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| Contact: |
Office:
HSS 4.04.40
Phone: (210) 458-7479
E-Mail: Brenda.Hannon@utsa.edu |
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| Degrees: |
BA Honours, York University, Toronto, Canada,
1994
MA, Universitity of Toronto, Toronto, Canada, 1995
Ph.D., Cognitive Psychology, Toronto, Canada, 2001 |
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| Specialization: |
Cognitive Psychology and Reading
Comprehension |
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| Research
Interests: |
Strategies for
learning, problem-solving, prospective memory, sources of test anxiety, and
individual differences in comprehension and IQ. |
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| Courses: |
- Cognition
- Memory
- Psychology of Language
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| Honors
and Awards: |
2007-2012 NIH – MBRS grant
(principal investigator): Learning New Concepts. ($450,000 direct costs)
2005-2008 sub-project on NIMH
infrastructure grant (principal investigator): An investigation of the
attitudinal/belief and learning/cognitive factors that contribute to test
anxiety in Hispanics and European-Americans ($150,000 direct costs)
2003, 2006 UTSA Faculty Research
Award
2003 UTSA Grant Development Award
2001 NSERC Post-doctoral fellowship
2005, 2007 Who's Who in American
Teachers
2006, 2007Who's Who in America
2006 Who's Who in American Women |
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Academic
and
Professional
Activities: |
Member of: CBBCS (Canadian
Brain, Behaviour, and Cognitive Society)
Associate member of
Psychonomics Society
Ad Hoc reviewer for:
Memory, Psychonomic Bulletin & Review, Applied Cognitive Psychology,
British Journal of Psychology, and Psychologia |
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| Current
Research: |
(1)
Strategies for learning similar concepts: Currently investigating a
strategy for learning similar concepts (e.g., fluid intelligence/crystallized
intelligence). Have a wide range of projects planned/underway. Projects are
investigating strategy transfer, and comparing strategies.
(2) Individual differences in
the component processes of reading comprehension: Currently investigating
the relative contributions of lower-level processes (i.e., word recognition),
higher-level processes and cognitive resources (i.e., working memory) to
individual differences in reading and listening comprehension.
(3)
Semantic Illusions – as in How many animals of each kind did Moses take
on the ark? ANSWER: wrong because it was Noah and not Moses.: Currently
investigating factors that contribute to succumbing to illusions
(4)
Gender Differences in Cognitive Processes
(5)
Test Anxiety: Currently investigating the components of test anxiety in
Hispanics and European-Americans. |
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| Selected
Publications: |
Hannon, B., & Daneman, M. (in press). Age-related changes in reading comprehension: An individual differences perspective. Experimental Aging Research.
Daneman, M., & Hannon, B.
(2007). What do working memory span tasks like reading span really measure? In
N. Osaka, R. H. Logie, and M. D’Esposito (Eds.) The cognitive neuroscience of
working memory (pp. 21-42). Oxford:
Oxford University Press.
Hannon, B., & Daneman, M. (2005) What do tests like
the VSAT really measure: A componential analysis. In Progress in Educational Research. Nova Publications.
Hannon, B., & Daneman, M. (2004) Shallow semantic
processing of text: An individual-differences account. Discourse Processes, 37, 187-204.
Hannon, B., & Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology, 103-128.
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Last updated: Setember 9, 2008
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