Christopher A. Sanchez, Ph.D.

 

announcements

bio

research

pubs

ACTUAL

teaching

links

contact

________________________________________________________________________________________

announcements

  • I am currently accepting both undergraduate and graduate students to work in my lab. If you are interested in working in my lab as a research assistant or Ph.D. student (or would like more information), please feel free to contact me!

  • I am teaching the following class in the Spring '16 term.
    • -PSY 301: Research Methods; CRN: 53144

 

biography

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.

 

research

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 technology.

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.

 

publications

For a complete list of my publications, please click HERE

Selected recent publications:

Sanchez, C.A. (in press).  Differently confident: Susceptibility to bias in perceptual judgments of size interacts with working memory capacity. Attention, Perception & Psychophysics. pdf

Sanchez, C.A., & Khan, S.  (in press).  Disfluent instructor accents in online education and their effect on learning and attitudes towards instruction. Journal of Computer Assisted Learning. pdf

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, 1289-1299. pdf

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. pdf

Sanchez, C.A., & Wiley, J.  (2014).  The role of dynamic spatial ability in geoscience text comprehension.  Learning and Instruction, 31, 33-45. pdf

Garland, T.B., & Sanchez, C.A.  (2013).  Rotational perspective and learning procedural tasks from dynamic media.  Computers & Education, 69, 31-37. pdf

 

ACTUAL Laboratory

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 ACTUAL Lab:

  • cognitive abilities and learning science
    how do relevant visuospatial and attentional abilities impact the construction of mental models forscience understanding?
  • video game training of cognitive abilities
    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., Jerome Sinocruz, M.S.

Current Undergraduate Research Assistants: (Spring '16)
Chelsea Ahart, Joanna Bikman, Lexi Gauthier, Dysia Nieters, Chloe Okamoto, Hellen Pham, Samantha Van Doren, Karah Weber

Past Undergraduate Research Assistants:
Zoe Alley, Adrienne Boggess, Elizabeth Brothers, Olivia Calvillo, Russell Clark, Laura Dawson, Kelly Downes, Amanda Elson, Pedro Gutierrez, Samantha Hicks, Kristina Hoffman, Nicholas Hong, Gregory Jackson, Harpreet Kaur, Safia Khan, Jennifer LaFlesch, Kyle Lindgard, Shaun Lobsinger, Jason Mamangon, Hamza Moulvi, Alyssa Reid, Amber Robins, Stacy Sim, Lisa Thew, Jessica Voge, Elissa Webb, Chet Weligodapola

 

teaching

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 development.

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 graduate school.

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.

 

links

relevant OSU links:

OSU homepage
OSU SPS homepage
weather in Corvallis	


Dr. Christopher A. Sanchez
Assistant Professor
School of Psychological Science
Oregon State University
2950 SW Jefferson Way, Corvallis, OR 97331

Phone: 541.737.4837
Email: christopher.sanchez@oregonstate.edu

Last updated: 03.23.16
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