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1 YANA WEINSTEIN Department of Psychology University of Massachusetts Lowell 113 Wilder Street Lowell, MA EDUCATION & TRAINING Washington University in St. Louis Post-Doctoral Research Associate Advisor : Thomas F. Oltmanns Advisors : Henry L. Roediger III and Kathleen B. McDermott University College London PhD Psychology, 2009 Advisor: David Shanks Dissertation: Rapid Induction of False Memory for Pictures University of Warwick BSc Hons. Psychology 1 st Class, 2005 Research Assistant to Evan Heit Centre Expérimental d Études de la Civilisation Française, Université de Paris-Sorbonne Magistère of French Language and Civilization, 2004 POSITIONS HELD University of Massachusetts -Lowell Assistant Professor, January 2013 RESEARCH INTERESTS Applying cognitive psychology to educational practice Metacognition: evaluation and control of cognitive processes Distinguishing between true and false memories Computer programming for psychology experiments; online experiments GRANTS & AWARDS Weinstein, Y. The Effect of Question Order on Children s Test-Taking. University of Massachusetts Lowell Psychology Department Meritorious Fund, 2014 ($500) Lawrence, J. S., & Weinstein, Y. Why do Student with Contingent Self-Worth Underperform on High-Stakes Tests? University of Massachusetts Lowell internal seed grant, 2013 ($1,000) Weinstein, Y. Dynamic Correlates of Mind-wandering in the Classroom. University of Massachusetts Lowell internal seed grant, 2013 ($5,750) 1 of 8
2 Weinstein, Y. The Effect of Retrieval Practice on Memory for Music. University of Massachusetts Lowell Psychology Department Meritorious Fund, 2013 ($1,500) Weinstein, Y., Tran, N., & Lawrence, J. S. Diary Study of Study Strategies. University of Massachusetts Lowell Psychology Department Meritorious Fund, 2013 ($1,600) Weinstein, Y. & Oltmanns, T. F. Personality, Aging, and the Onset of Cognitive Decline. New Resources Proposal, McDonnell Center for Systems Neuroscience, 2012 ($36,922) Association for Psychological Science (APS) Rising Star, 2011 Experimental Psychology Society Grindley Grant for conference travel, 2007 Cecily de Monchaux Research Prize, Best 1 st year PhD student in Psychology, 2007 University College London Bogue Fellowship, month research visit to Washington University in St. Louis with Henry L. Roediger III Biotechnology and Biological Sciences Research Council PhD studentship, PUBLISHED BOOK Weinstein, Y. (2012). Flash Programming for the Social & Behavioral Sciences: A Simple Guide to Sophisticated Online Surveys and Experiments. Thousand Oaks, CA: SAGE. JOURNAL ARTICLES Garcia-Marques, L., Nunes, L. D., Marques, P., Carneiro, P., & Weinstein, Y. (2015). Adapting to test structure: Letting testing teach what to learn. Memory, 23, Oltmanns, T. F., Rodrigues, M. M., Weinstein, Y., & Gleason, M. E. J. (2014). Prevalence of personality disorders at midlife in a community sample: Disorders and symptoms reflected in interview, self, and informant reports. Journal of Psychopathology and Behavioral Assessment, 36, Oltmanns, J., Weinstein, Y., & Oltmanns, T. F. (2014). Borderline personality pathology and insomnia symptoms in community-dwelling older adults. Personality and Mental Health, 8, Weinstein. Y., Gilmore, A. W., Szpunar, K. K., & McDermott, K. B. (2014). The role of test expectancy in the build-up of proactive interference in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, of 8
3 Gleason, M. E. J., Weinstein, Y., Balsis, S., & Oltmanns, T. F. (2013). The enduring impact of maladaptive personality traits on relationship quality, health, and stressful life events in later life. Journal of Personality, 82, Jackson, J. D., Weinstein, Y., & Balota, D. A. (2013). Can mind-wandering be timeless? Atemporal focus and aging in mind-wandering paradigms. Frontiers in psychology, 4. Weinstein, Y., & Nash, R. A. (2013). False recognition of objects in visual scenes: Findings from a combined direct and indirect memory test. Memory & Cognition, 41, Disney, K. L., Weinstein, Y., & Oltmanns, T. F. (2012). Personality disorder symptoms are differentially related to divorce frequency. Journal of Family Psychology, 26(6), 959. Nunes, L. D. & Weinstein, Y. (2012). Testing improves true recall and protects against the buildup of proactive interference without increasing false recall. Memory, 20, Weinstein, Y., Gleason, M. E. J., & Oltmanns, T. F. (2012). Borderline but not antisocial personality disorder symptoms are related to self-reported partner aggression in late middle-age. Journal of Abnormal Psychology, 121, Weinstein, Y., & Roediger, H. L. (2012). The effect of question order on evaluations of test performance: How does the bias evolve? Memory & Cognition, 40, Weinstein, Y., McDermott, K. B., & Szpunar, K. K. (2011). Testing protects against proactive interference in face-name learning. Psychonomic Bulletin & Review, 18, Petrides, K. V., Weinstein, Y., Chou, J., Furnham, A., & Swami, V. (2010). An investigation into assessment centre validity, fairness, and selection drivers. Australian Journal of Psychology, 62, Weinstein, Y., McDermott, K. B., & Chan, J. C. (2010). True and false memories on a forced choice test. Memory, 18, Weinstein, Y., McDermott, K. B., & Roediger, H. L. (2010). A comparison of study strategies for passages: Re-reading, answering questions, and generating questions. Journal of Experimental Psychology: Applied, 16, Weinstein, Y., & Roediger, H. L. (2010). Retrospective bias in test performance: Providing easy items at the beginning of a test makes students believe they did better on it. Memory & Cognition, 38, of 8
4 Weinstein, Y., & Shanks, D. R. (2010). Rapid induction of false memory for pictures. Memory, 18, Weinstein, Y., Bugg, J. M., & Roediger, H. L. (2008). Can the survival recall advantage be explained by basic memory processes? Memory & Cognition, 36, Weinstein, Y., & Shanks, D. R. (2008). Perceptual representations in false recognition and priming of pictures. Memory & Cognition, 36, BOOK CHAPTERS ETC. Roediger, H. L., Finn, B. & Weinstein, Y. (2012). Improving metacognition to enhance educational practice. In S. Della Sala & M. Anderson (Eds.), Neuroscience in Education: The good, the bad, and the ugly. Oxford, U.K.: Oxford University Press. Finn, B., & Weinstein, Y. (2010). Eric Kandel and the new science of mind. PsycCRITIQUES, 55 (1). Roediger, H. L., Weinstein, Y., & Agarwal, P.K. (2010). Forgetting: Preliminary considerations. In S. Della Sala, (Ed.), Forgetting, (pp. 1-34). Brighton, U.K.: Psychology Press. CONFERENCE PRESENTATIONS AND INVITED TALKS Sladkova, J., Weinstein, Y., Kollin, R., Khan, S. (2015, March). Connecting Consumption to Production: Power of Building Knowledge. Talk presented at the Eastern Psychological Association, Philadelphia, PA. De Lima, H. J., & Weinstein, Y. (2015, February). Are You Mind-wandering, or is Your Mind on Task? The Effect of Probe Framing on Mind-wandering Reports. Poster presented at the Mental Simulation Preconference, Long Beach, CA. Weinstein, Y., Nunes, L., & Karpicke, J. D. (2014, November). The Ideal Placement of Practice Quiz Questions: There is No Simple Answer. Talk presented at the 26th annual meeting of the Psychonomic Society, Lon Beach, CA. Weinstein, Y., & Bard, G. (2014, November). The Effect of Question Order on Predictions of Test Performance. Poster presented at the annual meeting of the Psychonomic Society, Long Beach, CA. Matthews, G., Wohleber, R., Lin, J., Jacoby, L., & Weinstein, Y. (2014, May). Confirmation Bias: Ubiquitous in Experiments, Elusive in Correlations. Talk presented at the 26th annual meeting of the Association for Psychological Science, San Francisco, CA. 4 of 8
5 Weinstein, Y., & Bard, G. (2014, May). The Ideal Placement of Quiz Questions During Learning: There is Not Simple Answer. Poster presented at the 26th annual meeting of the Association for Psychological Science, San Francisco, CA. Garcia-Marques, L., Marques, P., Nunes, L., Carneiro, P., & Weinstein, Y. Adapting to Test Structure: Letting Testing Teach What to Learn. (2013, November). Talk presented at the annual meeting of the Psychonomic Society, Toronto, Canada. Jackson, J. D., & Weinstein, Y. (2013, November). Atemporal Focus in Mindwandering Paradigms. Poster presented at the annual meeting of the Psychonomic Society, Toronto, Canada. Weinstein, Y., Lawrence, J. S., Tran, N., & Frye, A. A. (2013, November). How and How Much do Student Study? Tracking Study Habits With the Diary Method. Poster presented at the annual meeting of the Psychonomic Society, Toronto, Canada. Weinstein, Y., McDermott, K. B., Gilmore, A. W., & Szpunar, K. K. (2013, June). Testing During Study Insulates against the Buildup of Proactive Interference: The Role of Test Expectancy. Talk presented at the Society for Applied Research in Memory and Cognition X Conference, Rotterdam, Holland. Iacovino, J. M., Powers, A. D., Weinstein, Y.*, & Oltmanns, T. F. (2013, April). Impulsivity, not Affective Instability, Mediates the Association between Borderline Personality Pathology and Body Mass Index. Poster presented at the meeting of the North American Society for the Study of Personality Disorders. *Presenter. Weinstein, Y., McDermott, K. B., Gilmore, A. W., & Szpunar, K. K. (2012, November). Test Expectancy Reduces the Buildup of Proactive Interference in Long-Term Memory. Talk presented at the annual meeting of the Psychonomic Society, Minneapolis, MI. Disney, K. L., Weinstein, Y., & Oltmanns, T. F. (2012, May). Personality Disorder Symptoms Are Differentially Related to Divorce Frequency. Poster presented at the 24th annual meeting of the Association for Psychological Science, Chicago IL. Oltmanns, J. R., Weinstein, Y., & Oltmanns, T. F. (2012, May). Borderline Personality Pathology and Sleep Problems in Later Middle-Age: A Community Study. Poster presented at the 24th annual meeting of the Association for Psychological Science, Chicago IL. Weinstein, Y., & Roediger, H. L. (2011, November). The Effect of Question Order on Evaluations of Test Performance at Different Grain Sizes. Talk presented at the annual meeting of the Psychonomic Society, Seattle, WA. 5 of 8
6 Weinstein, Y., Finn, B., McDermott, K. B., & Roediger, H. L. (2011, June). The Effects of Expected Retention Interval on Study Time Allocation and Performance. Talk presented at the Society for Applied Research in Memory and Cognition IX Conference, New York, NY. Thibaudeau, T. A., Lyle, K. B., & Weinstein, Y (2011, May). How Actions Become Associated With Truth: Effects of Performance, Imagination, and Reading. Poster presented at the 23rd annual meeting of the Association for Psychological Science, Washington DC. Weinstein, Y., & DeSoto, K. A. (2010, November). Flash Programming for Psychology Experiments. Poster presented at the annual meeting of the Society for Computers in Psychology, St. Louis, MO. Weinstein, Y., McDermott, K. B., & Szpunar, K. K. (2010, November). When and How Does Testing During Study Insulate Against the Buildup of Proactive Interference? Poster presented at the annual meeting of the Psychonomic Society, St. Louis, MO. Weinstein, Y., & Roediger, H. L. (2009, November). Factors Affecting Bias in Evaluations of Performance on a Test. Poster presented at the annual meeting of the Psychonomic Society, Boston, MA. Shanks, D. R., & Weinstein, Y. (2008, November). Imagination Leads to False Recognition but not Priming of Pictures. Talk presented at the annual meeting of the Psychonomic Society, Chicago, IL. Weinstein, Y., & Shanks, D. R. (2007, September). False Memory for Pictures Tested Directly and Indirectly. Poster presented at the European Society for Cognitive Psychology annual meeting, Marseille, France. Weinstein, Y., & Shanks, D. R. (2007, August). False Memory for Pictures Tested Directly and Indirectly. Talk presented at the British Psychological Society Annual Cognitive Section Conference, Aberdeen, UK. INVITED TALKS Invited colloquia at other universities: Colby College Department of Psychology (2014) Universidade de Lisboa, Lisbon, Portugal - Centro de Investigação em Psicologia (2011) British Psychology Society: Psychology for All Conference (2009) 6 of 8
7 TEACHING INTERESTS General Psychology Research Methods Cognitive Psychology Applying Cognitive Psychology to Education Human Learning and Memory Programming for Psychology COURSES TAUGHT Department of Psychology, University of Massachusetts Lowell Research III: Laboratory (independent projects), Cognitive Psychology, Cognitive Psychology online, Research Service Learning, Directed Studies Master s Level Directed Studies in Community and Social Psychology, Department of Psychology, Washington University in St. Louis Lecturer: Flash Programming for Psychology Experiments, 2010 See related textbook publication. Management Studies Centre, University College London Teaching Assistant: Principles of Management, Teaching Assistant: Communication & Behaviour in Organisations, Department of Psychology, University College London Demonstrator: Research Methods, Tutor: Statistics, PROFESSIONAL MEMBERSHIPS Association for Psychological Science Psychonomic Society Society for Applied Research in Memory and Cognition Society for Computers in Psychology SERVICE POSITIONS Internal (University of Massachusetts Lowell) PhD Proposal Committee, Replenishment Committee, Search Committee for Associate Professor in Applied Cognitive Psychology, Summer Subject Pool Coordinator, of 8
8 PhD Program Committee, Subject Pool Allocation Committee, Undergraduate Program Committee, External Society for Computers in Psychology Steering Committee, Lumina project for the assessment of quantitative literacy, Book Publishers Cambridge University Press Psychology Press AD-HOC REVIEWING EXPERIENCE Academic Journals Educational Psychology Emotion Journal of Cognitive Psychology Journal of Experimental Psychology: Learning, Memory, and Cognition Journal of Memory and Language Memory Memory & Cognition Psychonomic Bulletin & Review Other Cognitive Science Society OTHER SKILLS Contract Work Consultant for Educational Testing Services (2012) Consultant/Senior Analyst for Decision Technology Ltd ( ) Languages Fluent in Russian and French Programming Adobe Flash for online experiments, E-Prime, SAS, Visual Basic 8 of 8
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