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Douglas Richard Hofstadter is an American cognitive and computer scientist whose research includes concepts such as the sense of self in relation to the external world, consciousness, analogy-making, strange loops, artificial intelligence, and discovery in mathematics and physics. His 1979 book Gödel, Escher, Bach: An Eternal Golden Braid won the Pulitzer Prize for general nonfiction, and a National Book Award for Science. His 2007 book I Am a Strange Loop won the Los Angeles Times Book Prize for Science and Technology.
Richard Chatham Atkinson is an American professor of cognitive science and psychology and an academic administrator. In a career that has ranged beyond traditional disciplines and challenged long-settled views about learning, he has combined theoretical insights with practical applications in American classrooms. He is president emeritus of the University of California system, former chancellor of the University of California, San Diego, and former director of the National Science Foundation.
Robert Goldstone is a Distinguished Professor of psychology and cognitive science at Indiana University in Bloomington, Indiana. His research interests include concept learning and representation, perceptual learning, collective behavior, and computational modeling of human cognition. He has developed and empirically tested neural network models that simultaneously learn new perceptual and conceptual representations, with the learned concepts both affecting and being affected by perception. He has also developed computational models of how groups of people compete for resources, cooperate to solve problems, exchange information and innovations, and form coalitions.
John Robert Anderson is a Canadian-born American psychologist. As of 2024, he is professor of psychology and computer science at Carnegie Mellon University.
John Bissell Carroll was an American psychologist known for his contributions to psychology, linguistics and psychometrics.
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
William Kaye Estes was an American psychologist. A Review of General Psychology survey, published in 2002, ranked Estes as the 77th most cited psychologist of the 20th century. In order to develop a statistical explanation for the learning phenomena, William Kaye Estes developed the Stimulus Sampling Theory in 1950 which suggested that a stimulus-response association is learned on a single trial; however, the learning process is continuous and consists of the accumulation of distinct stimulus-response pairings.
Eugene Galanter (1924–2016) was one of the modern founders of cognitive psychology. He was an academic in the field of experimental psychology and an author. Dr. Galanter was Professor Emeritus of Psychology and Quondam Director of the Psychophysics Laboratory at Columbia University. He was also the co-founder, Chairman of the Board of Directors and Chief Scientific Officer of Children’s Progress, an award-winning New York City-based company that specializes in the use of computer technology in early education. The company's assessments and reports have been used in 40 states and 9 countries.
Richard Shiffrin is an American psychologist, professor of cognitive science in the Department of Psychological and Brain Sciences at Indiana University, Bloomington. Shiffrin has contributed a number of theories of attention and memory to the field of psychology. He co-authored the Atkinson–Shiffrin model of memory in 1968 with Richard Atkinson, who was his academic adviser at the time. In 1977, he published a theory of attention with Walter Schneider. With Jeroen G.W. Raaijmakers in 1980, Shiffrin published the Search of Associative Memory (SAM) model, which has served as the standard model of recall for cognitive psychologists well into the 2000s. He extended the SAM model with the Retrieving Effectively From Memory (REM) model in 1997 with Mark Steyvers.
Allan M. Collins is an American cognitive scientist, Professor Emeritus of Learning Sciences at Northwestern University's School of Education and Social Policy. His research is recognized as having broad impact on the fields of cognitive psychology, artificial intelligence, and education.
David Klahr is an American psychologist whose research ranges across the fields of cognitive development, psychology of science, and educational psychology and has been a professor at Carnegie Mellon University since 1969. He is the Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences at Carnegie Mellon University and a member of the National Academy of Education, a Fellow of the American Psychological Association, a Charter Fellow of the Association for Psychological Science, on the Governing Board of the Cognitive Development Society, a member of the Society for Research in Child Development, and the Cognitive Science Society. He was an associate editor of Developmental Psychology and has served on the editorial boards of several cognitive science journals, as well as on the National Science Foundation's subcommittee on Memory and Cognitive Processes, and the National Institutes of Health's Human Development and Aging Study Section.
Statistics education is the practice of teaching and learning of statistics, along with the associated scholarly research.
Robert M. French is a research director at the French National Centre for Scientific Research. He is currently at the University of Burgundy in Dijon. He holds a Ph.D. from the University of Michigan, where he worked with Douglas Hofstadter on the Tabletop computational cognitive model. He specializes in cognitive science and has made an extensive study of the process of analogy-making.
Jean-Claude Falmagne is a mathematical psychologist whose scientific contributions deal with problems in reaction time theory, psychophysics, philosophy of science, measurement theory, decision theory, and educational technology. Together with Jean-Paul Doignon, he developed knowledge space theory, which is the mathematical foundation for the ALEKS software for the assessment of knowledge in various academic subjects, including K-12 mathematics, chemistry, and accounting.
Michael J. Wade is a professor of biology at Indiana University Bloomington. Since 2009 he has been the Associate Vice Provost for Faculty and Academic Affairs at Indiana University. He is also affiliated faculty in the following departments and centers at Indiana University: Center for the Integrative Study of Animal Behavior (CISAB), the Cognitive Science Program, and the Department of History and Philosophy of Science.
James G. Greeno was an American experimental psychologist and learning scientist whose research focused on learning and problem solving with conceptual understanding, using scientific concepts and methods of association theory, computational cognitive modeling, and discourse analysis.
Alan Henry Schoenfeld is an American mathematics education researcher, consultant, and theorist. He was the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California, Berkeley before retiring in 2023.
Sharlene D. Newman is an American cognitive neuroscientist, executive director of the Alabama Life Research Institute at the University of Alabama (UA), Professor in the Department of Psychology at UA, and an adjunct professor in the Department of Psychological and Brain Sciences at Indiana University.
Thomas L. Griffiths is an Australian academic who is the Henry R. Luce Professor of Information Technology, Consciousness, and Culture at Princeton University. He studies human decision-making and its connection to problem-solving methods in computation. His book with Brian Christian, Algorithms to Live By: The Computer Science of Human Decisions, was named one of the "Best Books of 2016" by MIT Technology Review.
Cindy Esther Hmelo-Silver is a learning scientist and expert on problem-based learning, collaborative learning, the use of video for learning, and complex systems understanding. She is a Distinguished Professor of Learning Sciences, Barbara B. Jacobs Chair in Education and Technology, and the Associate Dean for Research and Development at Indiana University Bloomington. She is co-Principal Investigator and Education Research Lead of the EngageAI Institute, which conducts research on narrative-centered learning technologies and collaborative learning.
