Assistant Professor, Education
Secondary Appointment, Assistant Professor, Psychology & Social Behavior
Learning, Cognition, Memory, Retention, Reasoning
2008-2010 National Academy of Education/ Spencer Foundation Postdoctoral Fellowship
2008-2009 University of California, Irvine Faculty Career Development Award
2008-2009 Committee on Research, Computing, and Library Resources Award
2002-2003 Spencer Foundation Dissertation Fellowship
2000-2001 National Institute of Mental Health Developmental Cognitive Science Training Fellowship
1999-2000 SEEDS Urban Education Study Center Fellowship, UCLA
1998-1999 University of California, Los Angeles; Psychology Graduate Fellowship
1998 Anthropology Departmental Best Senior Thesis Award, Princeton University
Postdoctoral Researcher in Cognitive Psychology, UCLA (2003-2005) Postdoctoral advisors: Keith Holyoak, Robert Bjork, Marcia Linn (UC Berkeley)
Dr. Richland's research explores the ways children learn to reason inferentially and analogically. We use an integration of experimental, interactional, cross-cultural, and computational approaches to better understand children's development of reasoning skills in complex, naturally occurring contexts of STEM (Science, Technology, Engineering and Mathematics).
Analogical Reasoning. Analogical reasoning is defined broadly as skill at drawing inferences and reasoning inductively about relationships between two or more phenomena (Gentner, 1983). General fluid intelligence, creativity, and adaptive learning all incorporate a core necessity to reason analogically. Major scientific discoveries emerge by analogy, as do mundane yet essential everyday moves such as interpreting visual and spatial scientific models, or recognizing similarities and differences between two mathematical problems. The ability to make complex inferences about the higher-order relationships between structured representations seems to be a major qualitative difference between humans and even symbol-trained animals, suggesting a fundamental interrelationship between this ability and humans' impressive range of cognitive skills. Further, greater analogical capacity enables a reasoner to extract more from his environment, potentially resulting in exponential gains for a child who begins school with more developed analogy skills.
Lab projects include studies of the processing mechanisms underlying children's development of analogical reasoning, learning from visual and spatial representations, comparative reasoning and problem solving in naturally occurring contexts, and the design of learning environments based upon cognitive and interactional analyses.
We are currently looking for research assistants in our lab! If you are interested, please contact Dr. Richland (firstname.lastname@example.org)
Morrison, R.G., Doumas, L.L., Richland, L. E. (in press). A computational account of children's analogical reasoning: Balancing inhibitory control in working memory and relational representation. Developmental Science.
Holyoak, K. J., Richland, L. E. (in press). Analogy as a basis for cognitive readiness. In R. Perez, H. O'Neil, & E. Baker (Eds.), Teaching and Measuring Cognitive Readiness. New York, NY: Springer Publishing Company.
Richland, L.E. (in press). The development of learning by analogy. In N. L. Stein & S. Raudenbush (Eds.), Developmental science goes to school. New York, NY: Routledge.
Richland, L. E., Chan, T-K. Morrison, R. G., & Au, T. K-F (2010), Young children's analogical reasoning across cultures: Similarities and differences. Journal of Experimental Child Psychology. 105, 146–153.
Richland, L.E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology, 35, 28-43.
Richland, L.E., Kornell, N., & Kao, S.L. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243-257.
Baumer, E. B.; Tomlinson, W. T.; Richland, L. E. (2009). Computational Metaphor Identification: A Method for Identifying Conceptual Metaphors in Written Text. In B. Kokinov, K. Holyoak, D. Gentner. (Eds.) New Frontiers in Analogy Research. Sofia, Bulgaria: New Bulgarian University Press.
Doumas, A. L., Morrison, R. M., & Richland, L.E. (2009). The development of analogy: Working memory in relational learning and mapping. In N. Taatgen and H. van Rijn (Eds.), Proceedings of the Thirty-first Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Baumer, E., Richland, L.E., & Tomlinson, W.T. (2009). Applying computational metaphor identification to middle school students' writing about cellular reproduction. Proceedings of the National Association of Research In Science Teaching Annual Meeting. Garden Grove, CA.
Richland, L.E. (2008). Ethnography and cognitive psychology: Shared dilemmas of the local and unlocatable. Political and Legal Anthropological Review, 31 (1), 76-88.
Doumas, L.A.A., & Richland, L.E. (2008). Developing structured representations, (Commentary on Leech, Mareschal & Cooper). Behavioral and Brain Sciences, 31(4), 384-385.
Richland, L.E., Zur, O., & Holyoak, K. (2007). Cognitive supports for Analogies in the mathematics classroom. Science, 316, 1128-1129.
Richland, L.E., Bjork, R.A., Linn, M.C. (2007). Cognition and instruction: Bridging laboratory and classroom settings. In F. Durso, R. Nickerson, S. Dumais, S. Lewandowsky & T. Perfect (Eds). Handbook of Applied Cognition, 2nd Edition (pp. 555-584). Chichester, England: John Wiley.
Richland, L.E., Holyoak, K.J.; McDonough, I. (2007). Improving Discrimination between Relevant and Irrelevant Transfer Problems through Instructional Comparisons. Papers of the American Education Research Association annual meeting. Chicago, IL.
Morrison, R.G., Doumas, L.A.A., Richland, L.E. (2006). The development of analogical reasoning in children: A computational account. In, Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society, Mahwah, NJ: Lawrence Erlbaum.
Richland, L.E., Bjork, R.A., Finley, J.R., Linn, M.C. (2005). Linking cognitive science to education: generation and interleaving effects. In B. G. Bara, L. Barsalou and M. Bucciarelli (Eds.) Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum.
Richland, L.E., Zur, O. & Holyoak, K.J. (2005). Cross-Cultural Differences in Use of Comparisons: Imagery and Visual Cues. In B. G. Bara, L. Barsalou, M. Bucciarelli (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society, pp. 1149-1154. Mahwah, NJ: Lawrence Erlbaum.
Office of Naval Research (2008-2011) Analogical Reasoning: Integration of Neural, Behavioral and Computational Analyses
National Science Foundation (2008-2010) Computational Metaphor Identification for Supporting Creativity in Science Education
Institute of Education Sciences (2003-2006) A Multidisciplinary Study of Analogical Transfer in Children’s Mathematics Learning
Society for Research in Child Development
Association for Psychological Science
International Society of the Learning Sciences
Cognitive Development Society
American Education Research Association
(This faculty member is (or was) affiliated with UCI, but does not currently have an active appointment with UCI.)