Elizabeth A. L. Stine Morrow

Professor of Educational Psychology, Psychology, and the Beckman Institute

Research Biography

Cognition and the capacity for learning show patterns of both loss and gain through adulthood. While "mental mechanics" (i.e., fluid abilities, working memory capacity, computational speed, effortful processes requiring attention) may show age-graded declines, crystallized abilities (i.e., verbal ability, knowledge, acculturation) show continued capacity for growth in many life span contexts. Our research program has been focused on understanding the implications of declines (in basic processing capacity) and growth (of knowledge and skill) for language comprehension and memory. In particular, we have examined how shifts in strategy (operationalized as time allocation in on-line reading) can mitigate declines so as to enable us to be effective learners throughout the life span.

Degrees:

Ph.D., General-Experimental Psychology, Georgia Institute of Technology, 1983

M.S., General-Experimental Psychology,  Georgia Institute of Technology, 1981

B.A., Psychology, Loyola University, New Orleans, 1978

Key Professional Appointments

• Professor, Educational Psychology, Psychology, and The Beckman Institute, University of Illinois at Urbana-Champaign, 2004
• Associate Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 2002-2004
• Assistant/Associate Professor, Psychology, University of New Hampshire, 1991-2002
• Adjunct Assistant Professor/ Senior Research Associate, Psychology, Brandeis University, 1984-1990

   

Activities & Honors

• Associate Editor, Memory & Cognition 2007-2009
• Member, Editorial Board, Memory & Cognition, 2002- present
• Member, Editorial Board, Psychology and Aging, 1990-91, 2003- present
• Member, Editorial Board, Journal of Gerontology: Psychological Sciences, 2000- present
• Fellow, Division 20, American Psychological Association, 1999
• Member, Editorial Board, International Journal of Behavioral Development, 1997- present
• Fellow, Gerontological Society of America, 1992
• Hortense Cavis Shepard Professor of Psychology, University of New Hampshire, 1991-1994

Contact information:

Office Address:

226 Education Building 1310 S. Sixth Street

University of Illinois at Urbana-Champaign

Champaign,  IL 61820

Telephone:

(217) 244-2167 (office)

(217) 244-7336 (lab)

(217) 244-7620 (fax)

email:

eals@uiuc.edu  

Stine-Morrow CV

Selected Publications

Miller, L.M.S., & Stine-Morrow, E.A.L. (1998).  Aging and the effects of knowledge on on-line reading strategies. Journal of Gerontology:  Psychological Sciences, 53B, P223-P233.

Wingfield, A., & Stine-Morrow, E.A.L. (2000).  Language and speech.  In F. I. M. Craik & T. A. Salthouse (Eds.), Handbook of cognitive aging (Second edition) (pp. 359-416).  Mahwah: Erlbaum.

Stine-Morrow, E. A. L., Ryan, S., & Leonard, J. S. (2000).  Age differences in on-line syntactic processing. Experimental Aging Research, 26, 315-322.

Stine-Morrow, E. A. L., Milinder, L., Pullara, O., & Herman, B. (2001).  Patterns of resource allocation in reading are reliable among younger and older readers. Psychology and Aging, 16, 69-84.

Stine-Morrow, E. A. L., Miller, L. M. S. & Leno, R. III  (2001).  Patterns of on-line resource allocation to narrative text by younger and older adults. Aging, Neuropsychology, and Cognition, 8, 36-53.

Stine-Morrow, E. A. L., Morrow, D. G., & Leno, R. III (2002). Aging and the representation of spatial situations in narrative understanding. Journal of Gerontology: Psychological Sciences, 57B, P91-P97.

Smiler, A.P., Gagne, D.D., & Stine-Morrow, E.A.L. (2003). Aging, memory load, and resource allocation during reading. Psychology and Aging, 18, 203-209.

Stine-Morrow, E. A. L., Gagne, D. D., Morrow, D. G., & DeWall, B. (2004).  Age differences in re-reading. Memory and Cognition, 32, 696-710.

Miller, L. M. S., Stine-Morrow, E. A. L., Kirkorian, H., & Conroy, M. (2004).  Age differences in knowledge-driven reading. Journal of Educational Psychology, 96, 811-821.

Miles, J. R., & Stine-Morrow, E. A. L. (2004). Adult age differences in self-regulated learning in reading sentences. Psychology and Aging, 19, 626-636.

Stine-Morrow, E. A. L., Miller, L. M. S., & Hertzog, C. (2006).  Aging and self-regulated language processing. Psychological Bulletin, 132, 582-606.

Stine-Morrow, E. A. L., Shake, M. C., Miles, J. R., & Noh, S. R (2006). Adult age differences in the effects of goals on self-regulated sentence processing. Psychology and Aging, 21, 790-803.

Stine-Morrow, E. A. L., Noh, S. R., & Shake, M. C. (2006). Memory for discourse. In R. Schulz (Ed.), Encyclopedia on aging (Fourth edition).  New York:  Springer.

Noh, S. R., Shake, M. C. Joncich, A., Parisi, J. Morrow, D. G., & Stine-Morrow, E. A. L. (2007). Age differences in the learning from text: The effects of content pre-exposure on reading. International Journal of Behavioral Development. 31, 133-148.

Stine-Morrow, E. A. L., Parisi, J., Morrow, D. G., Greene, J., & Park, D.C. (in press). An engagement model of cognitive optimization through adulthood. Journal of Gerontology: Psychological Science.

Park, D. C., Gutchess, A. H., Meade, M. L., & Stine-Morrow, E. A. L. (in press). Improving cognitive function in older adults: Nontraditional approaches. Journal of Gerontology: Psychological Science.

Stine-Morrow, E. A. L., & Shake, M. C. (to appear).  Language in aged persons.  In L. Squire (Ed.), New encyclopedia of neuroscience.  N.Y.: Elsevier.