Jong W Kim Author

Frank Ritter is a Professor of IST, Psychology, and Computer Science and Engineering at Penn State. He researches the development, application, and methodology of cognitive models, particularly as applied to interface design, predicting the effect of behavioral moderators, and understanding learning, and conducts experiments to test these models. With Martin Yeh, he has a popular iPhone app, CaffeineZone, for predicting the time course and effects of caffeine. His lab is building and testing tutors on several topics. His report on applying cognitive models in synthetic environments, was published by the Human Systems Information Analysis Center (HSIAC) as a State of the Art Report (2003), a book on order effects on learning was published in 2007 by Oxford, and he contributed to a National Research Council report on how to use cognitive models to improve human-system design (Pew & Mavor, eds., 2007). He is working on a textbook of the ABCS of what psychology do systems designers need to know (to be published by Springer), which has repeatedly won awards at the HCI Consortium’s annual meeting. His papers on modeling have won awards; one on high level languages with St. Amant was selected for the "Siegel-Wolf Award for best applied modeling paper" at the International Conference on Cognitive Modeling, and four have won awards at the BRIMS conference. He currently edits the Oxford Series on Cognitive Models and Architectures for Oxford University Press. He serves on the editorial boards of Cognitive Systems Research, Human Factors, and IEEE SMC, Part A: Systems and Humans. Jong W. Kim is a research faculty member in the Department of Psychology at the University of Central Florida. He received his Ph.D. in the Department of Industrial Engineering at the Pennsylvania State University. His academic pursuit is to improve cognitive systems supporting optimized user performance. To that end, he runs experiments with human subjects and models human cognition. His recent research, sponsored by Office of Naval Research, has investigated skill learning and forgetting, and he has developed a theory of skill retention that is being applied to a couple of intelligent tutoring systems. Current research projects focus on the influence of affect on the three stages of learning by an understanding of non-vocal expressions. Particularly, he is interested in helping autistic children learn social communication skills with human-centered computer systems. Jonathan Morgan is a research assistant and lab manager for Penn State’s Applied Cognitive Science (ACS) lab, where he manages people running studies about learning, retention, and usability. Morgan has published in Computational and Mathematical Organization Theory, received two paper awards from the Behavior Representation in Modeling and Simulation (BRIMS) conference committee, and co-authored papers published in the proceedings of the annual conference of the Cognitive Science Society, the International Conference on Cognitive Modeling (ICCM), and the annual conference of the Biologically Inspired Cognitive Architectures (BICA) society. He has also contributed to the design, development, and testing of two tutors. His current research includes modeling socio-cognitive processes and examining the acquisition of procedural knowledge in complex tasks. Richard Carlson is Professor of Psychology at Penn State University, where he has been on the faculty for 27 years. He received his B.S.S. from Cornell College and his Ph.D. from the University of Illinois. He conducts experiments examining cognitive control, cognitive skill, and conscious awareness, focusing on control at the time scale of one second or less. Previous research has addressed topics such as causal thinking, the development of troubleshooting skill, task switching, the role of gesture in mental arithmetic, and the structure of conscious intentions. Current research projects focus on the role of affect in working memory and cognitive control, the effect of cognitive workload on metacognition, and on changes in metacognition with increasing skill. He has published in journals such as Journal of Experimental Psychology: Learning, Memory, and Cognition, Memory & Cognition, and Human Factors. His book, Experienced Cognition (1998), which described a theory of consciousness and cognitive skill, won a Choice Outstanding Academic Book award. Professor Carlson currently serves as Associate Head and Director of Undergraduate Studies in Penn State′s Department of Psychology. He is the founding coordinator of the Department′s online psychology major. In 2009, he received an Outstanding Faculty Adviser award. He serves on the editorial boards of the Journal of Experimental Psychology: Learning, Memory, and Cognition, Behavior Research Methods, and The American Journal of Psychology. He is a fellow of the APA. His website is http://psych.la.psu.edu/directory/faculty-bios/carlson.html