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Comprehension, Collaboration and Creativity Lab
2068-75 Behavioral Sciences Building 
University of Illinois at Chicago
(312) 996-5591
Principal Investigator: Jennifer Wiley, PhD

 

We use a number of different methodologies to investigate the contexts that promote effective comprehension, learning, and problem solving. Many investigations take an individual differences approach looking at differences in thinking dispositions, prior knowledge, linguistic background, working memory capacity, or spatial ability, and their effects on performance via aptitude-by-treatment interactions.

Problem Solving, Collaboration and Creativity

Some topics include exploring the nature of Aha! experiences, which contexts promote more creative problem solving, when collaboration may lead to more innovation, when invention activities may lead to more effective learning, and how variations in attentional states and individual differences in attentional control may affect analytic, creative and insightful problem solving.

Comprehension and Metacomprehension of Science Texts

Two grant-funded projects in collaboration with Dr. Thomas Griffin are exploring metacognitive processes such as comprehension monitoring; detection of ambiguity, anomaly or contradictions; how images and analogies may make readers overestimate their own understanding of text; and how we might improve students' comprehension and monitoring as they engage in learning from expository science texts. We also study how students construct understanding by generating inferences, integrating across multiple sources and representations, and how spatial ability and intellectual values affect learning in science.

Newest Publications

George, T., Mielicki, M. K., & Wiley, J. (in press). Great expectations: Misleading effects of images in the alternate uses task. Psychology of Aesthetics, Creativity, and the Arts.

Guerrero, T. A., & Wiley J. (in press). Expecting to teach affects learning during study of expository texts. Journal of Educational Psychology.

Danek, A. H., & Wiley, J. (2020) What causes the insight memory advantage? Cognition, 205, 104411. https://doi.org/10.1016/j.cognition.2020.104411

 

Current Laboratory Members:

Tricia Guerrero,  Graduate Student
Lena Hildenbrand, Graduate Student
David Sarmento, Graduate Student

 Lab Alumni:

Daniel Aiello, MS Neuroscience, Irvine
Robert Ariel, PhD Kent State, Asst Prof Virginia Wesleyan
Ivan Ash, PhD, Assoc Prof Old Dominion
Jason Braasch, PhD, PostDoc CNRS/Oslo, Assoc Prof Ga State
Christine Chesebrough, PhD student, Drexel
Greg Colflesh, PhD, Research Associate UMD-CASL
Patrick Cushen, PhD, Asst Prof Murray State
Amory Danek, PhD, Postdoctoral Scientist, Heidelberg
Krista DeLeeuw, PhD UCSB, PostDoc Tubingen
Perla Gamez, Phd, U of C, PostDoc Harvard, Assoc Prof Loyola
Tim George, Phd, Asst Prof Union College
Olga Goldenberg, PhD, Asst Prof Columbia College
Scott Hinze, PhD, PostDoc NWU, Asst Prof Middle Georgia State
Allison Jaeger, PhD, PostDoc, SILC/Temple, Asst Prof St. John's
Andrew Jarosz, PhD, Asst Prof Mississippi State
Ben Jee, PostDoc NWU, Assoc Prof Worchester State
Mindy Jensen, PhD, UIUC
Rebecca Koppel, PhD, Senior Data Scientist, Citadel
Patrick Loesche, PhD student, DIPF, Frankfurt
Marta Mielicki, PostDoc, Kent State
Tim Miura, PostDoc IU, Loyola
Travis Ricks, Assoc Prof, Bemidji State
Chris Sanchez, Assoc Prof, Oregon State
Andrew Taylor, MS, Henry Ford Health Systems
Michael Wiedmann, PhD student, Ruhr-Universit´┐Żt Bochum

Undergraduate Research Assistants 2019-2020:
Aatiqa Noman, Bianca Trigo, Grace Li, Gabby Lazinek, Bella Garcia, Liliana Zavala, Tom Doonan

Undergraduate Research Assistants 2002-2021:
Bianca Trigo, Grace Li, Bella Garcia, Liliana Zavala, Meaghan Schmugge, Yujie Xiang, Jen Eng