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John Black

Professional Background

Educational Background

B.S. in Mathematics, Massachusetts Institute of Technology
Ph.D. in Cognitive Psychology, Stanford University

Scholarly Interests

Basic research in cognition, especially grounded/embodied approaches to cognition, and its application to improving learning, memory, understanding, problem solving  and motivation.  Especially interested in using technologies like multi-user virtual environments, video games, TV/videos, intelligent tutoring systems and robots to improve learning, memory, understanding, problem solving and motivation.

Selected Publications

Black, J. (in press)  Learning from video games.  Future of Children.

 

Hammer, J. and Black, J. (in press) Games and (preparation for future) learning. Educational  Technology

 

Park, Y. and Black, J.B. (2007) Identifying the impact of domain knowledge and  cognitive style on web-based information search behavior.  Journal of Educational Computing Research, 38, 15-37.

 

Black, J.B. (2007)  Imaginary Worlds.  In. M.A. Gluck, J.R. Anderson and S.M.Kosslyn (Eds.) Memory and mindMahwah, NJLawrence Erlbaum Associates.

 

Bai, X., Black, J.B. and Vitale, J. (2007) Learning with the assistance of a Reflective agent.  In R. Axtell, G. Fagiolo, S. Kurihara, H. Nakashima and A. Namatame (Eds.) Agent-Based Systems for Human Learning and EntertainmentNew York; Association for Computing Machinery.

 

Chan, M.S. and Black, J.B. (2006)  The role of presentation format on mental model acquisition. In  S.A.. Barab, K.E. Hay and D.T. Hickey (Eds.)Making a difference:   The Proceedings  of the Seventh International Conference of the Learning  SciencesMahwah, NJ: Lawrence  Erlbaum Associates.

 

Kaplan, D.E. and Black, J.B. (2003) Mental models and computer-based scientific inquiry learning: Effects of mechanism cues on adolescent representation and Reasoning about causal Systems.  Journal of Science Education and Technology, 12,  483-493.

 

Kuhn, D., Black, J.B., Kesselman, A. and Kaplan, D. (2000) The development of cognitive skills  to support inquiry learning.  Cognition and Instruction. 18, 495-523.

 

Schwartz, D.L. and Black, J.B. (1996) Shuttling between depictive models and abstract  rules.  Cognitive Science20, 457-497.

 

Schwartz, D.L. and Black, J.B. (1996) Analog imagery in mental reasoning:  Depictive models. Cognitive Psychology, 30, 154-219.

 

Robertson, S.P., Zachery, W.A., and Black, J.B. (Ed.) Cognition, Computing and  CooperationNorwood, NJ: Ablex, 1990.

 

Galambos, J.A., Abelson, R.P., and Black, J.B. (Eds.) Knowledge StructuresHillsdale, NJ:  Erlbaum (1986)

 

curriculum vitae

HUDK 4015: Psychology of thinking

Examines cognitive psychology theories and research about various kinds of thinking, what each kind is best suited for, and problems people have with it. Also examines the best ways of learning from each kind of thinking. Critically examines the various thinking skills curricula that have been proposed.

HUDK 4029: Human cognition and learning

Cognitive and information-processing approaches to attention, learning, language, memory, and reasoning. Fee: $20.

HUDK 4035: Technology and human development

Examines the use and design of various educational technologies (computer software, multimedia shareware, TV, World Wide Web sites, etc.) from the perspective of basic research and theory in human cognitive and social development. Provides a framework for reasoning about the most developmentally appropriate uses of technology for people at different ages.

MSTU 4133: Cognition and Computers

This course explores ideas about cognition and knowledge representation and how they relate to the use of computers in instruction. Students select a subject area, learn to represent knowledge from it so that it can be implemented in a computer instructional system, and use the knowledge representation to characterize the cognitive prerequisites and consequences of learning to use computers. Special fee: $45.

HUDK 5324: Research work practicum

Students learn research skills by participating actively in an ongoing faculty research project.

HUDK 6530: Seminar in theoretical issues in cognitive and educational psychology

Permission required. Limited to doctoral candidates in psychology.

HUDK 6539: Research practicum in educational psychology, cognition, and learning

Permission required. Limited to doctoral candidates in psychology.

HUDK 7502: Dissertation seminar

Permission required. Development of doctoral dissertation and presentation of plans for approval. Registration limited to two terms.

Documents & Papers

Black, J.B. (2007) Imaginary Worlds. In. M.A. Gluck, J.R. Anderson and S.M.Kosslyn (Eds.) Memory and mind. Mahwah, NJ: Lawrence Erlbaum Associates.

Download: Imaginary Worlds [PDF]

Black, J.B. Turner, T.J. and Bower, G.H. (1979) Point of view in narrative comprehension, memory and production. Journal of Verbal Learning and Verbal Behavior, 18, 187-198

Download: Point of View in Comprehension [PDF]

Chan, M.S. and Black, J.B. (2006) The role of presentation format on mental model acquisition. In S.A.. Barab, K.E. Hay (Eds.)Making a difference: The Proceedings of the Seventh International Conference of the Learning Sciences. Mahwah, NJ: LEA.

Download: DMA and System Complexity [Word]

Hammer, J. and Black, J. (in press) Games and (preparation for future) learning. Educational Technology

Download: Video Games and Preparation for Future Learning [Word]

Black, J.B. and McClintock, R.O. (1996) An interpretation construction approach to constructivist design. In B. Wilson (Ed.), Constructivist learning environments. Englewood Cliffs, NJ: Educational Technology Publications

Download: Interpretation Construction (ICON) [PDF]

Kaplan, D.E. and Black, J.B. (2003) Mental models and computer-based scientific inquiry learning: Effects of mechanism cues on adolescent representation and Reasoning about causal Systems. Journal of Science Education and Technology, 12, 483-493.

Download: Effect of Mechanism Cues on Mental Model Acquisition [PDF]

Kuhn, D., Black, J.B., Kesselman, A. and Kaplan, D. (2000) The development of cognitive skills to support inquiry learning. Cognition and Instruction. 18, 495-523.

Download: Development of Inquiry Skills [PDF]

Park, Y. and Black, J.B. (2007) Identifying the impact of domain knowledge and cognitive style on web-based information search behavior. Journal of Educational Computing Research, 38, 15-37.

Download: Web-Based Information Search [PDF]

Bai, X., Black, J.B. and Vitale, J. (2007) Learning with the assistance of a Reflective agent. In R. Axtell, G. Fagiolo, S. Kurihara, H. Nakashima and A. Namatame (Eds.) Agent-Based Systems for Human Learning and Entertainment. New York; ACM

Download: REAL -- Reflective Agent Learning Environment [Word]

Schwartz, D.L. and Black, J.B. (1996) Shuttling between depictive models and abstract rules. Cognitive Science. 20, 457-497.

Download: Mental Models and Imagery [PDF]

Schwartz, D.L. and Black, J.B. (1996) Shuttling between depictive models and abstract rules. Cognitive Science. 20, 457-497.

Download: Shuttling between Mental Models and Rules [PDF]

Black, J.B. and Bower, G.H. (1980) Story understanding as problem-solving. Poetics, 9, 223-250.

Download: Story Understanding as Problem Solving [PDF]

Download: John B Black CV [Word]

Centers and Projects

Games Research Lab
Website: http://www.tc.columbia.edu/centers/gamesresearchlab/

Through an understanding of play, the Games Research Lab seeks to gain knowledge of human cognition, collaboration, media effects, modern culture, creativity, improvisation and other factors within games that have implications for education. Faculty and students involved with the Games Research Lab have broad-ranging interests, and the lab has resources allowing the study of video games, traditional board and card games, role-playing games, games for teaching and learning, "serious" games, media literacy, the psychology of games, and related topics.

For more information, please visit: http://www.tc.columbia.edu/centers/gamesresearchlab/




Harlem Schools Partnership
Website: http://www.tc.edu/hsp

The Harlem Schools Partnership (HSP) for STEM Education (Science, Technology, Engineering and Mathematics) is a collaborative effort of Teachers College (TC), and the Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University in association with the New York City Department of Education (NYC DOE) and with support from the General Electric Foundation.

The mission of the HSP is to improve STEM education by helping schools create rich environments for STEM teaching and learning.  We accomplish this through professional development that strengthens curriculum, increases teacher knowledge of STEM content and teaching practices, diversifies assessment of student learning, and ensures that English Language Learners are successful in STEM.  The intended outcome is that HSP schools will be models of excellence for STEM teaching and learning, and that participating teachers will become leaders and mentors for others at their schools and in the Department of Education.



Institute for Learning Technologies
Website: http://www.ilt.columbia.edu

The Institute for Learning Technologies (ILT), uses digital communications technologies to advance innovation in education and society. Rapid change in information technology is reconfiguring social, cultural and intellectual possibilities. University research, K-12 and post-secondary education, the arts, community and political activities, and social exchange are all in transition. ILT is a major element of Columbia University's effort to shape these transitions-transitions that are central to the University's mission and practice.

ILT takes education in its broadest sense as its primary area of work. In practice, it promotes an intellectually rigorous progressive education accessible to all. To renew progressivism, educators must pose powerful generative questions in cooperative settings; and limitations on the intellectual resources available to students; enable teachers and students to communicate beyond the classroom; and provide advanced tools of analysis, synthesis and simulation. Increasing the interaction of pre-college and higher education is important. The new technologies provide effective support for such novel interactions. The education of the 21st century will feature extensive collaboration among scholars, teachers, university of students, librarians, museum professionals, community organizers, parents, and children of all ages, and these relationships may span great distances and bridge significant cultural divides.

ILT pursues an integrated program of design, development, implementation, and evaluation.
  • School-based projects aim to alter the classroom through infrastructure planning and installation, content and curriculum creation, professional development, technical support, and evaluation.
  • Professional development includes workshops on the use of generic and project-specific technologies, seminars on curriculum design and development, and consultations by content experts and instructional technologists.
  • Content projects develop multimedia to support innovation in education, delivering high quality intellectual resources and learning tools to students.
  • Evaluation projects document the impact of programs and the principles of good design, working with groups in the commercial, governmental, non-profit, and educational sectors.
  • Consulting services provide design, development, and strategic analysis for organizations conducting innovative educational projects.
  • An internship program provides individuals with experience in school-based projects, professional development workshops, evaluation and policy studies, and content creation. Technology does not drive educational change, but it conditions educational possibility. Rooted in traditions of liberal education, ILT acts on the technological context to renew established educational traditions.
For more information, please visit: http://www.ilt.columbia.edu


John Black appeared in the following articles:

Smiling to Keep Learning (6/27/2013)

Can "Cyberchase" apps teach math? (6/26/2013)

How Smart Can We Get? (6/26/2013)

Na Li: Modeling changing in order to help make it (6/7/2013)

Lee Sing Kong is Honored at TC's Doctoral Ceremony (5/23/2013)

Academic Festival 2013: The Sessions (4/23/2013)

All the Right Moves: Learning With Gestural Mobile Devices (4/22/2013)

Learning that's Real, Even When the Environment Isn't (2/12/2013)

She Smiled, and the World Is Learning With Her (2/12/2013)

Neurocognition of Language Lab Members Presenting Five Posters at 20th Anniversary Cognitive Neuroscience Society Meeting (1/23/2013 3:53:00 PM)

Teachers College and WNET to Research and Develop Mobile Games Based on Children's Math Series Cyberchase to Teach Fractions to Kids (11/28/2012)

Advancing TC's Legacy for Generations to Come (10/25/2012)

Connecting Teaching to Research (8/6/2012)

Robots That Get it Wrong (5/22/2012)

Learning By Doing 2.0 (5/1/2012)

Learning By Teaching (5/1/2012)

Learning From Scratch (5/1/2012)

President's Letter (5/1/2012)

President's Letter (4/3/2012)

About This Issue (12/16/2011)

Backstage at the Human Drama (12/16/2011)

TC at AERA 2011 (5/12/2011)

TC at AERA 2011 (4/12/2011)

Making Sure They've Got the Touch (3/29/2011)

The Virtual Advantage (3/22/2011)

When Less is More (3/22/2011)

Employee News (2/11/2011)

John Black talks to Ezine about gaming benefits for kids (1/3/2011)

Staffing News (12/17/2010)

Putting the "Academic" in Academic Festival (5/4/2010)

Academic Festival at TC: Pulling Out all the Stops on April 24th (4/13/2010)

AERA 2010 (4/1/2010)

TC at AERA (4/21/2009)

The Clumsy Stormtrooper (4/21/2008)

TC's First Online Master's Program (7/19/2007)

Going Live: TC's First Online Master's Degree Program (7/3/2007)

Technology Is Cool, But How Can We Use It To Help Kids Learn? (5/8/2007)

Library 2.0: It's All Happening at the Gottesman (4/12/2007)

2005 at TC: The Year in Review (9/20/2006)

Houston We Have Contact (4/13/2006)

CEO&I: Offering Some Real "I" to CEO's (2/23/2006)

Funhouse Research (11/21/2005 3:53:51 PM)

Funhouse Research (4/29/2005)

Thinking Outside of the Box: 100 Years of Educational Psychology at TC (9/30/2003)

Preparing the Next Generation of Leaders in Education (8/1/2003)

Margaret Chan (3/20/2003)

The Ben and Grace Wood Legacy (1/1/2002)

Zooming In on the Brain's Abilities (9/18/2001 6:11:32 PM)

TC Adopts Technology Task Force Recommendations (6/1/1999)

Computers in the Halls and Other Conveniences (10/1/1998)

Deans Office Seeking Applicants for Doctoral Apprenticeships (1/22/1998)

$6 Million for Technology, Plant Improvements: From Fiber-Optic Cable to More (1/15/1997)