Research

Ongoing Studies:

Use of Digital and Print Text in Older and Younger Adults

This study is investigating what factors may be affecting an older adult’s performance on e-readers.  The study explores the differences of older adults’ general retention and comprehension of information from print versus electronic texts.  In addition, it aims to determine which device on the market (e.g., Kindle or iPad) may be best suited for an older population, the ideal device for the population being the one in which the older population feels most natural and comfortable while being least intimidating.  

If you are in the University of New England Legacy Scholar Program and interested in participating, the RCC lab is currently recruiting participants for the Fall 2019. Participants would be asked to come to our lab for a one hour appointment in which they would read passages on either an e-reader or paper and answer questions about the passage. Please email sbcoglab@gmail.com for more information

Differences in Reading Performance Across Text Types

This study is examine how three different standardized tests (the Nelson Denny Reading Test, the Multimedia Comprehension Battery and Gates-MacGinitie Reading Test correlate to each other and with processes of working memory and meta cognition. Additionally, the study aims to evaluate how well the different test predict performance on different types of texts (e.g., narrative and expository).

Optimizing Performance on E-readers

This study aims to be a string of studies all the the goal of learning how to optimize individual’s reading on E-readers. The aim of the current study is to examine whether people learn information, read at a different pace, or experience varying levels of fatigue when text is presented in a serif font compared to when text is read in a sans serif font. Specifically, we were examining this effect on a Kindle, with fonts designed to maximize reading speed and decrease eyestrain.

Previous Publications:

Stiegler-Balfour, J. J., Jakobsen, K. V., Stroud, M. J., & Daniel, D. B. (2020). APA-style citations can create a roadblock to textbook comprehension for less-skilled readers. Teaching of Psychology.

Smith, E. R., Stiegler-Balfour, J. J., Williams, C. R., Walsh, E. K. & O’Brien, E. J. (in press). Access to Prior Spatial Information. Memory & Cognition.

Stiegler-Balfour, J.J. & Benassi, V. A. (2015). Guiding questions promote learning of expository text for less-skilled readers. Journal for the Scholarship of Teaching and Learning in Psychology, 1, 312-325. doi:10.1037/stl0000044.

Stiegler-Balfour, J. J. (2015). Teaching online courses in psychology. In D. Dunn (Ed.). The Oxford Handbook of Undergraduate Psychology Education (pp. 275-285). Oxford University Press,  NY: NY.

Troisi, J.D., Leder-Elder, S., Stiegler-Balfour, J. J., Fleck, B.K.B., Good, J.J. (2015). Effective teaching outcomes associated with the mentorship of early career psychologists. Teaching of Psychology, 42, 242-247. doi: 10.1177/0098628315587623.

Troisi, J. D., Leder-Elder, S., Stiegler-Balfour, J. J., Fleck, B. K. B., Good, J. J. (2015). Not all types of mentors are created equal: Comparing the effectiveness of intra-departmental, intra-university, and self-selected mentors. Teaching of Psychology, 29, 17-22.

Stiegler-Balfour, J. J., Benassi, V. A., Tatsak, H., Taatjes, A.  (2014). The influence of guiding questions on skilled- and less-skilled readers’ understanding of written discourse. In V. A. Benassi, C. E Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum (pp. 293-298). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/asle2014/index.php. ISBN:  978-1-941804-29-2.

Benassi, V. A., Tappin, E. M., Overson, C. E., Lee, M. J., O’Brien, E. J., White, B. P., Stiegler-Balfour, J. J., & Hakala, C. M. (2014). Applying the science of learning: The cognitive toolbox. In V. A. Benassi, C. E  Overson, & C. M. Hakala (Eds.), Applying the science of learning education: Infusing psychological science into the curriculum (pp. 194-205). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/asle2014/index.php. ISBN: 978-1-941804-29-2.

Stiegler-Balfour, J. J. (2014). Turning your foundation into a launching pad. In J. Busler, B. Beins, & W. Buskist (Eds.), Preparing the new professoriate: Helping graduate students to become competent teachers, 2nd ed (pp. 220-225). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/page-1862898. ISBN: 978-1-941804-33-9.

Stiegler-Balfour, J. J. (2013). Maximize student- and peer evaluations: Leveraging feedback to become a more effective teacher and improve student learning. In J. Keeley, S. E. Afful, J. J. Stiegler-Balfour, J. J. Good, & S. Leder  (Eds.), So you  landed a job – what’s next? Advice for early career psychologists from early  career psychologists (pp. 14-26). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/ecp2013/index.php. ISBN:978-1-941804-26-1.

Afful, S. E., Stiegler-Balfour, J. J., Good, J. J., Leder, S., & Keeley, J. (2013). Realistic expectations for your first few years. In J. Keeley, S. E. Afful, J. J. Stiegler-Balfour, J. J. Good, & S. Leder (Eds.), So you landed a job – what’s next? Advice for early career psychologists from early career psychologists (pp. 128-131). Retrieved from the Society for the Teaching of Psychology website:  http://teachpsych.org/ebooks/ecp2013/index.php. ISBN: 978-1 941804-26-1.

Keeley, J., Afful, S. E., Stiegler-Balfour, J. J., Good, J. J., & Leder, S. (2013). Introduction: A field guide to this book. In J. Keeley, S. E. Afful, J. J.Stiegler- Balfour, J. J. Good, & S. Leder (Eds.), So you landed a job – what’s next? Advice for early career psychologists from early career psychologists (pp. 1-4). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/ecp2013/index.php. ISBN: 978-1-941804-26-1.

Stiegler-Balfour, J. J. (2013). Consciousness. In S. E. Afful, J. J. Good, J. Keeley, S. Leder, & J. J. Stiegler-Balfour (Eds.), Introductory psychology teaching primer: A guide for new teachers of psych 101 (pp. 37-41). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/intro2013/index.php. ISBN: 978-1-941804-27-8.

Stiegler-Balfour, J. J. (2013). Memory. In S. E. Afful, J. J. Good, J. Keeley, S. Leder, & J. J. Stiegler-Balfour (Eds.), Introductory psychology teaching primer: A guide for new teachers of psych 101 (pp. 26-30). Retrieved from Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/intro2013/index.php. ISBN: 978-1-941804-27-8.

Good, J. J., Keeley, J., Leder, S., Afful, S., & Stiegler-Balfour, J. J. (2013). Supporting our junior faculty: Assessing the concerns and needs of early career faculty. Teaching of Psychology, 40, 340-345. doi: 10.1177/0098628313501048.

Stiegler-Balfour, J. J., & Overson, C. E. (2012). Useful resources for preparing the new professoriate. In W. Buskist, & Benassi, V. A (Eds.), Effective college and university teaching: Strategies and tactics for the new professoriate (pp. 207-217). Thousand Oaks, CA: Sage. ISBN: 978-1-4129-9607-5.

Cook, A. E., Lassonde, K. A., Splinter, A., Guéraud, S., Stiegler-Balfour, J. J. & O’Brien, E. J. (2012). The role of relevance in the activation and instantiation of predictive inferences. Language, Cognition and Neuroscience, 29 244-257. doi: 10.1080/01690965.2012.748926.

Blanc, N., Stiegler-Balfour, J. J., & O’Brien, E. J. (2011). Does the certainty of information influence the updating process? Evidence from the reading of news articles. Discourse Processes, 48, 387-403. doi: 10.1080/0163853X.2011.552844.