I received my BA from Grinnell College in 1982 and my Ph.D. in Experimental Psychology from the University of Michigan in 1988.
My research interests include:
- Creating examples to help learners form meaningful and generalizable solution procedures. I and the students in my lab have explored this issue in domains ranging from probability and physics to ballet.
- The use of task analysis techniques for identifying what a person needs to learn in order to solve problems or carry out procedures in some domain.
- Using information from task analyses to guide the construction of teaching and training materials including computer-based (multimedia) instructional environments.
- Exploring technology such as animations and embodied conversational agents (ECAs) for improving interfaces and helping people learn and carry out tasks more easily.
- Analogical Reasoning
For additional information about my research, please also see:
Ph.D. in Experimental Psychology, University of Michigan, 1988.
- Margulieux, L., & Catrambone, R. (in press). Finding the best types of guidance for constructing self-explanations of subgoals in programming. Journal of the Learning Sciences.
- Margulieux, L. E., Catrambone, R. & Schaeffer, L. (in press). Varying effects of subgoal labeled expository text in programming, chemistry, and statistics. Instructional Science. doi: 10.1007/s11251-018-9451-7
- Margulieux, L.E., Catrambone, R. & Schaeffer, L.M. Instr Sci (2018). https://doi.org/10.1007/s11251-018-9451-7
- Eiriksdottir, E., & Catrambone, R. (2015). The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skill. Journal of Experimental Psychology: Applied, 21(4), 383-394.
- Bentley, F., Tollmar, K., Stephenson, P., Levy, L., Jones, B., Robertson, S., Price, E., Catrambone, R., & Wilson, J. (2013). Health mashups: Presenting statistical patterns between wellbeing data and context in natural language to promote behavior change. ACM Transactions on Computer-Human Interaction (TOCHI), 20 (5), 30(1)-30(27).
- Bujak, K.R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544.
- Caballero, M.D., Greco, E.F., Murray, E.R., Bujak, K.R, Marr, M.J., Catrambone, R., Kohlmyer, M.A., & Schatz, M.F. (2012). Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study. American Journal of Physics, 80 (7), 638-644.
- Eiriksdottir, E., & Catrambone, R. (2011). Procedural instructions, principles, and examples: How to structure instructions for procedural tasks to enhance performance, learning, and transfer. Human Factors, 53 (6), 749-770.