Texas Tech University :: Department of Psychology

Undergraduate Program - Undergraduate Research

Roman Taraban - Cognitive


Contact Information

Publications/Presentations with Undergraduate Students

  • Taraban, R., Box, C., Myers, R., Pollard, R., & Bowen, C. (2007). Effects of active-learning experiences on achievement, attitudes, and behaviors in high-school biology. Journal of Research in Science Teaching. Available online at Wiley InterScience Early View
  • Taraban, R., Becton, S., Shufeldt, M., Stirling, T., Johnson, M., & Childers, K. (1997). Developing underprepared college students’ question-answering skills. Journal of Developmental Education, 21 (1), 20-22, 24, 26, 28.
  • Taraban, R., Potts, C., & Carrera, S. (1997). Establishing a Psi Chi scholarship for undergraduate research. Eye on Psi Chi., 1 (2), 12-13. Publication of the National Psi Chi Office.
  • Taraban, R., Rynearson, K., & Stirling, T. (1996, October). Instruction with a research interface. Paper presented at the 29th Annual Conference of the College Reading and Learning Association, Albuquerque, NM.
  • Taraban, R., Johnson, M., & Schufelt, M. (1995). Reading comprehension development: Increasing processing capacity versus increasing knowledge. Resources in Education, ED 384 024, 1-9.
  • Taraban, R., Johnson, M., & Schufelt, M. (1995, April). Reading comprehension development: Increasing processing capacity versus increasing knowledge. Paper presented at the Annual Conference of the American Educational Research Association (AERA), San Francisco, CA.
  • Taraban, R., Johnson, M., & Schufelt, M. (1994, October). A cognitive approach to developmental reading. Paper presented at the Annual Conference of the College Academic Support Programs (CASP), Lubbock, TX.
  • Taraban, R., Deneen, N., & Britton, G. (1993, August). The use of analogy in single word pronunciation. Paper presented at the 29th Annual Conference of the Texas Association for the Education of Young Children, Lubbock, TX.

Reseach Interests

Categorization, language learning, comprehension, study behaviors

Responsibilities and Expectations for Undergraduate Research Assistants

Students should enroll in PSY 4000 for 3 credits during the semester that they want to do research. You will be expected to work in the lab about 10 hours each week. Often, students start out by learning how to collect data in the lab and are responsible for administering experiments to volunteers – typically students enrolled in PSY 1300 (General Psychology). Depending on where we are with a project in the lab, students may also spend some time inputting data into spreadsheets, reading journal articles related to the research project, and participating in lab discussions about the research project – e.g., as part of setting up an experiment or developing a follow-up experiment.

Current Projects

  • “Learning Phrases” In this project, we are conducting experiments to learn more about how undergraduate students learn phrases in an artificial language.
  • “Engineering Statics” In this project, engineering students solve textbook problems while being videotaped. The videotapes are then analyzed in order to learn more about the knowledge and the strategies that students use to solve problems.