Curriculum Vitae

EDUCATION

Ph.D., Education (Cognition and Development Area), December 2010, University of California, Berkeley

M.A., Education, December 2006, University of California, Berkeley

B.A., Mathematics, Humanities (dual major), May 2001, University of Texas at Austin

EMPLOYMENT

2018-2020: Research Scientist, Institute of Child Development, University of Minnesota

2017-2018: Postdoctoral Associate, Department of Human Development and Quantitative Methodology, University of Maryland

2015-2016: Postdoctoral Researcher, School of Education, University of Delaware

2014-2015: Faculty Associate, School of Education, Johns Hopkins University

2010-2014: Postdoctoral Fellow, School of Education, Johns Hopkins University

OTHER PROFESSIONAL EXPERIENCE

6/15-12/16: Consultant. Project: Contextual Sensitivity in Automatic Arithmetic Processing, PI: Michèle Mazzocco. Duties included consulting on data analysis and contributing to a manuscript for publication.

10/13-7/14: Consultant. Project: The Effects of a School-Based Intervention Model on Biological and Behavioral Indicators of Achievement, PI: Sheila Walker, Doug Granger. Duties included administration of behavioral instruments and collection of saliva samples from 3^rd graders, as well as analysis of data.

TEACHING EXPERIENCE

6/12-7/14: Co-Instructor for Cognitive Processes of Literacy and Numeracy (numeracy portion), Johns Hopkins University School of Education (taught 4 times).

9/10-4/14: Instructor for Fundamentals of Cognitive Development, Johns Hopkins University School of Education (taught 6 times).

8/04-12/05: Graduate Student Instructor for Cognitive Science 1- Introduction to Cognitive Science, University of California, Berkeley, Cognitive Science Department (taught 2 times).

10/96-6/04: Private tutor of mathematics and science at the primary, secondary, and post-secondary levels.

PEER-REVIEWED PUBLICATIONS

Rinne, L. F., Ye, A., & Jordan, N. C. (2020). Development of arithmetic fluency: A direct effect of reading fluency? Journal of Educational Psychology, 112(1), 110.

Dyson, N. I., Jordan, N. C., Rodrigues, J., Barbieri, C., & Rinne, L. (2020). A fraction sense intervention for sixth graders with or at risk for mathematics difficulties. Remedial and Special Education, 41(4), 244-254.

Resnick, I., Rinne, L., Barbieri, C., & Jordan, N. C. (2019). Children’s reasoning about decimals and its relation to fraction learning and mathematics achievement. Journal of Educational Psychology, 111(4), 604.

Hansen, N., Rinne, L., Jordan, N. C., Ye, A., Resnick, I., & Rodrigues, J. (2017). Co-development of fraction magnitude knowledge and mathematics achievement from fourth through sixth grade. Learning and Individual Differences, 60, 18-32.

Rinne, L. F., Ye, A., & Jordan, N. C. (2017). Development of fraction comparison strategies: A latent transition analysis. Developmental Psychology, 53(4), 713.

Jordan, N. C., Rinne, L., & Resnick, I. M. (2017). Magnitude, numerosity, and development of number: Implications for mathematics disabilities. [Peer commentary on “From 'sense of number' to 'sense of magnitude': The role of continuous magnitudes in numerical cognition,” by T. Leibovich, N. Katzin, M. Harel, & A. Henik]. Behavioral and Brain Sciences, 40.

Ye, A., Resnick, I., Hansen, N., Rodrigues, J., Rinne, L., & Jordan, N. C. (2016). Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge. Journal of Experimental Child Psychology, 152, 242-263.

Brown, E. C., Mazzocco, M. M., Rinne, L. F., & Scanlon, N. S. (2016). Uncanny Sums and Products May Prompt “Wise Choices”: Semantic Misalignment and Numerical Judgments. Journal of Numerical Cognition, 2(2), 116-139.

Rinne, L., & Mazzocco, M. M. (2014). Knowing right from wrong in mental arithmetic judgments: Calibration of confidence predicts the development of accuracy. PLOS ONE, 9(7), e98663.

Hardiman, M., Rinne, L., & Yarmolinskaya, J. (2014). The effects of arts integration on long-term retention of academic content. Mind, Brain, and Education, 8(3), 144-148.

Mazzocco, M. M., Murphy, M. M., Brown, E., Rinne, L., & Herold, K. H. (2013). Persistent consequences of atypical early number concepts. Frontiers in Psychology, 4: 486.

Rinne, L. F., & Mazzocco, M. M. (2013). Inferring uncertainty from interval estimates: Effects of alpha level and numeracy. Judgment and Decision Making, 8(3), 330-344.

Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L., & Limb, C. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research, 62, 43-50.

Hardiman, M., Rinne, L., Gregory, E., & Yarmolinskaya, J. (2012). Neuroethics, neuroeducation, and classroom teaching: Where the brain sciences meet pedagogy. Neuroethics, 5(12), 135-143.

Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M. (2011). Why arts integration improves long-term retention of content. Mind, Brain, and Education, 5(2), 89-96.

Yarnall, L., Johnson, J., Rinne, L., & Ranney, M. (2008). How post-secondary journalism educators teach advanced CAR data analysis skills in the digital age. Journalism and Mass Communication Educator, 63, 146-164.

BOOK CHAPTERS

Jordan, N., Rinne, L., & Hansen, N. (in press). Mathematics learning difficulties in the United States: Current issues in screening and intervention. In A. Fritz, V. Haase, & P. Räsänen (Eds.), The international handbook of math learning difficulties: From the lab to the classroom. Brazil: Springer.

CONFERENCE PROCEEDINGS

Ranney, M., Rinne, L., Yarnall, L., Munnich, E., Miratrix, L., & Schank, P. (2008). Designing and assessing numeracy training for journalists: Toward improving quantitative reasoning among media consumers. Proceedings of the Eighth International Conference of the Learning Sciences. Mahwah, NJ: Erlbaum.

Rinne, L., Ranney, M., & Lurie, N. (2006). Estimation as a catalyst for numeracy: Micro-interventions that increase the use of numerical information in decision-making. In S. Barab, K. Hay, & D. Hickey (Eds.). Proceedings of the Seventh International Conference of the Learning Sciences. (pp. 571-577). Mahwah, NJ: Erlbaum.

PRESENTATIONS

Rinne, L. (2018, January). Developmental sex differences in the overlap of spatial and mathematics abilities. Invited talk at the Department of Psychology, University of Chicago, Chicago, IL.

Rinne, L. (2017, November). Spatial cognition in mathematics learning: Mapping numbers to the world around us. Invited talk at the Lab School of Washington, Washington, D.C.

Rinne, L. (2018, January). Developmental Sex Differences in the Overlap of Spatial and Mathematics Abilities. Invited talk at the Department of Psychology, University of Chicago, Chicago, IL.

Jordan, N. & Rinne, L., (2017, September). Connections Between Calculation Fluency and Reading Fluency. Invited talk at the NSF Conference on STEM Education, Learning Disabilities, and the Science of Dyslexia, Washington, D.C.

Rinne, L., Ye, A., Rodrigues, J., & Jordan, N. (2017, April). Reading Fluency Directly Influences the Development of Multiplication Fluency. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Hansen, N., Rinne, L., Ye, A., Resnick, I, Rodrigues, & Jordan, N. C. (2017, April). The Co-development of Mathematics Achievement with Fraction Estimation and Fraction Comparison from Fourth through Sixth Grade. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Resnick, I., Barbieri, C., Rinne, L. Hurwitz., A., & Jordan, N. C. (2017, April). Relation Between Decimal and Fractions Understanding, and the Role of Magnitude Understanding in Overall Mathematics Achievement. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Ye, A., & Rinne, L. (2016, July). The Three-Step Approach to Covariate Inclusion in Latent Transition Analysis (LTA): A Monte Carlo Simulation. Poster presented at the International Meeting of the Psychometric Society, Ashville, NC.

Rinne, L., Ye, A., & Jordan, N. C. (2016, May). The Development of Fraction Comparison Ability: Latent Variable Models of Strategy Selection and Change Over Time. Poster presented at the National Institute of Child Health and Human Development Math Cognition Conference, Ft. Worth, TX.

Resnick, I., Barbieri, C., Rinne, L., Hurwitz, A., Jordan, N. C. (2016, April). The role of decimal understanding in fractions understanding and overall mathematics achievement. Poster presented at the 2016 Applying Cognitive Science Research in the Classroom - A Math Center Conference, Arlington, VA.

Rinne, L. (2015, July). Arts Integration and the Science of Learning. Invited talk at the annual Kennedy Center Arts Integration Conference, Arlington, VA.

Rinne, L., (2014, May). The Role of Error Detection in the Development of Mental Arithmetic Fluency. Poster Presented at the National Institute of Child Health and Human Development Math Cognition Conference, Arlington, VA.

Rinne, L., Hardiman, M., Kornienko, O., Clemans, C., & Granger, D. (2014, January) Classroom-Based Salivary Bioscience Research: Stress Response, Social Relationships, and Educational Outcomes. Poster presented at the Science of Learning Symposium, Johns Hopkins University, Baltimore, MD.

Rinne, L. & Hardiman, M. (2013, October). Assessing arts integration: Effects on retention of academic content. Paper presented at the annual conference of the American Evaluation Association, Washington, DC.

Rinne, L. (2012, January). Neuroeducation: Using scientific knowledge about the mind to Improve Teaching and Learning. Invited talk at the annual conference of the Association of Independent Maryland and DC Schools, Baltimore, MD.

Hardiman, M., & Rinne, L. (2011, March). Study of Arts Integration and Creativity in the Classroom. Invited talk at the Newark Workshop on Music, Brain, and Education. Rutgers University, Newark, NJ.

Hardiman, M., Rinne, L., & Gregory, E. (2010, November). Brain-Targeted Teaching in a Climate of High-Stakes Testing. Invited talk at the Learning and the Brain Conference, Boston, MA.

Munich, E., Ranney, M., Crain, M. Rinne, L., Miratrix, L., & Galpern, A. (2008, July). This Stat Seems Bogus! Perspectives on Causality in Determining Veracity. Poster presented at the 30^th Annual Meeting of the Cognitive Science Society, Washington, D.C.

Ranney, M., Rinne, L., Yarnall, L., Munnich, E., Miratrix, L., & Schank, P. (2008, June). Designing and assessing numeracy training for journalists: Toward improving quantitative reasoning among media consumers. Paper presented at the International Conference of the Learning Sciences, Utrecht.

Ranney, M., Rinne, L., Yarnall, L., Johnson, T., & Schank, P. (2007, September). A Way to Boost Reasoning Skills for All? The “Numbers, News, and Evidence” Numeracy Module for Journalists. Invited talk at the School of Education and Social Policy, Northwestern University, Evanston, IL.

Ranney, M.A., Rinne, L., Crain, M., Miratrix, L., & Galpern, A. (2007, March). Designing and Analyzing the “Numbers, News, and Evidence” Journalism Curriculum. Paper presented at the GSE Research Day, Berkeley, CA.

Ranney, M., Rinne, L. Munnich, E., Yarnall, L., Johnson, T., & Schank, P. (2007, February). The “Numbers, News, and Evidence” Journalism Curriculum: Might it Boost Everyone’s Reasoning? Invited talk at the Learning and Teaching Workshop, Graduate School of Business, University of Chicago.

Rinne, L., Ranney, M., & Lurie, N. (2006, June). Estimation as a Catalyst for Numeracy: Micro-Interventions that Increase the Use of Numerical Information in Decision-Making. Paper presented at the International Conference of the Learning Sciences, Bloomington.

Ranney, M., Lurie, N., Langer-Osuna, J., & Nelson, J. (2005, December). “When Numbers Attack” (Your Knowledge & Emotions): Some Effects of Estimation and Statistics on One’s Preferences and Social/Affective Reasoning. Invited talk at the Institute of Cognitive and Brain Sciences, University of California, Berkeley.

Rinne, L., Ranney, M., & Lurie, N. (2005, November). Improving Numeracy Without Improving Math Skills: Decision-Making Procedures that Foster the Use of Numerical Information. Poster presented at the Inaugural SCIPIE (Southwest Consortium for Innovations in Psychology in Education) Conference on Student Beliefs: Motivation, Cognition & Epistemology, Las Vegas.

Ranney, M., Munnich, E., Lurie, N., & Rinne, L. (2005, May). Talk is Often Cheap, But Self-Explanations Can Aid Learning: Discourse and Dialogue in Numerically Driven Inferencing. Poster presented at the Talk and Dialogue: How Discourse Patterns Support Leaning conference, Pittsburgh.

Ranney, M., Munnich, E., Lurie, N., Rinne, L., Garcia de Osuna, J., Nelson, J, & Ganpule, S. (2005, April). Relations Among Estimates, Preferences, and Base Rate Information: Can You "Step in the Same River Twice" When Deciding? Invited talk at the Behavioral Science Workshop at the Center for Decision Research, University of Chicago.

OTHER CONFERENCE ACTIVITY

Panelist, “Arts Research to Policy Pipeline: The Impact of Policy on Arts Education in Title I Schools,” Annual Meeting of the American Evaluation Association, November 2017, Washington, DC.

Discussant, “The Role of Errors and Faulty Reasoning in Mathematics Learning,” Annual Meeting of the American Educational Research Association, April 2014, Philadelphia, PA.

Panelist, “The United Language of Evaluation: Leveraging Scope, Scale and Sustainability in Evaluating the Impact of the Arts in Schools,” Annual Meeting of the American Evaluation Association, October 2013, Washington, DC.

Reviewer for AERA annual meeting proposals.

STATISTICAL EXPERTISE

Extensive methodological knowledge and experience with: General linear model techniques (ANOVA/Regression); multilevel modeling (nested models, mixed models, random effects); structural equation modeling (factor analysis, latent class analysis, latent transition analysis, mediation analysis, latent growth curve models, autoregressive latent trajectory models)

Software/programming knowledge and expertise: Stata (expert), MPlus (expert), SPSS (expert); R (intermediate); Python (intermediate)

REVIEWING ACTIVITY

Editorial Board Member: Journal of Experimental Child Psychology (2018-Present)

Journal of Behavioral Decision-Making (2015-Present)

NSF grant proposal review panel member: 2016 (2x), 2021

NSF ad hoc grant proposal reviewer: 2016, 2017

Ad hoc journal reviewer: Child Development; Developmental Psychology; Journal of Cognition and Development; Journal of Experimental Child Psychology; PLOS ONE; British Journal of Educational Psychology; Learning Disabilities Research and Practice; Frontiers in Human Neuroscience; Journal of Teacher Education; Journal of Behavioral Decision-Making; Omega, The International Journal of Management Science; Journal of Education for Students Placed at Risk.

HONORS AND AWARDS

Phi Beta Kappa, 2001

Berkeley Fellowship, 2003-2005, 2009

Outstanding Graduate Student Instructor Award, Fall 2004

Spencer Fellowship, 2005-2006

University Fellowship, 2006-2008

PROFESSIONAL AFFILIATIONS

2015-Present: Society for Research on Child Development

2012-Present: Association for Psychological Science

2003-Present: American Educational Research Association

2012-Present: American Evaluation Association