Subway Summit
on Cognition & Education Research
About the Summit
The Subway Summit is a collaborative effort organized by four universities in New York City that brings together researchers to present and discuss studies related to cognition and education. The participating universities are Columbia University – Teachers College, Fordham University, New York University, and The City University of New York Graduate Center. This year Fordham University’s Graduate School of Education will host the Tenth Annual Meeting. You are cordially invited to participate either by giving a talk, presenting a poster or being in the audience.
Subway Summit on Cognition and Education Research
Who
- Invitees are selected based on their current research in Psychology and Education.
Why
- For researchers to share ideas and findings.
- To give graduate students a low-cost, small conference experience.
- To build linkages that might lead to future collaborations.
Format
The day will consist of 5 paper presentation sessions. Each paper will be scheduled as a 12 minute presentation with 3 minutes for questions (modeled after the Psychonomics Society conference).
Presentations will be distributed among the five different sessions.
People who would like to give a presentation or present a poster should email the title and authors to mrabinowitz@fordham.edu by December 15, 2016. In the unlikely event that there are more proposals to give presentations or present posters than we can handle, we will try to make sure that each institution gets equal representation.
Friday, Jan 20, 2017, 09:00 AM
113 West 60th Street, 12th Floor Lounge, New York, NY, United States
Tentative Schedule
8:45
Coffee and Danish
9:10-9:15
Opening remarks
Dean Virginia Roach, Ed.D., and Mitchell Rabinowitz, Ph.D.
SESSION 1
9:15 – 9:30
Anna Schwartz and Ming Ly Guan
Broadening our class discussions of research ethics in multi-cultural contexts.
CUNY, Department of Psychology
9:30 – 9:45
Jeremy Sawyer
Active learning and multimedia: What combinations are best for teaching psychology?
CUNY, Department of Psychology
9:45 – 10:00
Anglin Thevarajah
Prevalence and categories of Spatial Content in Children's Mobile Apps
Seton Hall University
10:00 – 10:15
Mariana Lamnina and Catherine Chase
The Role of Curiosity in Invention Activities
Teachers College, Cognitive Science in Education
10:15 – 10:30
Thanos Patelis
The role of academic rigor in high school in predicting college outcomes
Fordham University, Graduate School of Education
10:30 – 10:45
Colby Tofel-Grehl
Worked Examples and Faded Scaffolds in Teacher Education as Mechanisms for Improving Adoption of Maker Space Technologies
Utah State University, School of Teacher Education
10:45 – 11:00
Break
SESSION 2
11:00 – 11:15
Michael Swart and John Black
Reexamining Embodied Cognition and Learning
Teachers College, Cognitive Science in Education
11:15 – 11:30
Richard Cantrambone
Factors affecting subgoal learning
Georgia Institute of Technology
11:30 – 11:45
Rachel Flynn
Children’s Attention to Screen-based Supports Predicts Vocabulary Labeling
New York University, Teaching and Learning
11:45 –12:00
Marjorie Rhodes
Subtle linguistic cues undermine girls' engagement in science.
New York University, Department of Psychology
12:00 – 12:15
Rachel Dickler
Inq-ITS: Inquiry Intelligent Tutoring System for science real time assessment and scaffolding students' inquiry skills
Rutgers University, Graduate School of Education
12:15 – 1:00
Lunch
SESSION 3
1:00 – 1:15
Ryan Baker
Towards Massive Replication using Data From Massive Online Open Courses
University of Pennsylvania, Graduate School of Education
1:15: - 1:30
Andrew MacNamara*, Teresa Ober**, Maya Rose**, Bruce D. Homer**, & Jan L. Plass*
The Effect of Adaptively Adjusting Difficulty in a Game on Executive Functions Training.
*New York University, **The Graduate Center, CUNY, Educational Psychology
1:30 – 1:45
Haiying Li
Do students' open responses about their science inquiry reflect their inquiry skills?
Rutgers University, Graduate School of Education
1:45 – 2:00
Kevin Wong
ELL language proficiency influences attention and vocabulary learning in media
New York University, Teaching and Learning
2:00 – 2:15
Janet Metcalfe and Judy Xu
Learning from One’s Own Errors and Those of Others
Columbia University, Department of Psychology
2:15 – 2:30
Break
SESSION 4
2:30 – 2:45
Melis D. Muradoglu
Children's Conceptions of Ability.
New York University, Department of Psychology
2:45 – 3:00 Mitchell Rabinowitz, Brooklyn Do, Elena Thomopoulos
Individual Differences in Knowledge Organization Preferences and Reasoning.
Fordham University, Graduate School of Education
3:00 – 3:15 Todd Gureckis
How does this thing work? Learning from intuitive experiments via the control of variables strategy.
New York University, Department of Psychology
3:15 – 3:30 Lin Bian
The roots of gender gaps: An investigation of the gender stereotypes about intelligence in young children.
New York University, Department of Psychology
3:30 – 3:45
Art Graesser
Deep learning with conversational agents
University of Memphis, Institute for Intelligent Systems
3:45 – 4:00
Break
SESSION 5
4:00 – 4:15
David Feldon
Self-Efficacy Change Associated with Cognitive Load Manipulations in Undergraduate Biology Instruction
Utah State University, Instructional Technology & Learning Sciences
4:15 – 4:30
Harold Takooshian
Fordham University, Department of Psychology
4:30 – 4:45
Ilya Lyashevsky
To Understand is To Forgive: Fostering Social Awareness and Cognitive Empathy Through Direct Teaching of the Emotion System
Teachers College – Cognitive Science in Education
4:45 – 5:00
Teresa Ober
Views of Instructors and Students about the Use (and Misuse) of Technology within the Classroom
The Graduate Center, CUNY, Educational Psychology
5:00 – 6:00
POSTER SESSION
Wine and cheese reception
Posters
Fran C. Blumberg
Fordham University, Graduate School of Education
Anna Schwartz and Ming Ly Guan
Broadening our class discussions of research ethics in multi-cultural contexts
The Graduate Center, CUNY, Educational Psychology
Sue-Je Cho and Holly Ritterhouse-Cea
Preservice Teachers' Knowledge and Skills in Conducting Function-Based Interventions
Fordham University, Graduate School of Education
Erin Hyle
Fordham University, Graduate School of Education
Katie Danielson, Rebecca Flynn, Katelyn Fletcher, & S. Susan Neuman,
The Effects of Educational Media on Young Children’s Word Learning; A Systematic Review.
New York University, Teaching and Learning
Susan Neuman and Jillian Knapczyk
Reaching Families Where The Are: Examining an Innovated Book Distribution Approach
New York University, Teaching and Learning
Rinat Levy-Cohen*, Camillia Faye Matuk**, and Shashank Pawar**.
Game Making is Harder Than I Thought: Challenges in Game Design Driven By Children’s Own Interests
*Fordham University, Graduate School of Education, **New York University
Rinat Levy-Cohen
Designing Digital Books to Aid Reading Comprehension: What Have We Learned and What is Still in Question.
Fordham University, Graduate School of Education
Melissa Zrada, Yang Liu, Barbara Tversky, Azadeh Jamalian, Valeria Giardino
Gestures for self: How gestures help us understand and remember
Teachers College – Cognitive Science in Education