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

Friday, Jan. 20th, 9am-6pm

113 West 60th Street, 12th Floor Lounge, New York, NY, United States

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.

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