ACADEMIC ADDRESS

University of Illinois at Chicago

Department of Psychology (M/C 285)

1007 W. Harrison Street

Chicago, IL 60607-7137

E-mail: fdanie2@uic.edu

 

EDUCATION

2003- present   Psychology Doctoral Program, University of Illinois at Chicago, Chicago. IL

                        Major Area: Cognitive Psychology

                        Advisor: Gary Raney, Ph.D.

 

M.A. 2006       Psychology: University of Illinois at Chicago, Chicago. IL

                        Title: The Effects of Repetition on Comprehension and Resource Allocation

                        Advisor: Gary Raney, Ph.D.

 

B.A. 2002        University of Memphis, Memphis, TN.

                        Magna Cum Laude, Major: Psychology

 

EDUCATIONAL HONORS AND AWARDS

2000 – 2002:   Henry and Lena Kahn Scholarship

2001 – 2002:   Tuition paid by the Office of Naval Research for Eye Tracking While Answering Questions in Electronic Multimedia Environments.

2002                Tuition paid by the National Science Foundation for Computer Tools and Questioning (QUAID).

 

PUBLICATION AND PROCEEDINGS PAPERS

Daniel, F & Raney, G. E. (2007) Capturing the effect of a title on multiple levels of comprehension. Behavior Research Methods. 39: 892-900.    

Graesser, A.C., Cai, Z., Louwerse, M., Daniel, F. (2006). Question Understanding Aid (QUAID): A Web Facility that Helps Survey Methodologists Improve the Comprehensibility of Questions. Public Opinion Quarterly.70: 3-22.  

Graesser, A.C., Karnavat, A.B., Daniel, F.K., Cooper, E., Whitten, S.N., & Louwerse, M. (2001). A computer tool to  improve questionnaire design. In Statistical Policy Working Paper 33, Federal Committee on Statistical Methodological (pp.36-48). Washington D.C.: Bureau of Labor Statistics.

 

SUBMITTED MANUSCRIPTS

Raney, G. E., Daniel, F., Bovee, J., Lynch, F. & Vadakara, T. (submitted February, 2008) Repeating phrases across seemingly unrelated narratives: A similarity-based explanation of text repetition effects. Memory and Cognition.

 

 

MANUSCRIPTS IN PREPARATION

Daniel, F., & Raney, G. E. The Effects of Repetition on Comprehension and Resource Allocation.

Daniel, F. & Raney, G. E. Attentional demands on transfer within different tasks.

Raney, G. E., Anderson, M., Obeidallah, S.R., Daniel, F. & Miura, T. Anticipation and Prior Knowledge: Are They Key to Strategic Reading? 

Raney, G. E., Muray, J. D., Daniel, F., & Obeidallah, S. R. Practice and Self-Evaluation Influence Metacomprehension Accuracy.

Bovee, J. C., Raney, G. E., & Daniel, F. Letter detection impairs higher-level comprehension.

 

CONFERENCE PRESENTATIONS

Daniel, F. & Raney, G. E. (July, 2008) Eye movements for vague and concrete texts: Different repetition effects with different sources. Poster to be presented at the Annual Meeting of the Society for Text and Discourse: Memphis, TN.

Daniel, F. & Raney, G. E. (May, 2008) Sentence importance does not predict situation-level resource demands in concrete or vague texts. Paper presented at the Annual Meeting of the Midwestern Psychological Association: Chicago, IL.

Newey, A., Raney, G. E., Daniel, F., Obeidallah, S. (May, 2008) Gender differences influence the perception of credibility, importance, and believability of natural science and social science texts. Poster presented at the Annual Meeting of the Midwestern Psychological Association: Chicago, IL.

Bovee, J. C., Raney, G. E., Daniel, F., Vadakara, T., Lynch, F. (May, 2008) Letter detection impairs higher-level text comprehension. Paper presented at the Annual Meeting of the Midwestern Psychological Association: Chicago, IL.

Raney, G. E., Daniel, F., Bovee, J., Lynch, F. & Vadakara, T. (November, 2007) Repeating phrases across seemingly unrelated narratives: A similarity-based explanation of text repetition effects. Paper presented at the annual meeting of the Psychonomic Society: Long Beach, CA.  

Daniel, F., & Raney, G. E. (May, 2007) Metacognitive predictions: Working memory does not explain individual differences but text difficulty is part of the process. Paper presented at the Annual Meeting of the Midwestern Psychological Association: Chicago, IL. 

Daniel, F & Raney, G. E. (November, 2006). Repetition Improves Word Processing Efficiency in Non-Native English Speakers. Paper presented at the annual meeting of the Psychonomic Society: Houston, TX.  

Daniel, F. & Raney, G. E. (July, 2006). The Effect of Rereading and Situational Development on Online Processing of Text.  Paper presented at the Annual Meeting of the Society for Text and Discourse: Minneapolis, MN.

Daniel, F. & Raney, G. E. (May, 2006).  Situation Model Development Influences Transfer Benefits in Reading.  Paper presented at the Annual Meeting of the Midwestern Psychological Association: Chicago, IL. 

Raney, G. E., Anderson, M., Miura, T., Obeidallah, S. & Daniel, F. (2005, November). Anticipation and Prior Knowledge: Are They Key to Strategic Reading?  Paper presented at the annual meeting of the Psychonomic Society: Toronto, ON.  

Daniel, F. & Raney, G. E. (2005, May). Attentional Demands on Text Repetition Effects. Poster presented at the Annual Meeting of the Midwestern Psychological Association: Chicago, IL. 

Raney, G. E., Muray, J. D., Obeidallah, S. R., & Daniel, F (2004, November). Practice and Self-Evaluation Influence Metacomprehension Accuracy. Paper presented at the annual meeting of the Psychonomic Society: Minneapolis, MN.  

Raney, G. E, Daniel, F. & Obeidallah (2004, May). Memory for Known Information in a Text: Does it Decline Quickly? Poster presented at the American Psychological Society.  Chicago, IL.

Graesser, A. C., Karnavat, A. B., Daniel, F. K., Cooper, E., Cai, Z., Whitten, S. N., Louwerse, M. M., Bartlett, K., Tenneti, R., & Ratnakar, V. (2003).  QUAID: A computer tool that helps survey methodologists improve the comprehensibility of questions.  Paper presented at the meetings of the American Association of Public Opinion Research Society.  Nashville, TN. 

Daniel, F., Whitten, S., Graesser, A., Cooper, C., & Cai, Z., (2002, November) QUAID:

Critiquing Questions on the World Wide Web. Paper presented to the Society for Computers in Psychology.  Kansas City, MO.

Daniel, F., Whitten, S., & Graesser, A., (2002, October). QUAID: Comprehensibility of Questions Evaluated Through an Eye Tracker. Paper presented Twelfth annual meeting of Southern Association of Public Opinion Research. Raleigh, NC.

Graesser, A. C., Karnavat, A. B., Daniel, F. K., Cooper, E., Whitten, S. N., & Louwerse, M. M., (2002).  QUAID: A computer tool to improve questionnaire design.  Paper presented at the meetings of the American Association of Public Opinion Research Society.  St. Petersburg, FL.

Graesser, A.C., Karnavat, A.B., Daniel, F.K., Cooper, E., Whitten, S.N., & Louwerse, M. (2001, June). A computer tool to improve questionnaire design.  Presented to the National Science Foundation Washington D.C. 

 

UNIVERSITY PRESENTATIONS

Raney, G.E., Daniel, F., & Bovee, J. (April, 2008) Representation of text: The role of readers, texts, and tasks. Research presented to the Psychology Department at Northern Illinois University.

Daniel, F (March, 2006). Practice Makes Perfect: The Effects of Repetition on Comprehension and Resource Allocation During Reading. Cognitive Psychology Brown Bag Series.  University of Illinois at Chicago.  Chicago, IL. 

Daniel, F. (July, 2004). Attentional Demands on Text Repetition Effects.  Presented to Trina Kershaws’s PSCH 352 (Cognition and Memory) class, University of Illinois at Chicago. Chicago, IL. 

Daniel, F. (April, 2004). Attentional Demands on Text Repetition Effects. Cognitive Psychology Brown Bag Series. University of Illinois at Chicago. Chicago, IL. 

 

PROFESSIONAL PRESENTATIONS

Daniel F., Cai Z., & Graesser A. C., (2003, March). QUAID: Question Understanding Aid. Presented to The University of Tennessee Medical Group.

Daniel, F., Cooper, E., & Graesser, A.C. (2002, June). QUAID: A Computer Tool to Aid Survey Methodologists.  Presented to the United States Census Bureau, General Accounting Office, National Center for Health Statistics, & Bureau of Labor Statistics. Washington, D.C.

Karnavat, A., Rajan, S., & Daniel, F.(2000, November). QUAID: Question Understanding Aid. Presentation to the Memphis business community on the high-tech research occurring at the Institute for Intelligent Systems. Memphis, TN

 

 

 

 

RESEARCH EXPERIENCE

Testing Working Memory Performance in Groups (Research Assistant, 2006 to present)

Supervisor: Dr. Gary Raney, University of Illinois at Chicago

This project explores methods for acquiring working memory data in groups.  My responsibilities included creating and implementing testing methods, and collecting data

 

Memory for Known information in Text (Research Assistant, 2003 – present).

Supervisor: Dr. Gary Raney, University of Illinois at Chicago.

This project explores memory for information in a text that is known to be encoded.  My responsibilities include: testing participants, coding and scoring subject recall protocols at different levels of representation (surface form, textbase, situation model), training research assistants to score recall protocols, supervising undergraduate research assistants, calculating reliability among all recall coders, conducting and interpreting statistical analyses, and helping prepare a manuscript for publication.

 

The Influence of Practice and Feedback on Metacomprehension (Research Assistant, 2003 – present).

Supervisor: Dr. Gary Raney, University of Illinois at Chicago.

This project explores the role of feedback and practice on metacomprehension abilities and strategy usage. My responsibilities include: testing participants, transcribing written strategies reports, creating and implementing a coding scheme for categorizing self-reported strategies, supervising undergraduate research assistants, conducting and interpreting statistical analyses, and helping prepare a manuscript for publication.

 

The Influence of Prior Knowledge on Strategic Reading (Research Assistant, 2005 – 2006)

Supervisor: Dr. Gary Raney, University of Illinois at Chicago.

This project explores how prior knowledge (measured by a pre-test called an anticipation guide) influences online sentence processing.  My responsibilities included analyzing quantitative data, preparing data for a conference presentation, helping write the conference presentation, and helping prepare a manuscript for publication.  

 

Institute for Intelligent Systems ( Experimental Psychology staff position, 2003).

Supervisor: Dr. Arthur Graesser, University of Memphis.

This was a staff position I held at the University of Memphis, in which I assisted on the CoMetrix project.  This project developed and tested a computer tool created to assess the readability of text.  My responsibilities included, testing a preliminary version of the tool’s ability to compute readability scores for a variety of text at different difficulty levels.

 

Eye Tracking While Answering Questions in Electronic Multimedia Environments (Research Assistant, 2002-2003).

Supervisor: Dr. Arthur Graesser, University of Memphis.

This project was funded by a grant from the Office of Education Research Institute.  It explored problematic features of questions developed by United States Census Bureau.   Measurement of reader difficulty was performed using the ASL head mounted eye tracking device.  My responsibilities included testing undergraduate participants using the eye tracking device and analyzing data.  

 

Developing and Testing a Computer Tool that Critiques Survey Questions (Research Assistant, 2000-2003).

Supervisor: Dr. Arthur Graesser, University of Memphis.

This project was funded by the National Science Foundation.  It explored the abilities of a computer tool to critique survey questions (QUAID: question understanding aid).  My responsibilities included testing parameters of the tool for effectiveness, such as working with programmers to ensure all facets of the tool worked online.  I established public relations by recruiting survey methodologist to use the tool to critique questions.   I was involved in extensive data collecting procedures with undergraduate psychology students and expert questionnaire designers as participants.  I also performed major statistical analyses, such has gaining reliability among the tool and experts and running ANOVAs on the parameters of the tool. 

 

Research Assistant (Spring 2001)

Supervisor: Dr. William Marks, University of Memphis

I worked on a project that explored the affects of practice on memory tasks using students diagnosed with ADHD as participants.  My responsibilities included testing undergraduate participants. 

 

UNVIERSITY TEACHING EXPERIENCE

Formal Training: Teaching Practicum (Fall 2007 and Spring 2008)

Instructor: Dr. Bette Bottoms, University of Illinois at Chicago.

Class taught: Cognition and Memory.

Course Level: Undergraduate.

 

Instructor (Spring 2008)

Class: Cognition and Memory

Course Level: Undergraduate

 

Instructor (Summer 2008)

Class: Cognition and Memory

Course Level: Undergraduate

 

Teaching Assistant (Fall, 2003 and Spring, 2004)

Supervisor: Dr. Bette Bottoms, University of Illinois at Chicago.

Class: Introduction to Psychology.

Course Level: Undergraduate.

 

Teaching Assistant (Fall, 2007)

Supervisor: Dr. Gary Raney, University of Illinois at Chicago.

Class: Laboratory in Cognition and Memory.

Course Level: Undergraduate.

Professional Organizations

Society for Text and Discourse

Society for Text and Discourse Student Reviewer

The National Honor Society in Psychology (Psi Chi)

 

 

 

ADDITIONAL PROFESSIONAL TRAINING                                                            

 Sixteenth Annual Meeting of the Society for Text & Discourse Pre-Conference Workshop (July 12, 2006 – July 13, 2006)

Topic: New computational tools for analyzing text and modeling text comprehension