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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


Vita

 

John B. Black

 

 Address:

                        Teachers College, Columbia University

                        525 West 120th Street, Box 118

                        New York, NY 10027

                        Phone: (212)678-4007

                        Fax: (212)678-3837

                        Email:  black@tc.columbia.edu

 

Education:

Massachusetts Institute of Technology, 1965-1970,

BS in Mathematics, 1970

Stanford University, 1974-1978, PhD in Cognitive Psychology, 1979

 

Professional Experience:

 

2007—2013

Chair, Department of Human Development

Teachers College, Columbia University

 

2002—Present

Director, Institute for Learning Technologies

Teachers College, Columbia University

                       

2002 --- Co-Chair

First Virtual University Conference, New York, NY

 

2001—Present

Cleveland E. Dodge Professor

Department of Human Development and

Department of Mathematics, Science and Technology

Teachers College, Columbia University

 

2000--Present

Coordinator, Cognitive Studies Program

Department of Human Development

Teachers College, Columbia University

 

1997—1999

Chair, Faculty Executive Committee

Teachers College, Columbia University

 

1987--Present

Professor, Department of Human Development

and Department of Mathematics, Science and Technology

Teachers College, Columbia University

 

1987--1995

Director of Literacy Center,

Teachers College,  Columbia University

 

1984--1994

Series editor of Ablex Publishing series on Cognition and

 Computing

 

1984--1994

Consulting Editor of the journal Human Computer Interaction

 

1983--1994

Consulting Editor of the journal Discourse Processes

and Member of the Editorial Board of the journal Text.

 

1992       

Consultant to the American Psychological Association and the US Department of  Labor on  Cognitive Task Analysis descriptions for Dictionary of Occupational Titles

 

1991   

Consultant to Secretaries Commission on Achieving Necessary Skills (SCANS) in the US Department of Labor

 

1988-1991

Member of the NYS Adult Learning Services Council and the Literacy Council for New York State that advises New York State Commissioner of Education

 

1988--1991

Chair, Department of Communication, Computing and

Technology, Teachers College, Columbia University

 

1985--1986

Associate Professor, Department of Communication, Computing and Technology,  and Department of Developmental and Educational Psychology, Teachers College, Columbia University

 

1984-1986

Consultant to the User Interface Institute at the IBM Thomas J. Watson Research Center, Yorktown Heights, NY.

 

!984-1986

Member of the Association for Computing Machinery Computer Human Interaction Conference Program Committee

 

1983--1985

Associate Professor,  Department of Psychology, and Department of Computer Science, Yale University

 

1983--1984

Consulting Editor of Journal of Experimental Psychology: General

 

1982-1983

Consultant to the International Telephone and Telegraph Corporation, Advanced, Technology Center, Shelton, CT.

 

1978--1984

Consultant to the Applied Information Processing Psychology Project at the Xerox Corporation, Palo Alto Research Center, Palo Alto, CA.

 

1980--1985

Consulting Editor of the journal Memory and Cognition.

 

!980

Co-Chair of the Second Conference of the Cognitive Science

        Society, New Haven, CT

 

1979-1983

Assistant Professor,  Department of Psychology, and Department of Computer Science, Yale University

 

1978-1979

Assistant Professor, Department of Psychology, University of Illinois, Chicago

 

1976

Visiting Scientist in the Learning and Instruction Research Group. Bell Laboratories, Murray Hill, NJ.

 

1973--1974

Officer in US Army assigned as faculty member in Computer Science Department, US Army Command and General Staff College, Fort Leavenworth, Kansas

 

1970--1973

Officer in US Army assigned as computer expert and operations research specialist at Sacramento Army Depot, Sacramento, CA

 

 

Selected Publications

 

Black, J.B. and Bower, G.H. (1979) Episodes as chunks in narrative memory. Journal of Verbal Learning and Verbal Behavior, 18, 309-318.

 

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.

 

Black, J.B. and Wilensky, R. (1979) An evaluation of story grammars. Cognitive Science, 3, 21-130.

 

Bower, G.H., Black, J.B. and Turner, T.J. (1979) Scripts in memory for text. Cognitive Psychology, 11, 702-220.

 

Owens, J., Bower, G.H. and Black, J.B. (1979) The "soap opera" effect in story recall.  Memory and Cognition, 7, 185-191.

 

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

 

Black, J.B. (1981) The effects of reading purpose on memory for text. In A. Baddeley, and J. Long (Eds.) Attention and Performance IX. Hillsdale, NJ: Erlbaum.

 

Black, J.B. and Bern, H. (1981) Causal coherence and memory for events in narratives. Journal of Verbal Learning and Verbal Behavior, 20, 267-275.

 

Black, J.B. and Seberchts, M.M. (1981) Facilitating human-computer communication. Applied Psycholinguistics, 2, 149-178.

 

Robertson, S.P., Black, J.B. and Johnson, P.N. (1981) Intention and topic in conversation. Cognition and Brain Theory, 4, 303-326.

 

Black, J.B. (1982) Psycholinguistic processes in writing. In S. Rosenberg (ed.) Handbook of applied psycholinguistics. Hillsdale, NJ: Erlbaum.

 

Black, J.B., Wilkes-Gibbs, D. and Gibbs, R.W. (1982) What writers need to know That they don't know they need to know. In M. Nystrand (Ed.) What writers know: The language, process and structure of written discourse. New York: Academic Press.

 

Reiser, B.J. and Black, J.B. (1982)  Processing and structure models of comprehension. Text, 2, 225-  252.

 

Black, J.B.and Moran, T.P. (1983) Learning and remembering command names. In M. Schneider and J. Nichols (Eds.) Human factors in computer systems. Amsterdam: North Holland.

 

Sebrechts, M.M., Deck, J. and Black, J.B. (1983) A diagrammatic approach to Computer instruction for  the naive user.  Behavioral Research  Methods and Instrumentation. 15, 200-207.

 

Robertson, S.P. and Black, J.B. (1984) Planning units in text editing behavior.  In A. Janda (Ed.) Human Factors in Computer Systems.  Amsterdam: North Holland.

 

Galambos, J.A., Wikler, E.S., Black, J.B. and Sebrechts, M.M. (1984) How to tell Your computer what you mean: Ostension in interactive systems. In A. Janda (Ed.) Human Factors in Computer Systems.  Amsterdam: North Holland.

 

Lehnert, W.G., Robertson, S.P. and Black, J.B. (1984) Memory interactions during  question answering.            In H. Mandl, N. Stein, and T. Trabasso (Eds.) Learning and comprehension of  text. Hillsdale, NJ: Erlbaum.

 

Black, J.B. and Seifert, C. (1984) The psychological study of story understanding. In C.  Cooper (Ed.) Researching response to literature and the teaching of  literature. Norwood, NJ: Ablex.

 

Black, J.B., Galambos, J.A. and Read, S. (1984) Comprehending stories and social  situations. In R. Wyer T. Srull, and J. Hartwick (Eds.)  Handbook  of SocialCognition. Hillsdale, NJ: Erlbaum.

 

Black, J.B., Galambos, and Reiser, B.J. (1984)  Coordinating discovery and verification research. In D. Kieras and M. Just (Eds.) New methods in the  study of processes in comprehension. Hillsdale, NJ: Erlbaum.

 

Black, J.B. (1984) Understanding and remembering stories.  In J.R. Anderson and S.M. Kosslyn (Eds.) Tutorials in  learning and memory.  San Francisco,  CA: Freeman, 1984.

 

Sebrechts, M.M., Deck, J. Wagner, R.K. and Black, J.B. (1985)  How human Abilities affect component skills in work processing.  Behavioral Research Methods and Instrumentation, 17, 251-259.

 

Britton, B.K. and Black, J.B. (Eds.) Understanding expository text. Hillsdale, NJ: Erlbaum, 1985.

 

Black, J.B. (1985) An exposition on expository text. In B.K. Britton and J.B. Black (Eds.) Understanding expository text. Hillsdale, NJ: Erlbaum.

 

Britton, B.K. and Black, J.B. (!985) Understanding expository text: From structure to process and world knowledge. In B.K. Britton and J.B. Black  (Eds.) Understanding expository text. Hillsdale, NJ: Erlbaum.

 

Graesser, A.C. and Black, J.B. (Eds.) The psychology of questions. Hillsdale, NJ: Erlbaum, 1985.

 

Galambos, J.A. and Black, J.B. (1985) Using knowledge of activities to understand and answer questions. In A.C. Graesser and J.B. Black (eds.) The psychology of  questions.  Hillsdale, NJ: Erlbaum.

 

Robertson, S.P., Black, J.B. and Lehnert, W.G. (1985) Misleading question effects As evidence for integrated question understanding and memory search.  In A.C. Graesser and J.B. Black (Eds.) The psychology of questions.Hillsdale, NJ: Erlbaum.

 

Abbott, V. Black, J.B. and Smith, E.E. (1985) The representation of scripts in memory. Journal of Memory and Language, 24, 179-199.

 

Reiser, B.J., Black, J.B. and Abelson, R.P. (1985) Knowledge structures in the organization and retrieval of autobiographical memories. Cognitive  Psychology, 17, 80-137.

 

Reiser, B.J., Black, J.B. and Lehnert, W.G. (1985) Thematic knowledge structures in the understanding and generation of narratives. Discourse Processes, 8, 357-380.

 

Seifert, C.M., Robertson, S.P. and Black, J.B. (1985) Types of inferences made when  reading stories. Journal of Memory and Language. 24, 405-422.

 

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

 

Abbott, V.A. and Black, J.B. (1986) Coherence inferences in text. In J.A. Galambos, R.P. Abelson, and J.B. Black (eds.) Knowledge structures. Hillsdale, NJ: Erlbaum.

 

Robertson, S.P. and Black, J.B. (1986) Structure and development of plans in computer text editing. Human Computer Interaction, 2, 201-226.

 

Abelson, R.P. and Black, J.B. (1986) A functional-context approach to cognitive science. In J. Galambos, R. Abelson and J. Black, (eds.) Knowledge structures. Hillsdale,  NJ:  Erlbaum.

 

McGuigan, S.M. and Black, J.B. (1986) Understanding and remembering arguments.   In          J. Galambos,        R. Abelson and J. Black, (eds.) Knowledge structures. Hillsdale, NJ:  Erlbaum.

 

Kay, D. and Black, J.B. (1986) Summarization.  In J. Galambos, R. Abelson and J. Black,  (Eds.) Knowledge structures. Hillsdale, NJ: Erlbaum.

 

Curtis, B., Soloway, E.M., Brooks, R.E., Black, J.B., Ehrlich, K. and Ramsey, H.R. (1986) Software psychology: The need for an interdisciplinary program. Proceedings of the IEEE, 74, 1092-1106.

 

Cunniff, N., Taylor, R. P. and Black, J.B. (1986) Does programming language affect the types of conceptual bugs in novices’ programs?  A comparison  of FPL and Pascal. In M. Mantei and P. Oberton (Ed.) Human Factors in Computing Systems. NY: ACM.

 

Black, J.B., Kay, D.M. and Soloway, E.M. (1987) Goal and plan knowledge  representations. In J.M. Carroll (Ed.) Interfacing thought. Cambridge, MA: MIT Press.

 

Black, J.B., Carroll. J.M. and McGuigan, S.M. (1987) What kind of minimal Instruction manual is the most effective.  In P. Tanner and J.M. Carroll (Eds.) Human factors in computing systems and graphic interface. NY: ACM.

 

Black, J.B., Swan, K. and Schwartz, D. (1988) Developing thinking skills with computers. Teachers College Record, 89, 384-407.

 

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

 

Kay, D. and Black, J.B. (1990) Knowledge transformations during the acquisition of  computer expertise. In S. Robertson, W. Zachery and J. Black (Eds.) Cognition, computing and cooperation. Norwood, NJ:  Ablex.

 

Thallheimer, W., Wilder, H., deSoto, D. and Black, J.B. (1992)  Multiple feedback mechanisms in a business simulation.  In M.R. Simonson and K. Jurasek (Eds.)   Proceedings of selected research and development presentations at the 1992 national convention of AECT.  Washington, DC: AECT.

 

Thalheimer, W., Wilder, H., deSoto, D. and Black, J.B. (1992) Hierarchically anchored educational systems: Simulations, simulation experiences and the bigger program. In M.R. Simonson and K.  Jurasek (Eds.) Proceedings of selected research and development presentations at the 1992 national convention of AECT.  Washington, DC: AECT.

 

Rosenthal, L. and Black, J.B. (1993) Building blocks to literacy: An Intergenerational approach using hypermedia. In N. Estes and M. Thomas (Eds.) Rethinking the  roles of technology in education Cambridge, MA: MIT.

 

Swan, K. and Black, J.B. (1993) Knowledge-based instruction: Teaching problem solving in a Logo learning environment. Interactive Learning Environments, 3,  17-53.

 

Black, J.B., McClintock, R.O. and Hill, C. (1994) Assessing student understanding in constructivist study environments.  In M.R.Simonson, N. Maushak,  K. Abu-Omar (Eds.) 16th Annual Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology. Washington, DC: AECT.

 

Black, J.B. Thalheimer, W., Wilder H., deSoto, D. and Picard, P. (1994) Constructivist design of graphic computer simulations.  In M.R.Simonson, N. Maushak, K. Abu-Omar (Eds.) Proceedings of the Selected Research  and Development Presentations at the 1994 National Convention of the Association for Educational Communication and Technology.Washington, DC: AECT.

 

Black, J.B., Schiff, J., McClintock, R.O. and van Esselstyn, D. (1995) Student understanding and learning             from an interpretation construction design. In M.R. Simonson (Ed.) 17th  Annual Proceedings of  Selected Research  and Development Presentations at the 1995 National Convention of the Association for  Educational Communication and Technology.Washington, DC: AECT.

 

Black, J.B., Dimaraki, E., van Esselstyn, and R. Flanagan (1995) Using a knowledge representation approach to cognitive task analysis. In M.R. Simonson (Ed.) 17th Annual Proceedings of Selected Research and Development Presentations at the 1995 National Convention of the Association for Educational Communication and Technology. Washington, DC: AECT.

 

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.

 

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

 

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

 

Flanagan, R. and Black, J.B. (1997)  The effects of TV on persistence. In K. Swan (Ed.) Television and social learning. Norwood, NJ: Ablex.

 

Dimaraki, E., Black, J.B. and Brown, M.K. (1998) What pedagogy for the age of abundant information? Lessons from  Archaeotype.  Educational Media International, 181-185.

 

Dimaraki, E., Black, J.B. and Brown, M.K. (2000) What pedagogy for the age of abundant information? Lessons from Archaeotype.  Annual Editions: Computers in Education, 9, 146-151.

 

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.

 

Kaplan, D. & Black, J. (2001). Computer-based Tools for the Development and Investigation of Mental Model Reasoning about Causal Systems. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp. 879-881). Chesapeake, VA: AACE

 

Hachey, A., Tsuei, L. & Black, J. (2001). Fostering Mental-Model Thinking During Design. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp. 636-642). Chesapeake, VA: AACE.

 

Van Esselstyn, D.and  Black, J. (2001) Learning through Interactive Panoramic Imagery.  In Proceedings of World Conference on Educational  Multimedia, Hypermedia and Telecommunications 2001 (pp. 1547-1563). Chesapeake, VA: AACE.

 

Hachey, A., Black, J. & Zahner, D. (2002). Learning Activities Collaborative. In Proceedings of World Conference on Educational Multimedia, Hypermedia  and Telecommunications 2002 (pp. 2136-2138). Chesapeake, VA: AACE

 

Hachey, A. and Black, J. (2003) Initial misconceptions of novice online learners and the implications for supportive instructional design. In Proceedings of  World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1713-1718). Chesapeake, VA: AACE.

 

Malinow, A. & Black, J. (2003). Teaching How to Solve Proportion Word Problems Using a Multiple Linked Representational Software System. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2725-2732). Chesapeake, VA: AACE.

 

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, vol. 12, no  4, 483-493.

 

Bai, X. & Black, J. (2004). TALE: a Teachable Agent Embedded in an Intelligent Tutoring System. In G. Richards (Ed.), Proceedings of World Conference On E-Learning in Corporate, Government, Healthcare, and Higher Education  2004 (pp. 1070-1072). Chesapeake, VA: AACE.

 

Youm, J. & Black, J. (2004). The Potential for an Object-Oriented Model of Learning. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 1583-1586). Chesapeake, VA: AACE.

 

Chan, M. & Black, J. (2005). When can animation improve learning? Some implications on human computer interaction and learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 933-938). Chesapeake, VA: AACE.

 

Bai, X., Saravanos, A. & Black, J. (2005). REAL: Facilitate Thinking in an Object-oriented Way. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 3383-3387). Chesapeake, VA: AACE.

 

Bai, X. & Black, J. (2005). REAL: a Generic Intelligent Tutoring System Framework.  In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 1279-1283). Chesapeake, VA: AACE.

 

Lester, K., Gilutz, S. & Black, J. (2005). Methodology for analyzing Children’s understanding of computer Interfaces. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1263-1268). Chesapeake, VA: AACE.

 

McVeigh, D. & Black, J. (2005). How Animations and Live-Networked Video Link Coupled With Hands-on Building Activities Improve Student Learning By Assisting in the Creation of Clear Mental Models. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 4436-4442). Chesapeake, VA: AACE.

 

Youm, J. & Black, J. (2005). Object-Oriented Thinking for Mental Model Development. In Proceedings of World Conference on Educational Multimedia, Hypermedia  and Telecommunications 2005 (pp. 3377-3382). Chesapeake, VA: AACE.

 

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  Sciences.  Mahwah, NJ: Lawrence Erlbaum Associates. 

 

Kapur, M., Voiklis, J., Kinzer, C. K., & Black, J.  (2006).  Insights into the Emergence of Convergence in Group Discussions. In S. Barab, K. E. Hay, N. B. Songer, & D. T. Hickey (Eds.).  Making a Difference: Volume (pp. 962-971).  The Proceedings of the Seventh International Conference of the Learning Sciences (ICLS).  Mahwah, NJ: Erlbaum.

 

Voiklis, J., Kapur, M., Kinzer, C. K., & Black, J.  (2006).  An Emergentist Account of Collective Cognition in Collaborative Problem Solving.  In R. Sun & N. Miyake (Eds.).  Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 858-863).  Mahwah, NJ: Erlbaum.

 

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.

 

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: Association for Computing Machinery.

 

Chan, M., Black, J., Han, I., Vitale, J., Xia, Q., Subramanian, M., Du, M. and Kang, S. (2007) "Look, it's turning!" Factors Affecting Structural and Functional  Knowledge Acquisition in an Elementary School Robotics Classroom. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 1626-1631). Chesapeake, VA: AACE.

 

Jang, S., Black, J.B. and Jyung, R.W. (2007) How direct interaction in a virtual reality  program aids in developing an internal representation of a complex  3-D structure.  . In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of  the 29th Annual Cognitive Science Society (pp. 1778-1784). Austin, TX: Cognitive Science Society.

 

Jang, S., Jyung, R. & Black, J. (2007). How direct interaction in a virtual reality program aids in developing an internal representation of a complex 3-D structure. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 4214-4218). Chesapeake, VA: AACE.

 

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.

 

Youm, J.H. and Black, J.B. (2007)  Exploring how agents-based modeling and culture affects children’s understanding of complex systems. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th  Annual Cognitive Science Society (pp. 1890-1896). Austin, TX: Cognitive Science Society.

 

Youm, J. & Black, J. (2007). Exploring how agents-based modeling and culture affects children’s understanding of complex systems. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 3096-3101). Chesapeake, VA: AACE.

 

Cameron L. Fadjo, Jiwon Shin, Ming-Tsan P. Lu

 

McVeigh, D., Black, J. & Flimlin, G. (2008). How System Simulations Improve Student Learning by Assisting in the Creation of Clear Mental Models. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 1767-1773). Chesapeake, VA: AACE.

 

Zahner, D. & Black, J. (2008). Case-Based  learning with diagnosis and repair. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 1583-1588). Chesapeake, VA: AACE.

 

Chan, M. and Black, J.B. (2008) The role of mental simulation and embodied Instruction. In promoting understanding of robotic systems.  In  B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 64-70). Austin, TX: Cognitive Science Society. (pp.1342-1348).

 

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

 

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

 

Black, J. (in press) An embodied/grounded cognition perspective on educational Technology.  In  Issa Saleh (Ed.) New science of learning: Cognition computers and collaboration in education.  Springer Publishing.

 

 

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 5034: Cognitive research methods and applications

Prerequisite: HUDK 4029 or equivalent. Introduction to techniques in psychological investigations of learning, language, memory and thought, psychological analysis of instruction, and other practical problems.

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)