Dr. Roy B. Clariana
Professor of Education, University Park
Current Projects that are accepting students:
- New: GISK tool (pronounced gee-sig, 지식, 知识)
- Research Apprenticeships (LDT 594K)
- NSF grant funded project: "Reading the Brain and Reading in the Brain: Integrative Approaches toward First and Second Language Comprehension"
Research Apprenticeship: Knowledge Structure Measures and Applications (LDT 594K)
The KS project is a foundation seminar on knowledge structure primarily aimed at students who are new to this concept. Our ongoing projects focus on eliciting and representing knowledge structure using Pathfinder network graphs and other formalisms. Project deliverables include literature reviews, development and validation of KS measurement tools, presentations, grant funding proposals, and experimental studies.
Student research roles on this project
As a foundation project, students will develop models and possible questions based on the seminar readings and discussions. Students will become familiar with technology tools by preparing data for analysis and participating in analysis sessions. Students will be required to present research to the group and add to the online knowledge base. There will be opportunities for conference presentations and journal paper submissions as well as designing technology solutions for learning in various settings
Reading the Brain and Reading in the Brain Project
This three year project running form July 2016 to June 2019 funded by the National Science Foundation (NSF; $995,000) with Ping Li (PI) and Bonnie Meyer (Co-PI) brings KS measures to neuroimaging investigation of bilingual reading comprehension in adults and children. Reading comprehension, the ability to read a whole text (passage/discourse) and comprehend its meaning, is a critical life skill for everyone. Reading expository scientific texts is the primary means by which we gain our scientific knowledge as school children, college students, researchers, foreign coworkers, and so on. But how does the brain accomplish this important task for us? Are there brain signatures of when we have reached good comprehension of a science text? If so, what are the educational implications? Despite the large amount of work devoted to reading from cognitive science, neuroscience, and education, our understanding of the neuro-cognitive mechanisms associated with reading comprehension, especially science text reading, remains very limited. The goal of the current project, following the NCS program’s call for ‘integrative’ research, is to integrate knowledge from several research traditions that are related, but have thus far been separately pursued: (1) cognitive and educational research in adult first language (L1) reading comprehension, (2) cognitive and educational research in child L1 reading comprehension, (3) neuroimaging research in text comprehension, and (4) graph-theoretical modeling of knowledge representation and of brain network connectivity.
About Dr. Roy Clariana
Roy Clariana (www.personal.psu.edu/rbc4) has been with Penn State since 1997; previously he worked for EG&G at the Rocky Flats Nuclear Weapons Facility in Golden Colorado and for CompassLearning LLC in the US and UK. Obviously he is currently interested in (or perhaps obsessed with) ways to capture structural knowledge. He has published in journals such as Educational Technology Research and Development, the British Journal of Educational Psychology, and the Journal of Applied Social Psychology and has chapters in the Handbook of Research on Educational Communications and Technology and the Encyclopedia of the Sciences of Learning.