Aaron S. Benjamin
University of Illinois at Urbana-Champaign
Despite the fact that research into the cognitive processes and procedures underlying eyewitness identification has a history nearly as old as that of empirical research on memory more generally, there has been a surprising — and unfortunate — lack of cross-fertilization between the two domains. This set of circumstances has had negative repercussions for both fields: Laboratory researchers concerned with basic problems of human memory often overlook important societal problems that should play a role in shaping agendas for basic research, and applied researchers often failed to consider basic principles of human learning and memory in drawing conclusions from their own work. Many of the failures of generalizability and reliability identified in a recent National Academy of Sciences report,Identifying the Culprit: Assessing Eyewitness Identification, can be partially traced back to this artificial division between applied and theoretical work on human memory.
The goal of research in my lab at the University of Illinois is to bring basic empirical and computational research on human learning, memory, and decision-making to bear on applied problems. From our perspective, the research that has the most applied potential is not necessarily the work that bears the most superficial similarity to the real-world situation to which it is being applied. Rather, it is the work that has the greatest potential to generalize to a wide range of situations and circumstances, including the real-world scenarios that inspire that work. During my sabbatical, I will be developing a program of research on eyewitness memory — a new domain of interest in my lab.
In recent years, we have tried to bridge the gap between applied and basic research on problems related to the effects of aging on memory, to the design of educational techniques and technology, to the development of training regimens for skill learning, and to the question of how faces are recognized. Within eyewitness-memory research, we have begun programs related to the following four basic questions that we see as central to advancing the field:
1. Memory:What are the basic cognitive processes by which an eyewitness chooses a suspect out of a lineup?
2. Individual differences:What are the individual differences that reveal something about whether a given eyewitness’s identification is likely to be accurate or not?
3. Metamemory:What information can an eyewitness report about the accuracy of his or her own identification judgments?
4. Identification algorithms:How can we develop a more multidimensional assessment procedure for suspect identification and use that rich data set, in conjunction with statistical learning techniques, to develop algorithms that bear on the accuracy of an identification decision?
I will spend my sabbatical at the University of California, Irvine, which has one of the world’s best programs in mathematical psychology and cognitive science, as well as in psychology and law. I hope to collaborate with people who share interests in learning and memory and who can bring a new set of tools to our burgeoning program in eyewitness memory.
Rachel F. Barr
发展心理学家蕾切尔·巴尔 Rachel F. Barr是一位发展心理学家,他的研究重点是了解婴儿期发育的学习和记忆机制。因为婴儿的语言技巧依靠模仿和学习的方法来找出婴儿已经学会了什么,以及他们怎样记住它,又记住了多久。研究的重点是婴儿如何从不同的来源、电视、兄弟姐妹、成人和不同的环境中获取信息。最近,在乔治敦早期学习项目研究可能提高电视学习婴儿因素。
乔治城大学I am a developmental psychologist specializing in early sociocognitive development. Urie Bronfenbrenner, a major theorist in the field of developmental science, is the major influence on my research program, which investigates how three key environmental contexts (digital, linguistic, and parental) influence early learning trajectories. I use converging methods by directly measuring social learning in young children via deferred imitation methods, quantifying the quality of parent–child interactions via observational methods, and augmenting these approaches using survey data. During my sabbatical, I will be working on three interrelated projects:
1. Digital context:Before the launch of the iPad in April 2010, reading and watching television were the major daily childhood media-related activities that were investigated in the field. The iPad launch was immediately followed by a rapid and unregulated release of more than 80,000 “educational” tablet applications. Across the past 15 years, I have compared how infants encode and process information from live interactions, television, books, and touch screens/tablets. Despite progress in understanding the role of content and context in early childhood learning from digital media, the rapid expansion of digital technology means that current assessments of household media use are likely incomplete. During my sabbatical, I will form a collaborative network to improve media-assessment protocols and examine the underlying neural mechanisms of learning in the digital age. I also will devote time to learning the fundamentals of two new, cutting-edge techniques — eye-gaze contingency eye-tracking and functional near-infrared spectroscopy.
2. Linguistic context:Two-thirds of the world’s children are raised in homes where multiple languages are spoken. Bilingual children show heightened cognitive flexibility, defined as the ability to adjust their behaviors in response to changes in task demands and the ability to inhibit their attention to irrelevant information. For example, bilingual children can more easily switch between activities and see information from different perspectives than monolingual children can. Recently, my colleagues and I have demonstrated that bilingual infants also show earlier memory flexibility than do monolinguals. I will examine whether these differences in memory processing during infancy predict bilingual children’s cognitive flexibility later in childhood. A better understanding of the consequences of early bilingualism on cognitive outcomes will allow early educators to develop pedagogical strategies to capitalize on the protective cognitive strengths of bilingualism. These strategies could be generalized to other children by focusing on the cognitive strengths of each child.
3. Parenting context:Bronfenbrenner famously once said, “If you want to understand something, try to change it.” In my third project, I will continue to test the Just Beginning “Baby Elmo” program. This program uses a dual-generation and media-based approach to parenting education, working with fathers and their young children over the course of five lessons to enhance the quality of the father–child relationship. Each lesson incorporates “Sesame Beginnings” videos into a training session with the father followed by structured play time that allows the father to practice concepts from the lesson with his child. It has been implemented primarily with incarcerated teen fathers of young children (ages 0–3). During my sabbatical, my collaborators and I will begin to assess the longer-term effects of program inclusion and adapt it for broader use in community settings.
艾奥妮•法恩 Ione Fine 华盛顿大学心理学系,她的研究专注于视觉系统的可塑性,包括在成年期的知觉学习的研究以及由于失明或失聪导致的神经重组,在过去几年里,他的实验室重点已经放在了长期视觉剥夺对人类视觉处理的影响,包括长期失明和视力恢复对大脑的影响。
Todd A. Kahan 托德·卡汗贝茨学院心理学系,探讨了注意力的交互角色,知觉,记忆,和视觉感知的字词阅读。他的研究考察了注意的机制,感知,我们每天遇到的无法估量的视觉和记忆信息的数量。
2013-2014
2012-2013
Dr. Liisa Galea伽利雅 -- University of British Columbia
Dr. Cheryl Kaiser -- University of Washington
Dr. Martin Sarter -- University of Michigan
Dr. Helen Tager-Flusberg -- Boston University 认知神经科学发展 孤独症
2011-2012
Patrick Davies -- University of RochesterCraig Enders -- Arizona State University
Pamela Hunt -- College of William and Mary
2010-2011
Alison Gopnik 艾莉森·高普妮克 — University of California, Berkeley
Doug Medin 道格拉斯·梅丁— Northwestern University
2009-2010
Jeansok Kim金镇—University of Washington
2008-2009
Turhan Canli图尔汉·坎利 — Stony Brook UniversityTerrence Deak 特伦斯·迪克 — State University of New York – Binghamton
Sharon Thompson-Schill 汤普森·希尔— University of Pennsylvania
2007-2008
Lisa Feldman Barrett 莉莎·费德曼·巴瑞特— Boston CollegeSusan Gelman 苏珊·格尔曼— University of Michigan
Sandra Waxman桑德拉·韦克斯曼 — Northwestern University
2006-2007
Dare A. Baldwin 鲍德温 — University of OregonPatrick Curran 帕特里克·柯伦 — University of North Carolina, Chapel Hill
George R. Mangun 乔治·曼根 — University of California at Davis
2005-2006
Herbert H. Clark 赫伯特·克拉克 — Stanford UniversityAngeline S. Lillard 安吉丽娜·利拉德— University of Virginia
Cheryl Sisk 切瑞·西斯科— Michigan State University
Ke-Hai Yuan — University of Notre Dame
2004-2005
Steven J. Luck 斯蒂文·拉克— University of IowaPeter Ornstein 歐恩斯坦— University of North Carolina, Chapel Hill
Elizabeth Phelps 菲尔普斯— New York University
2003-2004
Jonathan Cohen 约翰森·科恩— Princeton UniversityWendy Hill 温迪·希尔— Lafayette College
David Lubinski 鲁宾斯科— Vanderbilt University
Amanda Woodward 伍德沃德— University of Chicago
2002-2003
Carol Eckerman卡罗·爱克尔曼 — Duke UniversityKaren L. Hollis 霍丽斯 — Mt. Holyoke College
Leah A. Krubitzer — University of California, Davis
Warren H. Meck華倫·麥克 — Duke University
Karen D. Rudolph卡伦·D·鲁道夫 — University of Illinois
2001-2002
Dr, Karen Adolph — New York University 嬰兒學習與發展Patricia Devine戴文 — University of Wisconsin-Madison 威斯康星大学麦迪逊分校 社会心理学 偏见 人际智能 自省能力
David Klahr 戴维·科拉尔— Carnegie Mellon University卡耐基梅隆大学
Keith Kluender — University of Wisconsin-Madison威斯康星大学麦迪逊分校 语言认知
Bernadette Park — University of Colorado
2000-2001
Marlene Behrman 马林·贝赫曼 — Carnegie Mellon University 美國卡內基梅隆大學 注意力與知覺认知神经学Nicholas Haslam — New School for Social Research
Melanie Killen — University of Maryland, College Park
Brenda Major布任达·梅杰 — University of California, Santa Barbara 纽约州立大学布法罗分校,研究涉及人们如何应对的偏见,歧视,社会身份贬值,和生活压力事件
Susan Goldin-Meadow 苏珊·戈尔丁-梅多 — University of Chicago
William Timberlake — Indiana University