Assistant Professor of Psychology
B.A., Hope College
M.A., Ph.D., University of Illinois at Chicago
Scott Hinze was new to the psychology department at Virginia Wesleyan in the fall of 2013. Previously, he held a post-doctoral research fellowship at Northwestern University. He received his doctorate in cognitive psychology, with a minor in cognitive neuroscience, 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.
He teaches courses in Cognitive Psychology, Biopsychology, Sensation & Perception, along with core courses in Intro, Methods, Statistics, and Original Research.
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.
This represents a sample of recent courses taught by this professor. For the most current course information, consult WebAdvisor "Search for Courses".
PSY480*03 Original Research Project
PSY320*01 Research Methods in Psy
PSY388*02 HNRS: Cognition
PSY388*03 TU: Cognition
PSY210*01 Statistical Analysis in Psych
PSY455*01 Biological Psychology
PSY480*02 Original Research Project