Roman Taraban, Ph.D.
Post-doc, 1988-1989, University of Massachusetts at Amherst (Cognitive Psychology)
Ph.D., 1988, Carnegie Mellon University (Cognitive Psychology)
M.A., 1981, University of Chicago (Educational Psychology)
Services and Awards
- Member of Editorial Board of East European Journal of Psycholinguistics (2017-present)
- Associate Editor for the Journal of Educational Psychology (2008-2014)
- President of the Society for Computers in Psychology (SCiP) (2006-2007)
- Assessment Coordinator for the Howard Hughes Medical Institute (HHMI) supported Science Education Program at Texas Tech (2002-present)
- Member of the Governing Board of the Texas Tech Teaching Academy (2006-2009)
- Recipient of College of Arts & Sciences Teaching Innovation Award (2017)
- Recipient President's Academic Achievement Award (2016)
- Psychonomic Society Fellow (2015)
- Named 2014 Integrated Scholar by Office of the Provost (2014)
- Recipient President's Excellence in Teaching Award (2013)
- Fulbright-Nehru Research Scholar (2010)
- Inducted into the Texas Tech Teaching Academy (2003)
- Language learning, category induction, connectionist modeling, deep learning networks
- Undergraduate study behaviors, engineering problem solving, reading comprehension
- NSF CCLI Refinement of Introductory Engineering Thermodynamics Computer-Based Learning Modules (2001-2004)
- HHMI (Howard Hughes Medical Institute) Undergraduate Sciences Education Program (2002-2012)
- Prasad, S. H. C., Suar, D., & Taraban, R. (2014). Antecedents and moderators of software professionals' performance. SAGE Open.
- Taraban, R., Suar, D., & Oliver, K. (2013). Information literacy of U.S. and Indian engineering undergraduates. SpringerPlus, 2:244. doi:10.1186/2193-1801-2-244.
- Taraban, R., & Logue, E. (2012). Academic factors that affect undergraduate research experiences.Journal of Educational Psychology, 104(2), 499.
- Taraban, R., Craig, C., & Anderson, E. E. (2011). Using paper-and-pencil solutions to assess problem solving skill. Journal of Engineering Education, 100(3), 498-519.
- Taraban, R. (2011). Information Fluency Growth Through Engineering Curricula: Analysis of Students' Text-Processing Skills and Beliefs. Journal of Engineering Education, 100(2), 397-416.
- Taraban, R. (2008). An impoverished machine: Challenges to human learning and instructional technology. Behavior Research Methods, 40(3), 639-646.
- Taraban, R., & Blanton, R. L. (Eds.) (2008). Creating effective undergraduate research programs in science: The transformation from student to scientist. New York: Teachers College Press.
- Taraban, R., Definis, A., Brown, A., Anderson, E. E., & Sharma, M. P. (2007). A paradigm for assessing conceptual and procedural knowledge in engineering students. Journal of Engineering Education, 96(4), 335-345.
- 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, 44(7), 960-979.
- Taraban, R., Anderson, E. E., Definis, A., Brown, A., Weigold, A., & Sharma, M.P. (2007). First steps in understanding engineering students' growth of conceptual and procedural knowledge in an interactive learning context. Journal of Engineering Education, 96(1), 57-68.
- Taraban, R., Anderson, E. E., Hayes, M. W., & Sharma, M. P. (2005). Developing on-line homework for introductory thermodynamics. Journal of Engineering Education, 94, 339-342.
- Taraban, R. (2004). Drawing learners' attention to syntactic context aids gender-like category induction.Journal of Learning and Memory, 51, 202-216.
- Taraban, R., Hayes, M. W., Anderson, E. E., & Sharma, M. P. (2004). Giving students time for the academic resources that work. Journal of Engineering Education, 93, 205-210.
- Taraban, R., McKenney, C., Peffley, E., & Applegarth, A. (2004). Live specimens more effective than World Wide Web for learning plant material. Journal of Natural Resources and Life Sciences Education.
- Taraban, R., Kerr, M., & Rynearson, K. (2004). Analytic and pragmatic factors in college students' metacognitive reading strategies. Reading Psychology, 25, 67-81.
- Cognition and Cognitive Neuroscience
- Language and literacy
- Cognitive development
- Machine-based feedback and instruction
- Problem solving procedures and strategies used by undergraduate engineering students
- Positive benefits of participation in undergraduate research
AddressTexas Tech University, Department of Psychological Sciences, Box 42051 Lubbock, TX 79409-2051