I was born in Elgin, IL (just northwest of
Chicago) and completed my undergraduate degree in Psychology at the
University of Illinois at Chicago in 2001. Later that same year, I began
graduate school (also at the University of Illinois at Chicago) working
with Dr. Jennifer Wiley in the Cognitive Psychology program. After
graduating, I accepted a position at Arizona State University in the
Cognitive Science and Engineering program, where I was promoted to
Associate Professor in the Spring of 2012. Starting Fall 2012, I
accepted a position at Oregon State University, where I currently serve
as an Assistant Professor in the School of Psychological Science.
I have several hobbies, including hiking, playing
the guitar, video games, and golf to name a few. I am also an ardent
baseball and football fan.
My research falls broadly into 2 categories: (1)
basic research focusing on cognitive abilities and performance in
complex domains, and (2) the human factors of using/designing
For example, I am interested in how individuals'
visuospatial and attentional abilities influence how people learn in
complex domains such as STEM areas . I use this kind of information to
determine different ways to present information to learners of different
abilities, so that they understand the material as best as possible. I
believe that cognitive abilities not only dictate what, but also how, we
learn, and naturally are integral to the process of designing learning
environments that maximize all individuals' learning potential.
Similarly, I am also interested in the design of
interfaces and how software and hardware interact to affect end usage.
Given the increasing integration of technology into our daily lives, I
feel it is imperative to have an appropriate understanding of what these
technologies enable us to do (and not do) well. These issues must be
investigated through quality research and the application of appropriate
theory to improve and refine the final product.
While pursuing these lines of research, I have
employed several different methodologies as a researcher, including
think-aloud protocols, standard behavioral paradigms, advanced
statistical modeling techniques, and also eyetracking.
For a complete list of my publications, please
Selected recent publications:
Sanchez, C.A., & Khan, S. (2016).
Disfluent instructor accents in online education and their effect on
learning and attitudes towards instruction. Journal of Computer
Assisted Learning, 32, 494-502.
Sanchez, C.A. (2016). Differently
confident: Susceptibility to bias in perceptual judgments of size
interacts with working memory capacity. Attention,
Perception & Psychophysics, 78, 1174-1185.
Sanchez, C.A., Ruddell, B.L., Schiesser, R., &
Merwade, V. (2016). Enhancing the T-shaped learning
profile when teaching hydrology using data, modeling, and visualization
activities. Hydrology and Earth System Sciences, 20,
Sanchez, C.A., & Jaeger, A.J. (2015).
If it’s hard to read, it changes how long you do it: Reading time as an
explanation for perceptual fluency effects on judgment.
Psychonomic Bulletin and Review, 22, 206-211.
Sanchez, C.A., & Wiley, J. (2014).
The role of dynamic spatial ability in geoscience text comprehension.
Learning and Instruction, 31, 33-45.
Garland, T.B., & Sanchez, C.A.
(2013). Rotational perspective and learning procedural tasks from
dynamic media. Computers & Education, 69, 31-37.
I also head the Applied Cognitive Theory,
Usability and Learning (ACTUAL) laboratory at OSU. The goal of the
ACTUAL lab is to use the principles of cognitive psychology to
effectively design and evaluate learning environments and human
interfaces. The ACTUAL lab is located in Reed Lodge.
Current projects being conducted within the
- cognitive abilities and learning
how do relevant visuospatial and
attentional abilities impact the construction of mental models
for science understanding?
- video game training of cognitive
can video game training produce durable
and robust training of cognitive abilities, and importantly transfer
to relevant tasks?
- learning from mobile devices
does being 'on the go' always equal an
accurate awareness of a situation?
- embodiment and procedural learning
does an embodied perspective facillitate
or prohibit certain types/means of learning?
- virtual collaboration and design
what are the characteristics of effective
tools for collaborating in virtual spaces?
ACTUAL Lab alumni: Steven Banas, M.S.; Tegan
Garland, M.S., James (Zach) Goolsbee, M.S., Jamie Naylor, M.S.; Jerome Sinocruz, M.S.
|Current Undergraduate Research
Assistants: (Fall '16)
|Chelsea Ahart, Sabrina
Samantha Van Doren, Karah Weber, Taylor Wolgamott
|Past Undergraduate Research Assistants:
Zoe Alley, Joanna
Adrienne Boggess, Elizabeth Brothers,
Russell Clark, Olivia Calvallo, Laura Dawson, Kelly Downes,
Amanda Elson, Lexi Gauthier,
Pedro Gutierrez, Samantha Hicks, Kristina Hoffman,
Issac Nicholas Hong, Gregory Jackson, Harpreet Kaur, Safia Khan,
Jennifer LaFlesch, Shaun Lobsinger, Kyle Lindgard, Jason
Mamangon, Michael McDougal,
Kathleen Nottingham, Chloe
Amber Robins, Alyssa Reid, Lisa Thew, Jessica Voge, Elissa
Webb,Stacy Yen-Lin Sim
I teach several classes at OSU. Please note
that these classes are not offered every term. If you are
interested in what I am teaching in a specific term, please see the
announcements above, or contact me.
PSY 301: Research Methods: This core
course is designed to expose students to the myriad of research
methodologies employed by psychologists. Students gain experience by
conducting their own research projects.
PSY 340: Cognition: This course
provides a broad survey of the field of cognitive psychology,
including aspects of memory, language, neurophysiology, problem
solving, and reasoning.
PSY 440: Perception: This course
provides a broad look at how humans sense and perceive information
from the environment across the range of senses.
PSY 444: Learning and Memory: This
course provides an in-depth look at how people process and store
information for later use, including aspects of theory and
PSY 401: Supervised research:
This is the course number if you would like to gain relevant
experience in a psychological lab as an undergraduate research
assistant. For every hour of credit you enroll for, you are
expected to contribute 3 hours of time working in the lab.
This course is highly recommended for those interested in pursuing
PSY 499: Human-Computer Interaction:
This course is designed to explore how humans interact with various
technologies and how this interaction can be quantified and improved
to maximize performance.
PSY 599: Intelligence: This course
explores the notion of what 'intelligence' is, and what it means to
exhibit 'intelligent behavior'. It considers issues of how to assess
intelligence, and apply this knowledge to understanding performance.
relevant OSU links:
OSU SPS homepage
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