Lindsey Engle Richland

picture of Lindsey Engle Richland

Associate Professor
School of Education

Ph.D., University of California, Los Angeles, 2003, Psychology

Phone: (949) 824-8729
Email: l.richland@uci.edu

University of California, Irvine
2036 Education
Mail Code: 5500
Irvine, CA 92697
Research Interests
Children's reasoning, higher order thinking, mathematical thinking, executive function
URL
Research Abstract
Lindsey Richland integrates psychological inquiry with a commitment to ecological validity, utilizing creative methodologies to examine children's development of thinking and reasoning in home and schools, with new research examining the contributions of stress, identity threat, and pressure. She has strands of research including developmental, cognitive, and mathematics educational in focus. In schools - she primarily explores children's development of mathematical thinking, and investigates teacher best practices for building on children's cognitive resources and supporting deep and conceptual mathematical thinking. In her developmental research, Dr. Richland examines the foundations of children's reasoning skills, comparing the relative contributions of maturation, cognitive resources, socialization, priming, and knowledge building. With adults, she investigates analogical reasoning, pretesting and the test effect, and cross-cultural variations in cognitive processing.
Publications
Selected Publications:

Begolli, K. N., Richland, L. E., Jaeggi, S. M., Lyons, E. M., Klostermann, E. C., & Matlen, B. J. (2018). Executive function in learning mathematics by comparison: Incorporating everyday classrooms into the science of learning. Thinking and Reasoning, 24(2), 280-313. https://doi.org/10.1080/13546783.2018.1429306

Frausel, R., Simms, N., Richland, L. E. (2018), Working Memory Predicts Children's Analogical Reasoning, Journal of Experimental Child Psychology, 166, 160–177.

Doumas, L. A. A., Morrison, R. G., Richland, L. E. (2018) Cognitive Control as an Underpinning of Relational Reasoning from Diagrams. Lecture Notes in Computer Science.

Lyons, E., Simms, N., Begolli, K.N., Richland, L.E. (2017), Stereotype Threat Effects on Learning from a Cognitively Demanding Mathematics Lesson, Cognitive Science, 1-13, 10.1111/cogs.12558.

Begolli, K.N., & Richland, L. E. (2017), Bridging Cognitive Science and Real Classrooms: A Video Methodology for Experimental Research in Education. Journal of Experimental Education, p. 1-19 http://dx.doi.org/10.1080/00220973.2017.1347775.

Schenke, K., Richland, L. E. (2017), Preservice Teachers' Use of Contrasting Cases in Mathematics Instruction, Instructional Science. pp. 1-19, doi:10.1007/s11251-017-9408-2.

Richland, L. E., Begolli, K.N., Simms, N., Frausel, R.R. Lyons, E. A. (2016), Supporting mathematical discussions: The roles of comparison and cognitive load, Educational Psychology Review. p.1-13. DOI 10.1007/s10648-016-9382-2.

Begolli, K.N., Richland, L.E. (2016) Analog visibility as a double-edged sword. Journal of Educational Psychology. 108(2), 194-213, 1. DOI: 10.1037/edu0000056.

Richland, L. E. & Begolli, K.N. (2016). Analogy and higher-order thinking: Learning mathematics as an example. Policy Insights from the Behavioral and Brain Sciences (PIBBS), Vol. 3(2) 160–168, DOI: 10.1177/2372732216629795.

Richland, L. E., Simms, N. (2015), Analogy, higher order thinking, and education, Wiley Interdisciplinary Reviews: Cognitive Science, 6(2), 177-192.

Richland, L.E. (2015). Cross-cultural differences in linking gestures during instructional analogies, Cognition and Instruction, 33:4, 295-321, DOI: 10.1080/07370008.2015.1091459.

Vendetti, M., Matlan, B., Richland, L., Bunge, S. (2015). Analogical reasoning in the classroom: Insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106.

Richland, L. E., Burchinal, M. (2013). Early executive function predicts reasoning development, Psychological Science, 24, 87-92.

Richland, L. E., Stigler, J. W., Holyoak, K. J. (2012). Teaching the conceptual structure of mathematics, Educational Psychologist, 47(3), 189-203.

Morrison, R.G., Doumas, L.L., Richland, L. E. (2011). A computational account of children's analogical reasoning: Balancing inhibitory control in working memory and relational representation. Developmental Science, 14(3), 516–529.

Richland, L. E., Morrison, R. G. (2010). Is analogical reasoning just another measure of executive functioning? General Commentary. Frontiers of Human Neuroscience, 4, 1-2.

Richland, L. E., Chan, T-K. Morrison, R. G., & Au, T. K-F (2010), Young children's analogical reasoning across cultures: Similarities and differences. Journal of Experimental Child Psychology. 105, 146–153.

Richland, L.E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology, 35, 28-43.

Richland, L.E., Kornell, N., & Kao, S.L. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243-257.

Richland, L.E., Zur, O., & Holyoak, K. (2007). Cognitive supports for Analogies in the mathematics classroom. Science, 316, 1128-1129.

Richland, L.E., Morrison, R.G., & Holyoak, K.J. (2006). Children’s development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology, 94, 249–273.
Last updated
10/18/2018