Lindsey Richland

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University of Chicago

lrichland [at] uchicago [dot] edu


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SILC Faculty Member and member of our Spatial Network.

Lindsey Richland is an Assistant Professor in the Department of Comparative Human Development at the University of Chicago. Dr. Richland investigates children's memory and analytical reasoning development.  Much of her work explores children's emergent ability to think about relationships and make inferences such as through metaphor and analogy.  Dr. Richland also studies everyday instruction in the US and internationally to develop practice-relevant tools grounded in theory for improving student outcomes in mathematics and science domains.


Lindsey E. Richland


Professional Preparation:

Institution                                            Field of Study                           Degree & Year

Princeton University                           Anthropology                           B.A. cum laude 1998

University of CA, Los Angeles           Psychology                             Ph.D., 2003




Assistant Professor, Dept. of Comparative Human Development, University of Chicago, 2011 – present

Assistant Professor, Department of Education, University of California, Irvine, 2005-2011



National Academy of Education/ Spencer, Postdoctoral Fellow




Five Most Closely Related Publications:

Richland, L. E., Stigler, J. W., Holyoak, K. J. (in press). Teaching the Conceptual Structure of

            Mathematics, Educational Psychologist.

Richland, L.E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology, 35, 28-43.

Richland, L.E., Kornell, N., & Kao, S.L. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243-257.

Richland, L.E., Zur, O., & Holyoak, K. (2007). Cognitive supports for Analogies in the mathematics classroom. Science, 316, 1128-1129.

Richland, L.E., Holyoak, K.J., & Stigler, J. W. (2004). Analogy generation in eighth-grade mathematics

classrooms. Cognition and Instruction, 22(1), 37-60.



Five Other Publications:

Richland, L.E. (2010). The development of learning by analogy. In N. L. Stein & S. Raudenbush

(Eds.), Developmental science goes to school. New York, NY: Routledge.

Richland, L. E., Chan, T-K. Morrison, R. G., & Au, T. K-F (2010), Young children's analogical reasoning

across cultures: Similarities and differences. Journal of Experimental Child Psychology. 105, 146–153.

Morrison, R.G., Doumas, L. L., Richland, L.E. (2010). A computational account of children’s analogical

            reasoning: Balancing inhibitory control in working memory and relational representation.    

            Developmental Science, 14(3), 516–529.

Richland, L. E., Morrison, R. G. (2010). Is analogical reasoning just another measure of executive

functioning? General Commentary. Frontiers of Human Neuroscience, 4, 1-2.

Richland, L.E., Morrison, R.G., & Holyoak, K.J. (2006). Children’s development of analogical reasoning:

Insights from scene analogy problems. Journal of Experimental Child Psychology, 94, 249–273.


Synergistic Activities:


Reviewer: National Academy of Sciences report: The Emergence and Current State of Discipline-Based Education Research

Reviewer: National Science Foundation, Institute of Education Sciences (standing panel member)

Collaborators & Other Affiliations


Margaret Burchinal, University of North Carolina, Chapel Hill; Robert Morrison, Loyola University; Alex Doumas, University of Hawaii, Nate Kornell, Williams College; Terry Au, Hong Kong University


Graduate Advisors: Keith Holyoak, UCLA; Jim Stigler, UCLA


Thesis Advisor and Postgraduate-Scholar Sponsor: Robert Bjork, UCLA; Marcia Linn, UC Berkeley


Thesis Advisor in the Last Five Years :

Janice Hansen, University of California, Irvine (current), Sean Kao, UCI (current), Kreshnik Begolli, UCI (current)





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