Learning and Cognition, Intelligence, Science and Mathematics Education, Educational Assessment
2011- Member, Gordon Commission on the Future of Testing
2003-04 Mellon Foundation Visiting Scholar
Teachers College, Columbia University, New York, NY
2003 Presidential Commendation for Contributions to Psychology
American Psychological Association
2002-03 Visiting Scholar
The College Board, New York, NY
1994-95 Fulbright Scholar
University of the South Pacific, Suva, Fiji Islands
1987-88 Visiting Fellow: National Assessment of Educational Progress
Educational Testing Service, Princeton, NJ
Michael Edward Martinez is Professor of Education at the University of California, Irvine. He teaches courses on learning and cognition, and on intelligence, at the undergraduate and graduate levels.
A former high school science teacher, Dr. Martinez received his Ph.D. in educational psychology from Stanford University in 1987. He subsequently joined the research staff of the Educational Testing Service in Princeton, New Jersey, where he developed new forms of computer-based testing for assessment in science, architecture, and engineering. This work resulted in two U.S. patents.
At UCI, Dr. Martinez conducts research on science and mathematics learning, as well as on the nature and modifiability of intelligence. He has published in such journals as the Educational Psychologist, the Journal of Educational Measurement, and the Journal of the American Society for Information Science. His first book, Education as the Cultivation of Intelligence, was published in 2000. A second book, Learning and Cognition: The Design of the Mind, was published in 2010. Currently, Dr. Martinez is working on a third book, The Future Bright: A Transformative View of Human Intelligence, which is under contract with Oxford University Press.
While a faculty member at UC Irvine, Dr. Martinez was awarded a Fulbright Scholarship at the University of the South Pacific in the Fiji Islands (1994-95). He served as Program Director for the National Science Foundation (2001-02) where he managed the NSF's role in the Interagency Educational Research Initiative (IERI). His honors include appointments as College Board Visiting Scholar (2002-03), Mellon Visiting Scholar at Columbia University (2003-04), Cambridge University Visiting Scholar (2009), and the APA Presidential Commendation for Contributions to Psychology (2003).
Martinez, M. E. (in production). Future bright: A transforming view of human intelligence. New York: Oxford University Press.
Martinez, M. E. (2010). Learning and cognition: The design of the mind. Upper Saddle River, NJ: Merrill.
Martinez, M. E. (2009). Triple symmetry: Intelligence, education, and human effectiveness. In E. W. Gordon & H. Varenne (Eds.), Comprehensive education: Explorations, possibilities, challenges (pp. 83-103). Mellen Press.
Martinez, M. E., Peterson, M., Bodner, M. Coulson, A., Vuong, S., Hu, W., Earl, T., & Shaw G. L. (2008). Music training and mathematics achievement: A multi-year, iterative project designed to enhance student learning. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of design research methods in education (pp. 396-409). New York: Routledge.
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, vol. 87, no. 9, 696-699.
Martinez, M. E. (2004). Differential achievement: Seeking causes, cures, and construct validity. In R. Zwick (Ed.), Rethinking the SAT: The future of standardized testing in university admissions (pp. 235-243). New York: Routledge Falmer.
Martinez, M. E. (2000). Education as the cultivation of intelligence. Mahwah, NJ: Lawrence Erlbaum Associates.
Martinez, M. E. (1999). Cognition and the question of test item format. Educational Psychologist, 34, 207-218.
Martinez, M. E. (1999). Cognitive representations: Distinctions, implications, and elaborations. In I. E. Sigel (Ed.), The development of representational thought: Theoretical perspectives (pp. 13-31). Hillsdale, NJ: Lawrence Erlbaum Associates.
Martinez, M. E., & Katz, I. R. (1996). Cognitive processing requirements of constructed figural response and multiple-choice items in architecture assessment. Educational Assessment, 3, 83-98.
Martinez, M. E. (1993). Problem-solving correlates of new assessment forms in architecture. Applied Measurement in Education, 6, 167-180.
Institute of Education Sciences. Award No. R305A090527 ($3,000,000). Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement Among All Learners. July 1, 2009 — June 30, 2013. Michael E. Martinez, P.I.
National Science Foundation. Award No. EHR-0701867 ($199,985). The Role of Experimentation in STEM Education Research Projects. December 31, 2006 — November 30, 2009. Michael E. Martinez, P.I.
American Educational Research Association
American Psychological Association
Director, Center for Research on Cognition and Learning