lrichland [at] uchicago [dot] edu
SILC Faculty Member and member of our Spatial Network.
Lindsey Richland is an Assistant Professor in the Department of Comparative Human Development at the University of Chicago. Dr. Richland investigates children's memory and analytical reasoning development. Much of her work explores children's emergent ability to think about relationships and make inferences such as through metaphor and analogy. Dr. Richland also studies everyday instruction in the US and internationally to develop practice-relevant tools grounded in theory for improving student outcomes in mathematics and science domains.
Lindsey E. Richland
Institution Field of Study Degree & Year
Princeton University Anthropology B.A. cum laude 1998
University of CA, Los Angeles Psychology Ph.D., 2003
Assistant Professor, Dept. of Comparative Human Development, University of Chicago, 2011 – present
Assistant Professor, Department of Education, University of California, Irvine, 2005-2011
National Academy of Education/ Spencer, Postdoctoral Fellow
Five Most Closely Related Publications:
Richland, L. E., Stigler, J. W., Holyoak, K. J. (in press). Teaching the Conceptual Structure of
Mathematics, Educational Psychologist.
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., Holyoak, K.J., & Stigler, J. W. (2004). Analogy generation in eighth-grade mathematics
classrooms. Cognition and Instruction, 22(1), 37-60.
Five Other Publications:
Richland, L.E. (2010). The development of learning by analogy. In N. L. Stein & S. Raudenbush
(Eds.), Developmental science goes to school. New York, NY: Routledge.
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.
Morrison, R.G., Doumas, L. L., Richland, L.E. (2010). 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., 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.
Reviewer: National Academy of Sciences report: The Emergence and Current State of Discipline-Based Education Research
Reviewer: National Science Foundation, Institute of Education Sciences (standing panel member)
Collaborators & Other Affiliations
Margaret Burchinal, University of North Carolina, Chapel Hill; Robert Morrison, Loyola University; Alex Doumas, University of Hawaii, Nate Kornell, Williams College; Terry Au, Hong Kong University
Graduate Advisors: Keith Holyoak, UCLA; Jim Stigler, UCLA
Thesis Advisor and Postgraduate-Scholar Sponsor: Robert Bjork, UCLA; Marcia Linn, UC Berkeley
Thesis Advisor in the Last Five Years :
Janice Hansen, University of California, Irvine (current), Sean Kao, UCI (current), Kreshnik Begolli, UCI (current)