Dr. Moss will be accepting a graduate student for Fall 2017 admissions.
B.S., Carnegie Mellon University, 2000
M.S., Carnegie Mellon University, 2003
Ph.D., Carnegie Mellon University, 2006
Areas of Research
Learning and Skill Acquisition
Neural correlates of effective learning strategies and metacognition
Learning from text and metacognitive monitoring of reading
Skll acquisition and individual differences
Computational models of cognition
Problem solving in complex domains (e.g., engineering design)
Neurocognitive mechanisms of insight
*Wong A.Y., Moss J., Schunn C.D. (in press). Tracking reading strategy utilization through pupillometry. Australasian Journal of Educational Psychology.
*Goucher-Lambert K., Moss J., Cagan J. (2016). Using neuroimaging to understand product preference judgments involving sustainability. Proceedings of the 2016 ASME Design Theory and Methodology Conference. New York: ASME.
Moss, J., Schunn, C. D., (2015). Comprehension through explanation as the interaction of the brain’s coherence and cognitive control networks. Frontiers in Human Neuroscience, 9(562).
*Jones, W. E., Moss, J. (2015). Interruption-recovery training transfers to novel tasks. Proceedings of the Thirty-seventh Annual Conference of the Cognitive Science Society (pp. 1027-1032), Austin, TX: Cognitive Science Society.
*Bai, H., *Jones, W. E., Moss, J., & Doane, S. M. (2014). Relating individual differences in cognitive ability to multitasking performance: Interruption recovery and task difficulty. Learning and Individual Differences, 35, 22-33.
Moss, J., Schunn, C. D., Schneider, W., & McNamara, D. S. (2013). The nature of mind wandering during reading varies with the cognitive control demands of the reading strategy. Brain Research, 1539, 48-60.
*Cranford, E. A., Moss, J. (2012). Is insight always the same? A protocol analysis of insight in compound remote associate problems. The Journal of Problem Solving, 4(1), Article 7.
Moss, J., Schunn, C. D., Schneider, W., McNamara, D. S., & VanLehn, K. (2011). The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension. NeuroImage, 58(2), 675-686.
Moss, J., Kotovsky, K., & Cagan, J. (2011). The effect of incidental hints when problems are suspended before, during, or after an impasse. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(1), 140-148.
*Tseng, I., Moss, J., Cagan, J., & Kotovsky, K. (2008). The role of timing and analogical similarity in the stimulation of idea generation in design, Design Studies, 203-221.
Moss, J., Kotovsky, K., & Cagan, J. (2007). The influence of open goals on the acquisition of problem relevant information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(5), 876-891.