A., & Woltz, D. J. (2004, May). Individual differences in activation and attention working memory predict comprehension . Poster presented at 16th American Psychological Society National Convention, Chicago, IL. 

Was, C. A., & Woltz, D. J. (2002, June). Focus of attention creates moderately persistent associative activation. Poster presented at American Psychological Society National Convention, New Orleans, LA. 

Regional

*Baranski, M., & Was, C. A. (2019, April). The State Effects of Mindfulness Meditation on Working Memory: Protecting and Improving Functioning Due to Decrements from Mind-Wandering. Poster presented at the 91st Annual Midwestern Psychological Association Conference, Chicago, IL. 

*Graham, E., & Was, C., (2019, April). Reconceptualizing Symbolic Magnitude Estimation Training      Using Non-Declarative Learning Techniques. Oral presentation at Midwestern Psychological Association Regional Conference, Chicago, Illinois.

*Zamary, A., Rawson, K., & Was, C. A. (2018, April). Working memory equally predicts learning from provided and generated examples. Paper presented at the 90th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

*Graham, E. & Was, C. A (2017, April). Complex Span and Content Embedded Tasks Uniquely Predict Fluid Intelligence. Paper presented at the 89th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

*Wu, Mengjiao & Was, C. A, (2017, April). Relationships between Executive Functions and Metacognition, Poster presented at the 89th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

*Wu, Mengjiao & Was, C. A, (2017, April). Spontaneous Metacognitive Monitoring Behaviors in Self-Study, Poster presented at the 89th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Was, C. A., Baranski, M. B., & Hollis, R. B. (2016, October). A Simple Mindfulness Induction Reduces Test Anxiety and Increases Exam Scores. Paper presented at the 34th Annual Meeting of the Northern Rocky Mountain Educational Research Association, Reno, NV.

Hollis, R. B., & Was, C. A. (2015, October). Task-Unrelated-Thoughts-and-Judgments-of-Learning:-How-Mind-Wandering-Students-PredictPerformance. Paper presented at the 33rdd Annual Conference of the Northern Rocky Mountain Education Research Association. Boise, ID.

*Romig, C., Morris, B., & Was, C. A. (2015, October). Active – Constructive- Interactive: Investigating-the-Effectiveness-of-Differing-InstructionalStrategies-in-a-Classroom-Setting. Paper presented at the 33rdd Annual Conference of the Northern Rocky Mountain Education Research Association. Boise, ID.

*Todaro, R., Morris. B., & Was, C. A. (2015, October. Interleaving Math Problems Across Contexts with 4th and 5th Grade Students. Paper presented at the 33rdd Annual Conference of the Northern Rocky Mountain Education Research Association. Boise, ID.

*Baranski, M., & Was, C. A., (2015, October). Mindfulness Training and Improvement in Executive Functions. Paper presented at the 33rdd Annual Conference of the Northern Rocky Mountain Education Research Association. Boise, ID.

*Junglen, A., Morris, B. J., Zentall, S. R., & Was, C. A. (2015, May) Try harder, sweat less! Electrodermal activity suggests that praise influences children’s anxiety. Paper accepted for presentation at the 2015 Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

*Hirsch, D., & Was, C. A. (2015, May) Can facilitation of procedural memory be demonstrated on simultaneous procedures? Paper accepted for presentation at the 2015 Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

*R. Todaro, A. C., Jones & Was, C. A.  (2015, May) Working memory, priming and  spelling accuracy: Relations among individual differences. Paper accepted for presentation at the 2015 Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Jones, A. C., Morris, B. J., & Was, C. A. (2015, May) When people aggregate number sets do they create approximate means or prototypes? Paper accepted for presentation at the 2015 Annual Meeting of the Midwestern Psychological Association. Chicago, IL. 

*Lewis, K. & Was, C. A. (2015, February). How do optimism and self-efficacy influence knowledge monitoring on an exam? Paper presented at the 38th Annual Conference of the Easter Education Research Association. Sarasota, FL.

Was, C. A., & Al-Harthy, I. S. (2014, October). Developmental Differences in Overconfidence: When Do Children Understand that Attempting to Recall Predicts Memory Performance. 32nd Annual Conference of the Northern Rocky Mountain Education Research Association. Rapid City, SD.

*Hollis, B., Was, C. A., Dunlosky, J. & Dalton, D. (2014, May). Mind wandering and online learning: A latent variable analysis. Paper presented at the 2014 Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

*Lewis, K., *Cravalho, P., & Was, C. A. (2014, February). Expressive writing and the influence on anxiety and performance. Paper presented at the 37th Annual Conference of the Easter Education Research Association. Jacksonville, FL.

*Cravalho, P. F., Morris, B. M., Was, C. A., & Masnick, A. M. (2013, November). Does strategy affect the encoding of number sets? Paper presented at the 2014 Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Was, C. A., & Beziat, T. R. L. (2013, October). The relationship between goal orientations and knowledge monitoring.  31st Annual Conference of the Northern Rocky Mountain Education Research Association. Jackson, WY.

Beziat, T. R. L., Was, C. A., & Isaacson, R. M. (2013, October). Knowledge monitoring accuracy and college success of the underprepared. 31st Annual Conference of the Northern Rocky Mountain Education Research Association. Jackson, WY.

*Lewis, K., *Cravalho, P., & Was, C. A. (2013, May). Reliability and Validity of the Academic Optimism Measure. Paper presented at the 85th Annual Meeting of the Midwestern Psychological Association. Chicago, IL

*Cravalho, P., *Lewis, K., & Was, C. A. (2013, February). The Relationships between Metacognitive Regulation, Worry, and Test Performance. Paper presented at the 36th Annual Conference of the Easter Education Research Association. Sarasota, FL.

*Lewis, K., *Cravalho, P., & Was, C. A. (2013, February). Think Positive Thoughts About School: Is It Really Worth It? Paper presented at the 36th Annual Conference of the Easter Education Research Association. Sarasota, FL.

*Smith, F. X., Was, C. A., & Isaacson, R. M. (2012, February). Knowledge Monitoring: Sensitivity and Specificity as Predictors of Academic Achievement. Presented at the 35th Annual Conference of the Easter Education Research Association, Hilton Head, SC.

*Smith, F. X., Was, C. A., & Isaacson, R. M. (2012, February). Sensitivity and Specificity as Predictors of Academic Achievement. 30th Annual Conference of the Northern Rocky Mountain Education Research Association. Park City, UT.

Was, C. A. (2012, October). Accounting for Sensitivity in Knowledge Monitor Increases the Predictability of Knowledge Monitoring Assessments. 30th Annual Conference of the Northern Rocky Mountain Education Research Association. Park City, UT.

Was, C. A., Isaacson, R. M., *Beziat, T., & *Dippel, K. (2011, October). Practice Improves Absolute Accuracy of Knowledge Monitoring: Explicit Training to Overcome Confidence Bias. Paper presented at the 29th Annual Conference of the Northern Rocky Mountain Education Research Association. Jackson, WY.

Isaacson, R. M., Was, C. A., *Beziat, T., & *Dippel, K.  (October, 2011). Improving Student Metacognition in College Classrooms: Creating Incentives for Students to Overcome Confidence Bias. Paper accepted for presentation at the 29th Annual Conference of the Northern Rocky Mountain Education Research Association. Jackson, WY.

Isaacson, R. M., Kern, G. K., & Was, C. A. (2011, April). Monitoring with a Metacognitive Mirror: Presenting Students with Resources and Tools to Change How they Learn. Paper presented at the 12th Annual Midwest Conference on the Scholarship of Teaching and Learning. South Bend, IN.

*Beziat, T. L. T., Was, C. A., & Isaacson, R. M. (2010, October) Differences within Female Education Majors on Risk Taking. Paper presented at the 2010 Annual Meeting of the Mid-Western Educational Research Association. Columbus, OH

Isaacson, R. M., Was, C. A., & Kern, G. (2010, October). Improving Calibration and Metacognition in College Students: How to Build Informational Feedback into the Curriculum to Improve Metacognition. Roundtable presented at the 28th Annual Conference of the Northern Rocky Mountain Education Research Association. Bozeman, MT.  

Was, C. A., & Isaacson, R. M. (2010, October). Improving Calibration in a College Classroom: Does Enough Practice Work?  Paper presented at 28th Annual Conference of the Northern Rocky Mountain Education Research Association. Bozeman, MT.  

Was, C. A., & Isaacson, R. M. (2009, February). Improving Knowledge Monitoring in a College Classroom. Paper accepted for presentation at the Annual Conference of the Eastern Education Research Association. Savannah, GA.

*Chorba, K., Was, C. A., & Isaacson, R. M. (2009, October). Individual Differences in Academic Identity, Self-Handicapping and Anxiety in Undergraduate College Students. Paper presented at the Annual Conference of the Midwestern Education Research Association. St. Louis, MO. 

Isaacson, R. M.,  & Was, C. A. (October, 2009). Learning how to know when you're correct: Classroom curriculum to encourage metacognitive knowledge-monitoring. Roundtable presented at the 27th Annual Conference of the Northern Rocky Mountain Education Research Association. Jackson, WY.

Isaacson, R. M.,  & Was, C. A. (October, 2009). Believing You’re Correct vs. Knowing You’re Correct: A Significant difference? Paper presented at the 27th Annual Northern Rocky Mountain Education Research Association. Jackson, WY.

Was, C. A., *Chorba, K., & Isaacson, R. M. (February, 2009). Individual Differences in Academic Identity and Self-Handicapping in Undergraduate College Students. Paper presented at the Annual Conference of the Eastern Education Research Association. Sarasota, FL. 

Was, C. A., *Al-Harthy, I., *Stack-Oden, M., & Isaacson, R. M. (February, 2008). Academic Identity and Goal Orientations. Paper presented at the Annual Conference of the Eastern Education Research Association. Hilton Head, NC. 

Isaacson, R. M., Was, C. A., & Jackson, J. L. (October, 2007). The impact of academic identity states on students’ learning strategies and persistence and a university program to address the challenge. Symposium Presented at Northern Rocky Mountain Education Research Association. Jackson, WY, October, 2007.

McKenzie, C., Was, C. A., Gardner, M.K., & Hill, R.D.  (September, 2007).  A procedural approach to remembering personal identification number: in older adults..  Paper presented at the University of Utah Committee on Aging Research Meeting, Salt Lake City, Utah. .

Butler, B., Ewing, W., Smeltzer, D., Doiron, C. Ellison, V., Salaba, A., Traore, M. K., Varrati, A., Wamsley, E. S., & Was, C. A. et al. (2007, March). The seven-minute date with student engagement. Symposium presented at the Lily West Conference on College Teaching. Pomona, CA. 

Was, C. A. (2006, February) Implicit self-theories and goal orientation: A factor analysis approach. Paper presented at the Annual Conference of the Eastern Educational Research Association. Hilton Head, NC.

Local

*Cravalho, P., Was, C. A., & *Lewis, K. (2012, April). The relationship between metacognition, test anxiety and test performance. Paper presented at the 9th Annual Educational Research Exchange, Kent, Ohio.

*Dippel, K., Was, C. A., & Isaacson, R. M. (2012, April). Practice improves absolute accuracy of knowledge monitoring: Explicit training to overcome confidence bias. Paper presented at the 9th Annual Educational Research Exchange, Kent, Ohio.

*Lewis, K., Was, C. A,, & *Cravalho, P. (2012, April). Optimism and self-regulated learning. Poster presented at the 9th Annual Educational Research Exchange, Kent, Ohio.

*Kerdnaimongkol, K., & Was, C. A. (2010, March). LASSI and undergraduate achievement. Paper presented at the 7th Annual Educational Research Exchange, Akron, Ohio.

*Chorba, K., & Was, C. A. (2010, March). Executive functions and metacognition: Finding similarities among constructs. Paper presented at the 7th Annual Educational Research Exchange, Akron, Ohio.

*Al-Harthy, I., & Was, C. A. (2010, March). Goals, efficacy, and metacognitive self-regulation: A path analysis. Paper presented at the 7th Annual Educational Research Exchange, Akron, Ohio.

Gardner, M. K., Hill, R. D., & Was, C .A. (2009, March). Motor skills training of PINs in the elderly with and without mild cognitive impairment. Paper presented at the University of Utah Committee on Aging Research Meeting, Salt Lake City, Utah.

Gardner, M. K., Hill, R.D., Was, C.A., Scow, P., & Elder, W. (2008, February). A Procedural approach to remembering personal identification numbers: A younger vs. older participants comparison matching for initial recall performance. Paper presented at the University of Utah Committee on Aging Research Meeting, Salt Lake City, Utah. 

Ewing, W., Butler, B., Smeltzer, D., Doiron, C. Ellison, V., Salaba, A.,. K., Varrati, A., Wamsley, E. S., Was, C. A. & Traore, M. (2007, November). Student engagement: Exploring diverse perspectives within and beyond the classroom. Symposium presented at the 14th Annual Conference Celebrating College Teaching, Kent, OH.

Gardner, M.K., Hill, R.D., Was, C.A., Kuhn, L.M., Donnelly, S.L., & Koh, K.-R.  (April, 2007).  A procedural approach to remembering personal identification numbers: A younger versus older participants comparison.  Paper presented at the University of Utah Committee on Aging Research Meeting, Salt Lake City, Utah. (D)

Butler, B., Ewing, W., Smeltzer, D., Doiron, C. Ellison, V., Salaba, A., Traore, M. K., Varrati, A., Wamsley, E. S., & Was, C. A. et al. (2006, March). A speed date with student engagement. 4th Annual Faculty Professional Development Center Learning Institute and 5th Annual KASADA Conference, North Canton, OH. 

Invited

International

Was, C. A. (2013, November). The Facilitation of Procedural Memory. Invited lecture presented at Sultan Qaboos University, Muscat, Oman.

National

           Dunlosky, J. & Was, C. A. (2015, May). Helping Students Achieve: Promising Strategies

and Ways to Implement Them. Invited Lecture presented at The United States Naval Academy, Annapolis, MD. 

Regional

Gardner, M. K., Hill, R.D., Was, C.A., (March, 2008). A motor-skills approach to remembering personal identification numbers in older and younger individuals. Invited lecture for the Geriatrics Research Conference, University of Utah Division of Geriatrics and the VASLC Geriatric Research Education and Clinical Center.

Local

Was, C. A. (2010, December) Transformation of Latency and Accuracy of Responses: When Speed Matters. Invited talk for the Quantitative Brown Bag Series, Kent State University

Was, C. A. (2008, April) Designing Assessment to Enhance Motivation. Invited talk for the Educational Technology and Distance Learning Innovation Teaching and Learning with Technology Series, Part 3: Using Technology to Assess Engaged Learning, Kent State University.

Was, C. A. (2006, November). Availability of unattended conceptual information in working Memory: The role of persistent memory for prior operations in cognitive tasks. Invited talk for the Cognitive Brown Bag Series,  Kent State University. 

Was, C. A.  & Kretovics, M. A. (2006, September). Achievement goal orientation and cognitive development. Invited talk for the Fifth Annual Learning Community Kickoff, Kent State University.

Was, C. A. (2005, November) Using what students believe about intelligence to design motivating curricula. Invited talk for Campus Conversation, Kent State University.

Was, C. A., & Hacker, D. (2002, March). Latent Semantic Analysis: Analyzing text, man versus machine. Presentation given at the Seminar for Cognition and Learning, Salt Lake City, UT.

Was, C. A. (2000, May). Can intelligence be learned? Using multiple intelligence theory to build curriculum. Presentation given at the Annual Graduate Symposia on Assessment, Learning and Testing, South Bend, IN.

Was, C. A. (1999, May). Teaching students to learn: guiding principles for a constructivist classroom. Presentation given at the Annual Graduate Symposia on Assessment, Learning and Testing, South Bend, IN.

AWARDS AND HONORS

2012 Kent State University Post-Doctoral Funding Program, Improving Math Education.  Dunlosky, J., Rawson, K. A., Tonge, A., & Was, C. A.

2019 Nominated for Kent State University College of Arts and Sciences Distinguished Teaching Award.

2010 Finalist Kent State University Alumni Association Distinguished Teaching Award.

2009 Distinguished Paper Award, 27th Annual Northern Rocky Mountain Education Research Association Annual Conference.  Isaacson, R. M.,  & Was, C. A. (October, 2009). Believing You’re Correct vs. Knowing You’re Correct: A Significant difference? 

TEACHING, ADVISING, AND SUPERVISION

Sponsored Presentations

Ariel, R. (2011, November). The Effects of Task Experience on Strategy Shifts in the Allocation of Study Time. Poster accepted for presentation at the 52nd Annual Meeting of the Psychonomic Society. Seattle, WA. Sponsored by Christopher A. Was

Pyc, M. A., & Rawson, K. A. (2010, November). Why Does Testing Improve Memory? Evaluating the Mediator Shift Hypothesis. Paper presented at the 51st Annual Meeting of the Psychonomic Society. St. Louis, MO. Sponsored by Christopher A. Was

Courses Taught

• PSYC 81496: SEM: Psychometric Theory

• PSYC 71554: Quantitative Statistical Analysis II

• PSYC 81495: SEM: Models of Working Memory

• PSYC 41495: Psychology of Motivation

• EPSY 29525: Educational Psychology. 

• EPSY 68901: Psychological Foundations of Education 

• EPSY 65524: Learning Theories. 

• EPSY 65520: Child and Adolescent Development. 

• EPSY 78905: Cognition and Instruction. 

• EPSY 75529: Motivation. 

• EPSY 89095: ST: Human Memory. 

• EPSY 89095: ST Metacognition.

• EDPS 6030: Introduction to Research Design. 

• ED PS 4110 Educational Psychology:  Learning, Literary, and Development

• ED PS 2110 Educational Psychology.

• ED PS 7400: Advanced Research Design. 

Dissertation and Thesis Committees

• Thesis Director: Erin Graham, MA. Experimental Psychology, Kent State University, 2018. Thesis Title: The Role of Implicit Priming in the Acquisition of Complex Semantic Categories.

• Thesis Director: Mike Baranski, MA. Experimental Psychology, Kent State University, 2018. Thesis Title: Mindfulness meditation may enhance working memory capacity.

• Dissertation Director: Dale Hirsch, Ph.D. Educational Psychology, Kent State University, 2017. Dissertation Title: Dissociations between Declarative and Procedural Mechanism in Long-Term Memory.

• Dissertation Director: Connie Romig, Ph.D. Educational Psychology, Kent State University, 2016. Dissertation Title: Active-Constructive-Interactive: Investigating the Effectiveness of Differing Instructional Strategies in a Classroom Setting.

• Dissertation Committee Member: Patrick R. Rich, Ph.D. Experimental Psychology Kent State University, 2016. Dissertation Title: The Continued Influence of Misinformation Following a Delayed Correction.

• Graduate Faculty Representative: Curt M. Greve, Ph.D. English: Kent State University, 2016. Dissertation Title: Reading Beyond the Folder: Classroom Portfolio Assessment as a Literacy Event.

• Dissertation Committee Member: Judy Paternite, Ph.D. Educational Psychology: Kent State University, 2016.  Dissertation Title: The Effects of Problem-Based Learning Versus Structured Tutorials on Student Achievement in a Relational Data Base Design Activity During Online Concept Learning.

• Dissertation Co-Director: Kelly Lewis, Ph.D. Educational Psychology: Kent State University, 2016. Dissertation Title, When it Comes to Test Taking, is Having a Positive Outlook too Optimistic?

• Dissertation Committee Member: Katherine Kilpfel, Ph.D. Clinical Psychology: Kent State University, 2015. Dissertation Title: The Neuropsychological Correlates of Dating Aggression: Investigating the role of executive functions in dating aggression.

• Dissertation Co-Director: Patrick F. Cravalho, Ph.D. Educational Psychology: Kent State University, 2015.  Dissertation Title: Strategic Inference of Means and Variances: An Investigation of Adult and Child Numerical Predictions.

• Dissertation Committee Member: Abdullelah Alquarni, Ph.D. Evaluation and Measurement: Kent State University, 2014. Dissertation Title: The Relationship Between Student Evaluations and Teacher Quality in High Schools in Saudi Arabia: Item Response Theory Analysis and Multilevel Modeling.

• Dissertation Committee Member: Ipek Ozer, Ph.D. Evaluation and Measurement: Kent State University, 2014. Dissertation Title: Facebook® Addiction, Intensive Social Networking Site Use, Multitasking, and Academic Performance Among University Students in the United States, Europe, and Turkey: A Multigroup Structural Equation Modeling Approach.

• Dissertation Committee Member: Kelsey Dickson, Ph.D. Psychology: Kent State University, 2014. Dissertation Title: The Role of Executive Functioning in Adolescent Rumination and Depression.

• Dissertation Director: Richard Ben Hollis, Ph.D. Educational Psychology: Kent State University, 2013 Dissertation Title: Mind Wandering and Online Learning: A Latent Variable Analysis.

• Dissertation Director: Kristen Chorba, Ph.D. Educational Psychology, Kent State University, 2013. Dissertation Title: Relational Learning: A Study of Peer Mentoring Experiences among Undergraduate Teacher Education Majors

• Dissertation Committee Member: Marissa Hartwig, Ph.D. Psychology, Kent State University, 2013. Dissertation title: Do test items that induce overconfidence make unskilled performers unaware?

• Dissertation Committee Member: Nicholas Jon Wilkins, Ph.D. Psychology, Kent State University, 2013. Dissertation title: What is in an Instance? Practice context effects.

• Dissertation Committee Member: Chun-Ming Ou, Ph.D. Educational Psychology, Kent State University, 2012.Disseration title: Best Practice for Multinational/Multicultural Collaboration Online: The Dynamics among Online Learners’ Coping Mechanisms, Cultural Intelligences and Language Proficiency in the Collaborative Cross-Cultural Online Learning Environment.

• Dissertation Committee Member: Robert Ariel, Ph.D. Cognitive Psychology, Kent State University, 2012. Dissertation Title: Learning what to learn: The effects of task experience on strategy shifts in the allocation of study time.

• Dissertation Committee Member: Devin A. Fava, Ph.D. Experimental Psychology, Kent State University, 2012. Dissertation Title: Investigating the differential amnestic effects of a mild hypotbermic treatment on the memory for extinction.

• Thesis Director: Francis X. Smith, MA Educational Psychology, Kent State University, 2012. Thesis Title: Efficient cognitive operations predict skill acquisition.

• Dissertation Director: Tara L. R. Beziat, Ph.D. Educational Psychology, Kent State University, 2012. The testing effect and judgments of learning: Their effects on reading comprehension.

• Thesis Director: Stephanie C. Moran, MA Educational Psychology, Kent State University, 2012. Thesis Title: The effects of defensive pessimism and metacognitive bias on metacognitive knowledge monitoring and academic achievement.

• Honors Thesis Committee Member: Sarah Turner, Psychology, University Honors, Kent State University, 2012. Thesis Title:  Why do college students improve their learning performance across trials?

• Dissertation Director: Ibrahim Al-Harthy, Ph.D. Educational Psychology, Kent State University, 2011. Dissertation Title: Knowledge monitoring, goal orientations, self-efficacy, and academic performance: A path analysis.

• Dissertation Committee Member: Marian B. Maxfield, Ph.D. Educational Psychology, Kent State University, 2010. Dissertation Title: The effects of small group cooperation methods and question strategies on problem solving skills, achievement, and attitude during problem-based learning.

• Dissertation Committee Member: Wendy R. Dragon, Ph.D. Clinical Psychology, Kent State University, 2012. Dissertation Title: Effects of random responding on the interpretability of scores on the MMPI-2-RF substantive scales.

• Honors Thesis Committee Member: Rochelle L. O’Neil, Psychology, University Honors, Kent State University, 2010.  Thesis Title: Patient education interventions for improved comprehension.

• Dissertation Committee Member: Zachariah Moore, Ph.D. Psychology, Kent State University, 2010. Dissertation Title:  The role of exemplar comparison in preschoolers’ interpretations of novel object labesl.

• Dissertation Committee Member: Sandra Pech, Ph.D. Curriculum and Instruction, Kent State University, 2010. Dissertation Title: A case study of a kindergarten teacher: Examining practices and beliefs that support the social-emotional classroom climate.

• Dissertation Committee Member: Shelly Heron, Ph.D. Curriculum and Instruction, Kent State University, 2010. Dissertation Title:  How does self-regulation impact student’s use of mathematical strategies in a remedial math course?

• Dissertation Committee Member: Stacy Lipkowski, Ph.D. Cognitive Psychology, Kent State University, 2010. Dissertation Title: Can preschool children make accurate delayed judgments of learning? The influence of response biases and practice.

• Dissertation Committee Member: Quin Chrobak, Ph.D. Cognitive Psychology, Kent State University, 2010. Dissertation Title: The impact of causal relations on the development of false memories for entire fabricated events.

• Dissertation Committee Member: Mary Pyc, Ph.D. Cognitive Psychology, Kent State University, 2010. Dissertation Title: Why is retrieval practice beneficial for memory?

• Dissertation Committee Member: Andreana Benitez, Ph.D. Clinical Psychology, Kent State University, 2009. Dissertation Title: Executive functioning abilities are differentially associated with anhedonic depression and anxious arousal.

• Thesis Director: Maura StackOden, M.A. Educational Psychology, Kent State University, 2009. Thesis Title: Exploring the addition of intrapersonal goals to achievement goal theory.

• Dissertation Committee Member: Amity L. Noltmeyer, Ph.D. School Psychology, Kent State University, 2009. Dissertation title:  An Examination of the Relationship Between Integrated Systems Model Implementation and Student Academic and Behavioral Outcomes.

• Dissertation Committee Member: Angela C. Jones, Ph.D. Cognitive Psychology, Kent State University, 2009. Dissertation title: Why do we Mipsell the Middle of Words? Exploring the role of Texture in the Serial Position Effect.

• Dissertation Committee Member: Amanda R. Lipko, Ph.D. Cognitive Psychology, Kent State University, 2008. Dissertation Title: Preschoolers’ Persistent Overconfidence in Their Recall Memory.

• Dissertation Co-Director: Pamela Meinert, Ph.D. Educational Psychology, Kent State University, 2008. Dissertation Title: The Impact of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Non-Traditional Nursing Students.

• Dissertation Co-Director: Ryan Wooley, Ph.D. Educational Psychology, Kent State University, 2007. Dissertation title: The Effects of Web-Based Peer Review on Student Writing.

• Dissertation Committee Member: Hussain Al Kharusi, Ph.D. Evaluation and Measurement, Kent State University, 2007. Dissertation title: Effects of Teacher’s Assessment Practices on Ninth Grade Student’s Perceptions of Classroom Assessment Environment and Achievement Goal Orientations in Muscat Science Classrooms in the Sultanate of Oman.

• Dissertation Committee Member: Michael J. Serra, Ph.D. Cognitive Psychology, Kent State University, 2006. Dissertation Title: Is Metacomprehension for Mutlimedia Presentations Different than for Text Alone?

FUNDED PROJECTS

2012-2013 Prime Minster of Education Research Award, Sultanate of Oman. Metacognitive judgments: Judgments of learning and second-order judgments inK-6 graders. Ibrahim Al-Harthy & Christopher Was, $26, 418 awarded.

2012 University Research Council Research Support Award: Facilitation of Procedural Memory, $995 awarded.

2010 Initiative for Clinical and Translational Research (ICTR) Pilot Funding: Eye-tracking measures during processing of text for comprehension in children with high functioning autism spectrum disorder: A comparative analysis, Frank Sansosti, Christopher Was, & Katherine Rawson, $10,000 awarded.

2007 University Research Council Research Support Award: Memory Operations in Learning, $2,137 awarded.

2007 University Research Council Summer Research Award: The Strengthening of Non-Semantic Memory Procedures in Long-Term Memory. $6500 awarded.

2006-2007 Ohio Learning Networks, Learning Community Initiative: Learning Communities Grant Award. Facilitator: Christopher Was, Co-Facilitator: Lisbeth K. Justice, $2500 awarded.

GRANT APPLICATIONS

Proposals Submitted

Sheehan, D., Stephenson, P., & Was, C. A. (July, 2019). Interactions Among Adolescents with a Parent in Hospice and the Hospice Care Team submitted to NIH Exploratory/Developmental Research Grant Program.  Amount requested = $382,215.33

Was, C. A., & Morris, B. J. (August, 2018). Using Non-Declarative Learning Techniques to Help Working Memory Deficient Students Learn Important Math Skills.  Proposal submitted to the Institute for Educational Sciences (IES), Cognition and Student Learning. Amount Requested = $1,131,000

Was, C. A., & Graham, E. N. (August, 2017). A Little Less Conversation: Using Non-Declarative Learning Techniques to Help Working Memory Deficient Students Learn Important Math Skills.  Proposal submitted to the Spencer Foundation. Amount Requested = $37,000

Was, C. A., Sansosti, F.J., Morris, B. J., & Rawson, K. A.  (August, 2014). Eye-tracking measures during processing of text for comprehension in children with high functioning autism spectrum disorders. Proposal Submitted to the Institute for Educational Sciences (IES), Cognition and Student Learning in Special Education. Amount Requested = $1,280,447

Dunlosky, J., Was, C. A., Rawson, K. A., & Updegraff, J. (2014). Reducing Time to Degree Completion for Low-Income Freshmen Undergraduates

      Using Integrated Metacognitive Training. Department of Education, First in the World, $1,700,00 requested.

Morris, B. J., Was, C. A., Dunloksy, J. Rawson, K. A., Boergerding, L., Kratcoski, A., Almasan, C., & Marcinkiesicz, J. (2013), Improving teacher and student science learning using the fab four: Four proven (but underused) learning strategies. Ohio Board of Regents, $131,760 requested.

Was, C. A., Dunlosky, J. & Foster, N. (2013). Harnessing interleaving to promote match achievement for college and middle-school students. National Science Foundation REAL Grant. $331,861 requested.

Was, C. A., Sansosti, F.J., & Morris, B. (November, 2012). Eye Movements of Children with High Functioning Autism During Text Processing. Proposal Submitted to Simons Foundation Autism Research Initiative. Amount Requested = $60.000.

Was, C. A., Sansosti, F.J., & Morris, B. (September, 2012). Eye-Tracking Measures During Processing of Text for Comprehension in Children with High Functioning Autism Spectrum Disorders: A Comparative Analysis. Proposal Submitted to the Institute for Educational Sciences (IES), Cognition and Student Learning in Special Education. Amount Requested = $1,014,171.

Staley, J., Woolverton, C., & Was, C. A. (January, 2011). Research Incentive: Adaptive Academic Incident Preparedness: A pilot study towards designing a prototype simulation platform to ingrain a culture of safety and preparedness literacy among college students. Proposal submitted to the Ohio Board of Regents, Adaptive Academic Incident Preparedness. Amount Requested = $33,920.

Sansosti, F.J., & Was, C.A.  (February, 2010). Eye-tracking measures during processing of text for comprehension in children with high functioning autism spectrum disorders: A comparative analysis. Proposal submitted to the National Institutes of Health (NIH), Research Project Grant (Parent R01). Amount Requested = $828,522.

Staley, J., Woolverton, C. J., Stedman-Smith, M., Was, C. A.,  Ferdig, R., Adamle, K., et al. (February, 2009). Adaptive Academic Incident Preparedness: A prototype simulation platform to ingrain a culture of safety and preparedness literacy among college students. Proposal submitted to the US Department of Homeland Security. Amount Requested = $1,500,000. 

Sansosti, F.J., & Was, C.A. (April, 2009). Eye fixations and gaze durations during implicit inference making in reading comprehension for individuals with high functioning autism spectrum disorders. Proposal submitted to the National Institutes of Health (NIH), American Recovery and Reinvestment Act (ARRA) Autism Research. Amount Requested = $325,000. Proposal was reviewed and scored.

Coifman, K.G., Ciesla, J. A., & Was, C. A. (July, 2007). Attentional Control and Emotion Regulation in Major Depressive Disorder. Proposal submitted to the National Institutes of Health (NIH). Amount Requested = $275,000. Proposal was reviewed and scored.

Pre-proposals Submitted

Sansosti, F.J., & Was, C.A. (March, 2009). Creating a measure of executive functioning in students with high functioning autism spectrum disorders. Pre-Proposal submitted to the Department of Defense (DoD), Autism Research Program (ARP) Idea Award.

SERVICE AND CITIZENSHIP

Memberships:

·   Psychonomic Society

o   Fellow 2008-present

·   Cognitive Science Society

o   Member 2005-present

·   Society for Applied Research in Memory and Cognition

o   Member 2012-present

·   Association for Psychological Science

o   Member 2005-present

·   Eastern Education Research Association

o   Member 2005-2010

·   Northern Rocky Mountain Education Research Association

o   Member 2007-present

o   Executive Board Member 2012-present

o   President-Elect 2013-2014

o   President 2014-2015

o   Past-President 2015-2016

·   Eastern Education Research Association

o   Member 2005-2010

Service Activities:

·   Ohio Transfer Assurance Guidelines Review Committee Lead Expert 2015-2018

·   Ohio Transfer Assurance Guidelines Committee Lead Expert 2014-2018

·   Senator: Kent State University Faculty Senate 2012-2015

·   Graduate Education Policies Committee 2013-2015

·   Chair University Research Council 2011-2012

·   University Research Council 2009-2012

·   EXIS Committee 2008-2011

·   Program Coordinator, Educational Psychology, Kent State University, College and Graduate School of Education, Health, and Human Services. 2009-2010, 2012-2013, 2015-2016.

·   University Research Council Research/Creativity Award review, 2007, 2008, 2009, 2010

·   University Research Council Research/Creativity Award review Committee Chair, 2009,2010

·    2010 Graduate Faculty Representative Dissertation Defense: Mary Elizabeth Rollick

·   Graduate Faculty Representative Dissertation Defense: Nidaa Makki

·   Eastern Research Exchange: Program and organizing committee member, 2006-2007, 2007-2008, 2008-2009, 2009-2010

·   Department of Educational Foundations and Special Services, Curriculum Committee, 2006-2007, 2007-2008

·   Department of Educational Foundations and Special Services, Faculty Advisory Committee, 2006 -2007, 2008-2009, 2009-2010, 2010-2011

·   Educational Psychology Search and Screen Committee, Chair, 2006-2007

·   Educational Psychology Search and Screen Committee, Co-Chair, 2005-2006

·   Technology Advisory Committee, 2005 -2006

·   Curriculum Committee: Educational Psychology and Instructional Technology, 2005-2006

·   Ad Hoc Committee on Mission and Goals, CEHHS, Kent State University, 2005

Editor:

            Educational Research: Theory and Practice

Editorial board member:

PsycCritiques: Contemporary Psychology: APA Review of Books

Electronic Journal of Research in Educational Psychology

Consulting Editor:

            Educational Psychology

Journal of Educational Psychology

            Journal of Research in Education

Ad hoc reviewer:

Acta Psychologica; Behavioral Research Methods; British Journal of Educational Psychology; Canadian Journal of Higher Education; Computers in Human Behavior; Cognitive Science Society Annual Meeting, 2006 -2015; Educational Assessment; Educational Research Review; European Journal of Psychology of Education; Evaluation and Program Planning; Instructional Science; International Journal of Learning Management Systems; International Journal of Science and Mathematics; Journal of Autism and Developmental Disorders; Journal of Education and Learning; Journal of Education, Technology, and Society; Journal of Experimental Psychology: Applied; Journal of Experimental Psychology: Learning, Memory, and Cognition; Journal of Learning and Instruction; Journal of Neuroimaging in Psychiatry and Neurology; Learning and Individual Differences; Learning and Instruction; Mid-West Educational Researcher; Memory and Cognition; Psychonomic Bulletin & Review; Reading Psychology; Research in Higher Education; School Psychology International; Stress and Health