2120 Campus Drive
Evanston, IL 60208-0001
BiographyJessica Andrews is a doctoral candidate in Learning Sciences. She graduated from Winston-Salem State University in Winston-Salem, NC with a B.S. in Elementary Education with a concentration in psychology. Her research interests lie in examining how collaboration can prove either beneficial or detrimental to individual memory and learning outcomes. In pursuing this line of work, she has investigated the ways in which erroneous information exchanged in collaborative settings can lead to problematic knowledge acquisition as well as some of the factors that can influence the likelihood of such occurrences taking place. Additionally, she has investigated how the distribution of knowledge among group members in collaborative settings can influence collaboration and the individual learning outcomes that occur post-collaboration. By examining how various factors occurring within a group setting influence an individual's learning in both negative and positive ways, we can gain a better understanding of the ways in which collaborative activity in school and informal settings should be structured so that the most optimal learning occurs.
Curriculum VitaeView Jessica Andrews's CV.
Awards/Honors2012 - Conference Travel Grant
2012 - Departmental Travel Award
2011 - National Science Foundation Graduate Research Fellowship
|2009||BS, Elementary Education||Winston-Salem State University|
|2014||An Examination of Factors Influencing Erroneous Knowledge Acquisition in Collaborative Contexts|
Selected PublicationsAndrews, J.J., Bond, G.D., Speller, L.F., Stevenson, R.K., & Tillman, B.J. (In Press/Under Review). Usability of the Blackboard course management system: Student and instructor dynamics in a dynamic system. Cognitive Technology.
Rapp, D. N., Jacovina, M. E., & Andrews, J. J. (In Press/Under Review). Mechanisms of problematic knowledge acquisition in Rapp, D. N. & Braasch, J. L. G., Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences MIT Press.
Andrews, J.J., & Rapp, D.N. (In Press/Under Review). Partner characteristics and social contagion: Does group composition matter?. Applied Cognitive Psychology.
Andrews, J.J., Bond, G.D., & Speller, L.F. (2009). When course management systems fail: student and instructor ‘on-the-fly’ adaptation behaviors. Cognitive Technology: 45-54.
( Download )
Selected PresentationsAndrews, J. J. & Rapp, D. N. (November, 2013). Stereotype threat moderates the likelihood of memory contagion. 54th Annual Meeting of the Psychonomic Society. Toronto, Canada.
Rapp, D. N., Andrews, J. J., Jacovina, M. E., & Hinze, S. R. (November, 2013). Factors underlying problematic knowledge acquisition. 54th Annual Meeting of the Psychonomic Society. Toronto, Canada.
Andrews, J. J. & Rapp, D. N. (November, 2012). Does group composition matter? Partner characteristics and social contagion. 53rd annual meeting of the Psychonomic Society. Minneapolis, MN.
Andrews, J. J. & Horton, W. S. (November, 2012). The influence of knowledge overlap on learning from collaborative discussions. 53rd annual meeting of the Psychonomic Society. Minneapolis, MN.
Andrews, J. J. & Rapp, D. N. (May, 2012). The effects of partner competence on memory contagion. Association for Psychological Science 24th Annual Convention. Chicago, IL.
Andrews, J. J. & Rapp, D. N. (May, 2011). The effects of intergroup bias on memory contagion. Midwestern Psychological Association (MPA) Annual Meeting. Chicago, IL.
The influence of collaboration on individual learning and memory; Factors underlying problematic knowledge acquisition; Educational applications of cognitive psychology; Mixed-methods approaches to studying learning; technology-enhanced learning
Lab AffiliationsReading Comprehension Lab
Last Updated: 2014-03-19 22:41:13