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Dr. Scott R. Hinze

Dr. Scott R. Hinze

Assistant Professor of Psychology

Roop 7
757.455.3288
shinze@vwc.edu
Faculty https://sites.google.com/site/scotthinze/

Departments

Scott Hinze is new to the psychology department at Virginia Wesleyan in the fall of 2013. He most recently held a post-doctoral research fellowship at Northwestern University in the School of Education and Social Policy. He received his doctorate in cognitive psychology from the University of Illinois at Chicago. His research explores how processes of human learning and memory unfold in everyday experiences, including educationally-relevant ones, and how these experiences can be supported with effective instructional design.

See Scott's webpage for more.

Learning from Tests

  • Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2013). The importance of constructive comprehension processes in learning from tests. Journal of Memory and Language
  • Hinze, S. R., & Wiley, J. (2011). Testing the limits of testing effects using completion tests. Memory, 19, 290-304. 
  • Brown, J. E., Hinze, S. R., & Pellegrino, J. W. (2008). Technology and formative assessment. In Good, T. L. (ed.). 21st Century Education: A Reference Handbook. Thousand Oaks, CA: Sage Publications. 

Individual Differences and STEM Education

  • Hinze, S. R., Williamson, V. M., Deslongchamps, G., Schultz, M. J., Williamson, K. C., & Rapp, D. N. (2013). Textbook treatments of electrostatic potential maps in general and organic chemistry. Journal of Chemical Education.
  • Hinze, S. R., Rapp, D. N., Williamson, V. M., Shultz, M. J., Deslongchamps, G., & Williamson, K. C. (2013). Beyond the ball-and-stick: Students’ processing of novel STEM visualizations. Learning and Instruction, 26, 12-21. 
  • Hinze, S. R., Williamson, V. M., Shultz, M. J., Williamson, K. C., Deslongchamps, G., & Rapp, D. N.  (2013). When do spatial abilities support student comprehension of STEM visualizations? Cognitive Processing - International Quarterly of Cognitive Science, 1-14. 
  • Hinze, S. R., Bunting, M. F., & Pellegrino, J. W. (2009). Strategy selection for cognitive skill acquisition depends on task demands and working memory capacity. Learning and Individual Differences, 19, 590-595. 

Learning from Fictional Sources

  • Hinze, S. R., Slaten, D. G., Horton, W. S., Jenkins, R., & Rapp, D. N. (in press). Pilgrims sailing the Titanic: Plausibility effects on memory for misinformation. Memory & Cognition
  • Rapp, D. N., Hinze, S. R., Slaten, D. G., & Horton, W. S. (in press). Amazing stories: Acquiring and avoiding inaccurate information from fiction. Discourse Processes
  • Rapp, D. N., Hinze, S. R., Kohlhepp, K., & Ryskin, R. A.  (in press). Reducing reliance on inaccurate information.  Memory & Cognition.
  • Rapp, D.N., Komeda, H., & Hinze, S.R.  (2011).  Vivifications of literary investigation.  The Scientific Study of Literature, 1, 123-135. 

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