Liberal Arts 359
|1998||Widener University||B.S. in Psychology|
|2002||University of Illinois at Chicago||M.S. in Psychology (Cognitive)|
|2006||University of Illinois at Chicago||Ph.D in Psychology (Cognitive)|
- Cognitive Processes
- Research Methods in Cognitive Psychology
- Psychology of Individual Differences
- Psychology of Learning
A history of cognitive science as a discipline. Topics such as human learning, memory, perception, language, and attention are reviewed. Theories and research on mental processes underlying these behaviors and biological underpinnings and real-life application of these topics are studied.
Fundamentals of research methodology in psychological research including literature review, hypothesis generation, design, measurement, statistical analysis, ethics and APA format writing style. Emphasis on the selected cognate content area of cognitive psychology.
Study of individual variation in abilities and traits, including those from cognitive, social, and clinical psychology, predicts behavior, performance, and learning. The seminar will emphasize the development of reading, oral, and writing skills.
Graduate seminar offered for one semester on a specific topic. Topics vary according to student needs and faculty expertise in particular areas of study. This course may be repeated with change of content.
- Transfer in educational settings
- Creativity in engineering design
- Insight problem solving
- Individual differences
- Skill learning and transfer
Molly A. McCarthy , Trina C. Kershaw (2014).
The effects of semantic priming on novel verb inflection
Proceedings of the 36th Annual Conference of the Cognitive Science Society, 36, 994-999.
Trina C. Kershaw , Christopher K. Flynn , Leamarie T. Gordon (2013).
Multiple paths to transfer and constraint relaxation in insight problem solving.
Thinking & Reasoning, 19, 96-136.
Trina C. Kershaw , Katja Holtta-Otto , Yoon Soo Lee (2011).
The effect of prototyping and critical feedback on fixation in engineering design
Proceedings of the Annual Conference of the Cognitive Science Society, 33, 807-812.