| Tracy Linderholm Associate Professor Educational Psychology College of Education
University of Florida
119 Norman Hall
PO Box 117047
Gainesville FL 32611
352-273-4343
Fax: 352-392-5929 |
|
Research Biography
The focus of my research is to investigate the factors that affect cognitive and metacognitive processes that are crucial for advanced reading comprehension. The eventual outcome of this research is to design empirically based instruction to increase the efficiency with which these processes are executed. Some of the factors I investigate that influence cognitive and metacognitive processing during reading are the purpose or context for reading, text structure, and individual differences in reading comprehension skills. As it relates to individual differences specifically, my goal is to understand how individual differences in a memory system that is crucial for learning from text, that is, the working-memory capacity of the reader, affects the process of reading. For example, I have investigated how individual differences in working-memory capacity interact with the causal structure of a text and specific reading instructions to affect how readily readers make inferences during reading. Given that working memory is a foundational cognitive system for many complex tasks, such as reading, more must be known about this system in order to effectively design instruction.
Degrees
Ph.D. - Educational Psychology, 2000, University of Minnesota
M.A. - Psychology, 1996, California State University, Sacramento
B.S. - Journalism, 1989, University of Kansas, Lawrence
Key Professional Appointments
Associate Professor, University of Florida, Department of Educational Psychology, Present
Assistant Professor, University of Florida, Department of Educational Psychology, 2000 – 2006
Trainee/Fellow, University of Minnesota, Center for Cognitive Sciences, NIH National Research Service, 1997-2000
Fellow, Guy Bond Reading Research Fellowship, College of Education, 1995-1997
Grants
Co-Principal Investigator. Project title: Older adults’ comprehension of inferences and negation during reading. 2002-2003, University of Florida Research Opportunity Fund, $30,000.
Accuracy in Judgments of Learning as a Function of Reading Purpose and Working Memory Capacity, 2001-2003, Collaborative Research Initiative Fund, University of Florida, College of Education, $6,600.
Selected Publications
Linderholm, T., Zhao, Q., Therriault, D.J., & Cordell-McNulty, K. (in press).
Metacomprehension estimates investigated within an anchoring and adjustment
framework. Metacognition and Learning.
Zhao, Q. & Linderholm, T. (in press). Adult metacomprehension
processes and accuracy: What is known and what awaits future
research. Educational Psychology Review.
Linderholm, T., & Zhao, Q., (2008). The impact of strategy instruction and
timing of estimates on low and high working-memory capacity readers’ absolute monitoring accuracy. Learning and Individual Differences, 18 (2), 135-143.
Linderholm, T., Cong, X., & Zhao, Q. (2008). Differences in Low and High Working-
Memory Capacity Readers’ Cognitive and Metacognitive Processing Patterns as a
Function of Reading for Different Purposes. Reading Psychology, 29, 61-85.
Linderholm, T. (2006). Reading with purpose. Journal of College Reading and
Learning, 36 (2), 70-80.
Virtue, S., van den Broek, P., & Linderholm, T. (2006). Hemispheric processing of
inferences: The effects of textual constraint and working-memory capacity.
Memory and Cognition, 34 (6), 1341-1354.
