The 33rd Carnegie Symposium on Cognition
June 4-6, 2004 .."Thinking with Data"

Co-organizers: Marsha Lovett (Carnegie Mellon University) & Priti Shah (University of Michigan)

Participants

Wändi
Bruine de Bruin 

.
Wändi Bruine de Bruin is a postdoctoral research associate in the
Department of Social & Decision Sciences at Carnegie Mellon University.
Her research focuses on risk perception, knowledge elicitation, and
confidence in knowledge, all important elements for developing effective
risk communications.  She and her colleagues have developed an
interactive video DVD aiming to improve the sexual decisions of female
adolescents, using insights from their risk perception and
decision-making research.

.   ..url:.http://www.hss.cmu.edu/departments/sds/staff/wandi.html
Beth Chance

Beth Chance is an Associate Professor in the Department of Statistics at
California Polytechnic State University and a co-editor of STATS: The
Magazine for Students of Statistics. Her current research interests
include curriculum development, and studying the effectiveness of new
instructional techniques in statistics education.

.   ..url:.http://statweb.calpoly.edu/chance
Norma Chang

Norma Chang is a Ph.D. student supervised by Marsha Lovett and
Ken Koedinger in the Psychology Department at Carnegie Mellon
University. She is interested in understanding the processes by
which students learn to solve math and science problems and
developing instructional techniques to facilitate them.  Her current
research investigates the complementary roles of similarity and
variability in scaffolding students' problem-solving ability.
David Danks

David Danks is an Assistant Professor in the Department of Philosophy at
Carnegie Mellon University. His primary research area is causal learning
(human and machine). Further areas of interest include decision making,
cognitive science, and the philosophy of psychology.

.   ..url:.http://www.phil.cmu.edu/faculty/danks/Home/contact.html
Bob delMas 

Bob delMas is an Assistant Professor of statistics and mathematics
in the University of Minnesotaâs General College.  His main research
focus is statistics education, and his current project, funded by the
National Science Foundation, is developing online assessment tools
for statistics courses. He is a research advisor to the Consortium for
the Advancement of Undergraduate Statistics Education and teaches
statistics classes as well, experimenting with activity-based approaches.

.   ..url:.http://www.gen.umn.edu/faculty_staff/delmas
Julie Downs

.
Julie Downs is a member of the research faculty of the Department of 
Social and Decision Sciences at Carnegie Mellon University.  She is also 
the director of the Center for Risk Perception and Communication.  The 
main focus of her research is decision-making, how decisions are 
affected by social influences and stigmas, and how to help people make 
better decisions.

.   ..url:.http://www.hss.cmu.edu/departments/sds/faculty/downs.html
Kevin Dunbar 

Kevin Dunbar is both Professor of Education and Professor of
Psychological and Brain Sciences at Dartmouth College.
The overarching goal of his research is to understand the way that
people think, reason, and solve problems in a variety of contexts.
His research includes both naturalistic situations and controlled
laboratory experiments. Dunbar pioneered new investigation methods
for scientific thinking by observing scientists at work in lab meetings.

.   ..url:.http://www.dartmouth.edu/~kndunbar
Baruch Fischhoff 

Baruch Fischhoff is the Howard Heinz University Professor of Social and
Decision Sciences and of Engineering and Public Policy at Carnegie Mellon
University.  He is also a member of the Center for Risk Perception and
Communication.  Fischhoffâs work comprises several areas of
decision-making science including adolescent risk decisions, judgment in
work done by technical experts, and public perceptions of hazardous
technology risks.

.   ..url:.http://www.hss.cmu.edu/departments/sds/faculty/fischhoff.html
Joan Garfield

In her research, she conducts collaborative teaching experiments with
Bob delMas and Beth Chance that examine the development of college
students'statistical reasoning, particularly as they interact with
specially designed technological tools. She has also been involved in 
developing and studying assessments of statistical reasoning and 
statistical thinking.  She has edited or co-edited four books on teaching 
and learning statistics. In 2002 she introduced a new doctoral 
concentration in statistics education to the University of Minnesota.

.   ..url:.http://education.umn.edu/EdPsych/faculty/Garfield.html
David Klahr

David Klahr is a Professor of Psychology at Carnegie Mellon University.
His research has addressed a variety of questions ranging from voting
behavior, to consumer choice, to the development of scientific reasoning
processes. His most recent projects aim to take basic findings about
children's scientific reasoning and turn them into instructional procedures
for improving middle school science teaching. Klahr is the author of two
books and editor or co-editor of several others, including three Carnegie
Cognition Symposium volumes, of which he is Series Editor.

.   ..url:.http://www.psy.cmu.edu/faculty/klahr
Ken Koedinger 

Ken Koedinger is an Associate Professor in the Human-Computer
Interaction Institute at Carnegie Mellon University.  Koedinger is
co-director of the Pittsburgh Advanced Cognitive Tutor (PACT) Research
Center, established in 1995 to develop educational technology and
curricula based on cognitive theory and empirical testing.  He uses
cognitive modeling to further his research goal of creating educational
technologies that dramatically increase student achievement.

.   ..url:.http://www-2.cs.cmu.edu/~pact/koedinger.html
Cliff Konold

Cliff Konold is a Research Associate Professor at the Scientific Reasoning
Research Institute at the University of Massachusetts, where he is a
member of the Statistics Education Research Group.  Konoldâs research
focuses on the ways both children and adults reason about probability,
statistics, and data analysis.  He has developed curricula, software tools,
and staff development programs to improve both statistics and mathematics
education.

.   ..url:.http://www.umass.edu/srri/serg/staff/cliff.html
Joe Krajcik
.
 

Joe Krajcik is a Professor of Science Education in the University of
Michiganâs School of Education as well as a member of the Center for
Highly Interactive Computing in Education.  His broad research goal is to
work ith teachers in science classrooms to bring about sustained change.
This has included designing learning environments, using technology tools
to promote student learning, and exploring what students learn through
inquiry, in close collaboration with science teachers and school systems.
He also teaches graduate courses in science education and has co-written
a book on project-based approaches to teaching elementary and middle
school science classes.

.   ..url:.http://www-personal.umich.edu/~krajcik
Richard Lehrer 

Richard Lehrer is a Professor of Science Education in the Department of
Teaching and Learning at Vanderbilt University. His research focuses on
the development of understanding and interest in mathematics, science,
and literacy during prolonged instruction.  One major strand of this research
focuses on designing classroom environments that foster development of
understanding, in collaboration with teachers in local elementary schools.
The other major strand of Lehrerâs research focuses on technological tools
and their roles in the development of understanding.

.   ..url:.http://peabody.vanderbilt.edu/faculty/tl/lehrer.htm
Gaea Leinhardt

Gaea Leinhardt is a Professor of Education at the University of
Pittsburgh. She is Program Coordinator for the University's Cognitive
Studies in Education program, and a senior scientist at the Learning
Research and Development Center.  Her research focuses on
instructional and cognitive psychology, including assessment and
program evaluation, observational instruction instrument construction,
and teacher and student cognition in subject matter.

.   ..url:.http://www.lrdc.pitt.edu/faculty/GaeaLeinhardt.html
Yan Liu

Yan Liu is a Ph.D. candidate in Mathematics Education at Vanderbilt
University. She has been working with Professor Pat Thompson for 4
years on his research project on teaching and learning statistical and
probabilistic reasoning. She is currently writing her dissertation, 
which focuses on understanding teachersâ personal and pedagogical
understanding of probability, sampling, and statistical inference. She
is also working with Professor Bob delMas on understanding college
studentsâ conceptions of statistical variation.

.   ..url:.http://peabody.vanderbilt.edu/depts/tandl/mted/student/Liu.html
Marsha Lovett

Marsha Lovett is an Assistant Professor in Carnegie Mellon Universityâs
Department of Psychology.  Her research interests center on how people
learn effective strategies when they are solving problems.  This research is
carried out both in controlled laboratory experiments and in statistics
classrooms to get converging evidence on how people learn to solve
data-analysis problems.

.email:.lovett@cmu.edu
.   ..url:.http://www.psy.cmu.edu/LAPS/lovett.html
Amy Masnick

Amy Masnick is an Assistant Professor of Psychology at Hofstra
University.  Her research focuses on how children and adults reason
about anomalous information, including varied data and inconsistent
arguments. Recent work has explored how elementary school children
reason about experimental errors and varied data characteristics.

.   ..url:.www.hofstra.edu/Academics/HCLAS/Psychology

Kate McNeill
 


Kate McNeill is a graduate student in Science Education at the
University of Michigan.  In her doctoral program, she works with Joseph
Krajcik on an Instructional Materials Development project using a
learning-goals-driven design model to develop a middle school chemistry
unit that aligns with national content and inquiry standards. Her
research focuses on how scaffolded curriculum materials and teacher
instructional strategies can support studentsâ engagement of complex
inquiry practices.  Over the last two years she has concentrated her
efforts on studying studentsâ construction of scientific explanations.

Bradley Morris
 


Bradley Morris is an Assistant Professor of Psychology at Grand Valley
State University.  The focus of his research is developmental psychology,
specifically the role of learning in the development of deductive
reasoning.  His current work focuses on how the mechanisms of logic and
language explain children's representation of and reasoning about logical
statements.

.   ..url:.http://www.gvsu.edu/psych/faculty/morris.html
 
Lelyn Saner

Lelyn Saner is a graduate student at the University of Pittsburgh.
He is a researcher under the supervision of Christian Schunn at the
Learning Research & Development Center.  His main research interest
is high-level reasoning and the cognitive processes underlying discovery
and conceptual change, and his current research focuses on electronic
tools to support collaboration over networked computers.

.   ..url:.http://www.pitt.edu/~les53/

Leona Schauble
 


Leona Schauble is a Professor of Education at Vanderbilt Universityâs
Department of Teaching and Learning.  Her research has focused on
cognitive development and questions of scientific education and
problem-solving.  She has studied populations from wide age ranges
and in many different contexts, but with a particular focus on children
and schools.

.   ..url:.http://peabody.vanderbilt.edu/faculty/tl/schauble.htm
 
Christian Schunn

Christian Schunn is an Assistant Professor at the Department of
Psychology at the University of Pittsburgh, as well as a Research Scientist
at the Learning Research and Development Center.  His research focuses
on several areas including scientific research, strategy choice, and
knowledge transfer mechanisms.  He uses computational modeling to
address some of these areas of study, and has been developing an
extension to ACT-R  to model spatial reasoning ability.

.   ..url:.http://www.lrdc.pitt.edu/schunn

Dan Schwartz 
 


Dan Schwartz is an Associate Professor of Education at Stanford
University. His research calls on elements of cognitive science,
computer science, and education to study student representation and
ways that technology can facilitate learning.  A particular focus of his
research is on ways in which peopleâs spatial thinking abilities can
influence learning and problem-solving, and on creating web-based
multimedia instruction tools to exploit these abilities in new ways.

.   ..url:.http://aaalab.stanford.edu/transfer_and_learning/tr_stats.html
 
Peter Sedlmeier

Peter Sedlmeier is a Professor at the Institut für Psychologie at the
Technische Universität Chemnitz in Germany.  His main area of research
is statistical reasoning, and in particular, the teaching of statistical
reasoning skills.  He has written or co-edited three books, the most
recent on frequency processing.

.   ..url:.http://www-user.tu-chemnitz.de/~pese/Home/sedlmeier.html
Priti Shah 

Priti Shah is an Assistant Professor in the University of Michiganâs
Department of Psychology and Combined Program in Education and
Psychology.  Her research involves multiple aspects of cognitive psychology
including visuospatial cognition, integration of visual and verbal information,
comprehension of visual displays, and statistical and scientific reasoning.

.email:.priti@umich.edu
.   ..url:.http://www-personal.umich.edu/~priti
Pat Thompson 

Pat Thompson is a Professor of Mathematics Education and the Chair
of the Department of Teaching and Learning at Vanderbilt University.
His main research area is mathematics education.  Recently he studied
studentsâ development of algebra and calculus ideas, and his current
project focuses on teaching and learning statistical and probabilistic
reasoning.

.   ..url:.http://peabody.vanderbilt.edu/depts/tandl/mted/Thompson

Greg Trafton 
 


Greg Trafton is a cognitive scientist at the Naval Research Laboratory
and an affiliate professor at George Mason University. He is interested
in how people use and think about complex visualizations
(meteorological, scientific, etc.). He has collected data in both
naturalistic settings and laboratory environments to build theories that
can account for both types of environments and tasks.

.   ..url:.http://www.aic.nrl.navy.mil/~trafton/trafton.html
 

Paul Velleman 
 


Paul Velleman is Professor in the Department of Statistical Sciences
at Cornell University. He has made many contributions to statistics
eduction, including the multimedia program ActivStats, the statistical
software program DataDesk, and many introductory statistics textbooks.
He received the 1998 Educom Award from the American Statistical
Association, an award that recognizes achievement in technological
innovations in the area of statistics education.

.   ..url:.http://www.ilr.cornell.edu/academics/faculty

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