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Barry Gholson Professor Experimental (Cognitive) Psychology Building, Room 414 901.678.4697 (telephone) 901.678.2579 (fax) barry-gholson@mail.psyc.memphis.edu

Education

Ph.D., University of Iowa
M.A., University of Iowa
B.A., Kent State

Research Interests

• Multimedia Educational Environments
• Knowledge Construction, Agency, and Vicarious Learning

Recent Publications

• Craig, S. D., Sullins, J., Witherspoon, A., & Gholson, B. (2006). The deep-level reasoning questions effect: The role of  dialogue and deep-level reasoning questions during vicarious learning. Cognition and Instruction, 24, 565-591.
• Gholson, B., & Craig, S. D. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. Educational Psychology Review, 18, 119-139.
• Sullins, J., Witherasoppon, A., Craig, S., & Gholson, B. (2006). A test of the deep-level reasoning questions effect in a vicarious learning environment on physics. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2410-2413). Chesapeake, VA: AACE.
• Graesser, A. C., D’Mello, S., Craig, S. K., Witherspoon, A., Sullins, J., McDaniel, B., & Gholson, B. (in press). The relationship between affective states and dialog patterns during interactions with AutoTutor. Journal of Interactive Learning Research.