詹妮弗·J. Stiegler-Balfour, Ph值.D.
Professor, School of Social and Behavioral 科学s
Assistant Academic Director, School of Social and Behavioral 科学s
位置
Dr. Stiegler-Balfour is a Professor of Psychology and the principal investigator of the Reading Comprehension and 认知 (RCC) Lab. The primary questions addressed in the 碾压混凝土实验室 are focused on gaining a better understand of the memory processes involved in reading comprehension and learning. Among her current projects is a series of studies focused on examining the impact of emerging technologies such as ipad, kindle and other tablets on reading comprehension and learning processes. Dr. Stiegler-Balfour teaches courses including Psychology Statistics and 研究 Methods, 认知与记忆, Psychology of Consciousness and a seminar in 认知 and 学习. 自2011年以来，. Stiegler-Balfour has also served as the faculty advisor of the UNE Chapter of the PSI CHI Honor Society.
凭证
教育
研究
目前的研究
博士的基础. Stiegler-Balfour’s research is focused on exploring basic and applied questions of human cognition with a focus on understanding and improving learning during reading.
At the center of her research is the pursuit of a deeper understanding of the various factors which differentiate skilled- from less-skilled readers, and the actions which can be undertaken to remediate reading deficits. Her work in assessing the dynamic relation between reading skill, text characteristics and reading strategies has been recognized by the Society for Text and Discourse in the form of the Jason Albrecht Outstanding Young Scientist Award (2010).
博士之一. Stiegler-Balfour’s current research projects investigates the connection between technology and reading comprehension and learning. Specifically, this line of research examines whether reading on digital mediums (e.g. ipad, kindle, computers) can be a reasonable alternative to traditional print text, particularly for individuals who have lower reading skill. Further studies are underway to determine how reading on digital devices can be optimized for readers.
选定的出版物
*表示学生作者
Stiegler-Balfour J.J.马丁，N.T.*, & Sahouria,.* (2024). 说话的头重要吗? The mediating effect of social connectedness on cognitive load and remote learning during a global pandemic. Scholarship of Teaching and 学习 in Psychology. 提前在线出版. http://psycnet.apa.org/doi/10.1037/stl0000391
Stiegler-Balfour J. J.罗伯茨，Z.*， LaChance, A.*， Sahouria,.*, & Newborough E.* (2023). Is reading under print and digital conditions really equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders. International Journal of Human Computer Studies, 176, http://doi.org/10.1016/j.ijhcs.2023.103036
史密斯,E.R., Stiegler-Balfour J.J.威廉姆斯，C.R.沃尔什，E。.K., & O ' brien E.J. (2020). 获取先验空间信息. 内存 & 认知, 48(7), 1234-1248. doi: 10.3758/s13421-019-00996-4.
Stiegler-Balfour J.J., 雅各布森K.V.斯特劳德，M.J., & 丹尼尔,维.B. (2020). APA-style citations can create a roadblock to textbook comprehension for less-skilled readers. 心理学教学， 47(2), 147-155. doi: 10.1177/0098628320901384
Stiegler-Balfour J. J. & Benassi V. A. (2015). Guiding questions promote learning of expository text for less-skilled readers. Journal for the Scholarship of Teaching and 学习 in Psychology, 1, 312-325. doi: 10.1037 / stl0000044
Stiegler-Balfour J. J. (2015). 教授在线心理学课程. 在D. 邓恩(Ed.). The Oxford Handbook of Undergraduate Psychology 教育 (pp. 275-285). 牛津大学出版社，纽约:纽约.
在英超,J.D.领袖-长者，S., Stiegler-Balfour J. J., 斑点,B.K.B.很好，J.J. (2015). Effective teaching outcomes associated with the mentorship of early career psychologists. 《正规澳门赌场网络》，42页, 242-247. doi: 10.1177/0098628315587623
在英超,J. D.领袖-长者，S., Stiegler-Balfour J. J., 斑点,B. K. B.很好，J. J. (2015). Not all types of mentors are created equal: Comparing the effectiveness of intra-departmental, intra-university, 以及自选导师. 心理学教学， 29, 17-22.
Stiegler-Balfour J. J., Benassi V. A.塔萨克，H.*，塔吉斯，A. * (2014). The influence of guiding questions on skilled- and less-skilled readers’ understanding of written discourse. 在V. A. Benassi C. E Overson, & C. M. Hakala (Eds.), 应用ing the science of learning in education: Infusing psychological science into the curriculum (pp. 293-298). Retrieved from the Society for the 心理学教学 website: http://teachpsych.org/ebooks/asle2014/index.php. ISBN: 978-1-941804-29-2.
好了,我. J., 基利J.里德，S.，阿富尔，S., & Stiegler-Balfour J. J. (2013). Supporting our junior faculty: Assessing the concerns and needs of early career faculty. 心理学教学, 40, 340-345. doi: 10.1177/0098628313501048
Stiegler-Balfour J. J., & Overson C. E. (2012). Useful resources for preparing the new professoriate. 在W. Buskist, & Benassi V. (Eds.), Effective college and university teaching: Strategies and tactics for the new professoriate (pp. 207-217). 加利福尼亚州千橡市:Sage. ISBN: 978-1-4129-9607-5
厨师,一个. E.拉松德，K. A.斯普林特，A.， gusamraud, S., Stiegler-Balfour J. J. & O ' brien E. J. (2012). The role of relevance in the activation and instantiation of predictive inferences. 语言，认知和神经科学, 29 244-257. doi: 10.1080/01690965.2012.748926
布兰科,N., Stiegler-Balfour J. J., & O ' brien E. J. (2011). Does the certainty of information influence the updating process? Evidence from the reading of news articles. 话语过程，48, 387-403. doi: 10.1080/0163853X.2011.552844
研究兴趣
Dr. Stiegler-Balfour is interested in developing a deeper understanding of the cognitive processes involved in reading comprehension, memory following learning experiences and translation of cognitive science research to educational settings.