rapp [at] northwestern [dot] edu
SILC Faculty Member and member of our Spatial Network .
Biographical Sketch: David N. Rapp
Professional Preparation Institution
Degree and Year
(Undergraduate) State University of New York at Albany
(Graduate) New York University
State University of New York at Stony Brook
(Post Doc) Tufts University
Appointments – reverse chronological
Associate Professor, School of Education and Social Policy, Northwestern University, 2008-to date
Associate Professor, Department of Psychology, Northwestern University, 2008-to date
Assistant Professor, School of Education and Social Policy, Northwestern University, 2006-2008
Assistant Professor, Department of Psychology, Northwestern University, 2006-2008
Assistant Professor, Department of Educational Psychology, University of Minnesota, 2002-2006
Visiting Lecturer, Department of Psychology, Tufts University, 2001-2002
Five related to the proposed project
1. Rapp, D. N. (2008). How do readers handle incorrect information during reading? Memory & Cognition, 36, 688-701.
2. Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11, 289-312.
3. Brunyé, T. T., Taylor, H. A., Rapp, D. N., & Spiro, A. B. (2006). Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology, 20, 917-940.
4. Tilstra, J. S., McMaster, K. L., van den Broek, P., Kendeou, P., & Rapp, D. N. (2009). Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading, 32, 383-401.
5. Rapp, D. N., & van den Broek, P. (2005). Dynamic text comprehension: An integrative view of reading. Current Directions in Psychological Science, 14, 276-279.
Five Other Significant publications
1. Rapp, D. N. (2005). Mental models: Theoretical issues for visualizations in science education. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 43-60). The Netherlands: Springer.
2. Rapp, D. N., & Gerrig, R. J. (2006). Predilections for narrative outcomes: The impact of story contexts and reader preferences. Journal of Memory and Language, 54, 54-67.
3. Rapp, D. N. (2006). The value of attention aware systems in educational settings. Computers in Human Behavior, 22, 603-614.
4. Rapp, D. N., Culpepper, S. A., Kirkby, K., & Morin, P. (2007). Fostering students’ comprehension of topographic maps. Journal of Geoscience Education, 55, 5-16.
5. Rapp, D. N. & Kendeou, P. (2007). Revising what readers know: Updating text representations during narrative comprehension. Memory & Cognition, 35, 2019-2032.
- Associate Editor of Discourse Processes from 2007 to date.
- Involved in the Gordon Research Conference on Visualization in Science and Education as an invited member to the planning committee – Also provided two invited talks to the conference (2003 and 2007).
- Involved in visualization research in science content areas with collaborators in Earth Science, with work presented at workshops and invited talks during the annual meeting of the American Geophysical Union and The Geological Society of America (2003-2006).
- Involved in the development of the Health Literacy and Learning Program in the Feinberg School of Medicine at Northwestern University
- Coordinator of the Learning Sciences program at Northwestern University.
Kent A. Kirkby
R. Brooke Lea
Holly A. Taylor
Paul van den Broek
Mija van der Wege
University of Colorado-Denver
Stony Brook University
University of Minnesota
University of Washington in St. Louis
Northern Illinois University
University of Minnesota
University of Minnesota
ii. Graduate and postdoctoral advisors
Graduate Advisor: Professor Richard J. Gerrig, Department of Psychology, State University of New York at Stony Brook, Stony Brook, NY
Post Doctoral Advisor: Holly A. Taylor, Tufts University, Medford, MA
iii. Post Doctoral, Graduate, and Undergraduate Students (last five years)
Post Doctoral Associates supervised:
Panayiota Kendeou (now Assistant Professor at McGill University)
Graduate Students supervised:
Annie Peshkam, M.A. 2006, University of Minnesota (now Ph.D. Candidate, Northwestern
Daniel Slaten, Ph.D. Candidate, Northwestern University
Jesse Sparks, Ph.D. Candidate, Northwestern University
Mike Mensink, M.A. 2007, University of Minnesota (now Ph.D. Candidate, University of
Undergraduate Students supervised:
Andrew Deitch, Sophia Espinoza, Jessica Klug, Kally Nelson, Eric Lundgren, Lucy Culwell-Kanarek, Joshua Johnson, Jocelyn Gutzman, Sally Polzin, Holly Harms, Janette Wilsey, Tuyen Trinh, Juliana Cadavid, Laura Potter, Eve Hansen, Sarah Kate McGowan, Jennifer Horne, Jaime Crowley, Kaitlin Barancik, Thomas Rooke, Kelly Boutton (this list is a subset)
Total Number of Supervised Post Doctoral Associates: 2
Total Number of Supervised Graduate Students: 4
Total Number of Supervised Undergraduate Students: 49