CORINNE ZIMMERMAN

October 2016

 

Illinois State University

Department of Psychology Campus Box 4620

Normal, IL 61790-4620 (309) 438-5215

czimmer@ilstu.edu   |   http://my.ilstu.edu/~czimmer/

______________________________________________________________________________

 

Education

 

Ph.D. (1999) in Psychology, University of Alberta.

   Dissertation: A Network Interpretation Approach to the Balance Scale Task.

   Master’s Thesis equivalent (1996): Judging the Credibility of Scientific News Briefs: Effects of Information About Social Context and Methodology.

 

B.A. (Honours) (1992) with High Honours in Psychology, University of Regina.

   Honours Thesis: Semantic versus Episodic Memory Revisited.

 

Academic Positions

 

 

2012 – present         Professor

                                 Department of Psychology, Illinois State University

2008 - 2012              Associate Professor

                                 Department of Psychology, Illinois State University

2002 - 2008              Assistant Professor

                                 Department of Psychology, Illinois State University

1999 - 2002              Research Associate

                                 Learning Research and Development Center, University of Pittsburgh

 

Publications (Many of these are available at ResearchGate)

 

Zimmerman, C., & Klahr, D. (in press). Development of scientific thinking. In J. Wixted (Series Ed.), The Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience, S. Ghetti (Ed.), Vol. III. Developmental & Social Psychology.

Lobato, E. J. C., Zimmerman, C. (in press). The psychology of (pseudo)science: Cognitive, social, and cultural factors. In A. B. Kaufman and J. Kaufman (Eds.), Pseudoscience: The conspiracy against science. MIT Press.

Zimmerman, C. (in press). Empirical evidence. In M. Bornstein, M. E. Arterberry, K. L. Fingerman & J. E. Lansford (Eds.), SAGE Encyclopedia of Lifespan Development. Sage.

Schwichow, M., Zimmerman, C., Croker, S., & Härtig, H. (2016). What students learn from hands-on activities. Journal of Research in Science Teaching, 53, 980-1002.

Schwichow, M., Croker, S., Zimmerman, C., Härtig, H., & Höffler, T. (2016). The control-of-variables strategy: A meta-analysis. Developmental Review, 39, 37-63.

Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. K. Trundle and M. Sackes (Eds.), Research in early childhood science education (pp. 143-165). Springer.

Shelvin, K. H., Rivadeneyra, R., & Zimmerman, C. (2014). Stereotype threat in African American children: The role of Black identity and stereotype awareness. International Review of Social Psychology, 27, 175-204.

Zimmerman, C., & Croker, S. (2014). Cognitive dynamics on the balance-scale task. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 3161-3166). Austin, TX: Cognitive Science Society.

Zimmerman, C., & Croker, S. (2014). A prospective cognition analysis of scientific thinking and the implications for teaching and learning science.  Journal of Cognitive Education and Psychology. 13, 245-257.  (email me for reprint, journal requested no web postings)

Sprecher, S., Zimmerman, C., & Fehr, B. (2014). The influence of compassionate love on strategies used to end a relationship. Journal of Social and Personal Relationships, 31, 697-705.

Zimmerman, C. (2014). Developing scientific thinking in the context of video games:  Where to next?  In F. Blumberg (Ed.), Learning by playing: Frontiers of video gaming in education. Oxford University Press.

Morris, B.J., Croker, S., Zimmerman, C., Gill, D., & Romig, C. (2013). Gaming science: The “gamification” of scientific thinking. Frontiers in Psychology, 4, Article 607. doi: 10.3389/fpsyg.2013.00607

McBride, D. M., Thomas, B. L., & Zimmerman, C. (2013). A test of the survival processing advantage in implicit and explicit memory tests. Memory & Cognition, 41, 862-871.

Zimmerman, C., & Croker, S. (2013). Learning science through inquiry. In G. Feist and M. Gorman (Eds.), Handbook of the Psychology of Science (pp. 49-70). New York: Springer Publishing.

Morris, B. J., Croker, S., Masnick, A. M., & Zimmerman, C. (2012). The emergence of scientific reasoning.  In H. Kloos, B. J. Morris, and J. L. Amaral (Eds.), Current topics in children’s learning and cognition (pp. 61-82). Rijeka, Croatia: InTech.

Zimmerman, C., & Pretz, J. (2012).  The interaction of implicit versus explicit processing and problem difficulty in a scientific discovery task. In R. Proctor and J. Capaldi (Eds.), The Psychology of Science: Implicit and Explicit Processes (pp. 228-252). Oxford University Press.

Devine, K. L., Zimmerman, C. (2012).  A low-cost manufacturing outreach activity for elementary school studentsProceedings from the 119th American Society for Engineering Education (ASEE) Conference and Exposition, San Antonio, TX.

Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science, 333, 971-975.

Sprecher, S., Zimmerman, C., & Abrahams, E. (2010). Choosing compassionate strategies to end a relationship: Effects of love for partner and the reason for the breakup. Social Psychology, 41, 66-75.

Pretz, J., & Zimmerman, C. (2009). When the goal gets in the way: The interaction of goal specificity with task difficulty. Thinking and Reasoning, 15, 405-430.

Masnick, A. M., & Zimmerman, C. (2009). Evaluating scientific research in the context of prior belief: Hindsight bias or confirmation bias? Journal of Psychology of Science and Technology, 2, 29-36.

Zimmerman, C. (2009). Dissolution of relationships, Breakup strategies. In Harry T. Reis & Susan Sprecher (Eds.), Encyclopedia of Human Relationships (pp. 434-435). Thousand Oaks, CA: Sage.

Wagman, J., Zimmerman, C., & Sorric, C. (2007). Which feels heavier - a pound of lead or a pound of feathers? A potential perceptual basis of a cognitive riddle. Perception, 36, 1709-1711.

Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.

Sprecher, S., Fehr, B., & Zimmerman, C. (2007). Expectations for mood enhancement as a result of helping: The effects of gender and compassionate love. Sex Roles, 56, 543-549.

Zimmerman, C., & Cuddington, K.  (2007). Ambiguous, circular and polysemous: Students’ definitions of the “balance of nature” metaphor. Public Understanding of Science, 16, 393-406.

Zimmerman, C., Gerson, S., Monroe, A., & Kearney, A. M. (2007). Physics is harder than psychology (or is it?): Developmental differences in calibration of domain-specific texts. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the Twenty-ninth Annual Cognitive Science Society (pp. 1683–1688). Austin, TX: Cognitive Science Society.

Zimmerman, C. (2005). The development of scientific reasoning: What psychologists contribute to an understanding of elementary science learning. Paper commissioned by the National Academies of Science (National Research Council’s Board of Science Education, Consensus Study on Learning Science, Kindergarten through Eighth Grade). http://www7.nationalacademies.org/bose/Corinne_Zimmerman_Final_Paper.pdf

Zimmerman, C., Raghavan, K., & Sartoris, M. L. (2003). The impact of the MARS curriculum on students’ ability to coordinate theory and evidence. International Journal of Science Education, 25, 1247-1271.

Zimmerman, C., & Glaser, R. (2003). A follow-up investigation of the role of cover story in the assessment of experimental design skills (Tech Rep. No. 594). Los Angeles, CA: UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Dawson, M. R. W., & Zimmerman, C. (2003). Interpreting the internal structure of a connectionist model of the balance scale task. Brain and Mind, 4, 129-149.

Zimmerman, C., Bisanz, G. L., Bisanz, J., Klein, J. S., & Klein, P. (2001). Science at the supermarket: A comparison of what appears in the popular press, experts’ advice to readers, and what students want to know. Public Understanding of Science, 10, 37-58.

Zimmerman, C., & Glaser, R. (2001). Testing positive versus negative claims: A preliminary investigation of the role of cover story in the assessment of experimental design skills (Tech.  Rep. No. 554). Los Angeles, CA: UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149.

Zimmerman, C., Bisanz, G. L., & Bisanz, J. (1998). Everyday scientific literacy: Do students use information about the social context and methods of research to evaluate news briefs about science? Alberta Journal of Educational Research, 44, 188-207.

Bisanz, G. L., Bisanz, J., Korpan, C. A., & Zimmerman, C. (1997). Assessing scientific literacy: Questions students ask when evaluating news briefs about scientific research. Proceedings of the International Organization of Science and Technology Education, 1, 7-12.

Dixon, P., Zimmerman, C., & Neary, S. (1997). Prior experience and complex procedures. Memory & Cognition, 25, 381-394.

LeDrew, J. E., & Zimmerman, C. (1994). Moving towards an acceptance of females in coaching. The Physical Educator, 51, 6_14.

 

Book Reviews and Test Reviews

Tobin, R. M., & Zimmerman, C. (2010). A review of The Test of Everyday Reasoning. In R. A. Spies, J. F. Carlson, & K. F. Geisinger (Eds.), The eighteenth mental measurement yearbook (pp. 634-636). Lincoln, NE: Buros Institute of Mental Measurements.

Tobin, R. M., & Zimmerman, C. (2010). A review of Massachusetts Youth Screening Instrument-Version 2. In R. A. Spies, J. F. Carlson, & K. F. Geisinger (Eds.), The eighteenth mental measurement yearbook (pp. 321-324). Lincoln, NE: Buros Institute of Mental Measurements.

Zimmerman, C. (2002). Book Review: “Science and the citizen: For educators and the public.” Public Understanding of Science, 11, 79-80.

Zimmerman, C. (1996). Damasio’s proposition: A review of Descartes’ Error: Emotion, Reason and the Human Brain. Canadian Journal of Experimental Psychology, 50, 330-332.

 

Published Commentaries and Research Reports

Herrmann, D., McBride, D. M., & Zimmerman, C. (2009). Developing and assessing student autonomy in the first-year experience of psychology majors. Progressive Measures, 4, 15-17.

Zimmerman, C., & Glaser, R. (2000). Creating media savvy. FORUM for Applied Research and Public Policy, 15(4), 107-108.

LeDrew, J. E., & Zimmerman, C. (1992). Athletes’ attitudes toward coaching and gender: A research report. Regina, Saskatchewan: SaskSport & SaskLotteries, Inc. 

LeDrew, J. E., & Zimmerman, C. (1992). Athletes’ attitudes toward coaching and gender: Executive summary. Regina, Saskatchewan: SaskSport & SaskLotteries, Inc. 

 

Manuscripts in Progress, Under Review or Under Revision

Schwichow, M., Zimmerman, C., Croker, S., & Härtig, H. (under review). What students learn from hands-on activities.

 

Presentations and Posters

Invited Presentations

Zimmerman, C. (2014, November). Prior beliefs, explanations, and evidence: How we evaluate reports of scientific research. Presented at Kent State University. Kent, OH.

Zimmerman, C. (2013, May). Motivated reasoning and belief bias: Developing scientific thinking at the intersection of science and politics. Presented at the Midwestern Psychological Association annual meeting. Chicago, IL.

Zimmerman, C. (2013, March). Evaluating scientific research in the context of prior belief. Presented at Colby College, Waterville, ME.

Zimmerman, C. (2011, October). Technology instruction in elementary school: Using simulated programming activities to foster changes in children’s conceptions of robots and robotics. Presented at the Northwestern University Learning Science Brown Bag Series. Evanston, IL.

Zimmerman, C. (2011, October). Reflections on the science education wars: False dichotomies, epistemology, and the gap between research and practice. Presented at the Multidisciplinary Program in Education Sciences, Northwestern University. Evanston, IL.

Zimmerman, C. (2011, September). "You have to tell the robot what to do": Children's conceptions of robotics before and after technology instruction.  Presented at the School of Engineering Education Research Seminar, Purdue University. West Lafayette, IN. 

Zimmerman, C. (2011, April). Supporting scientific reasoning in undergraduate science courses. Paper presented at Iowa State University. Ames, IA.

Zimmerman, C. (2011, April). Origins of scientific thinking. Presented at the Sigma Xi (The Scientific Research Society) Annual Meeting (ISU/IWU chapter). Normal, IL.

Zimmerman, C. (2010, October).  The object of the game is to win: Developing scientific thinking in the context of video games. Paper presented at the Academic Lessons from Video Game Learning Conference (NSF sponsored). New York, NY.

Zimmerman, C. (2010, June). The interaction of implicit vs. explicit processing and problem complexity in scientific reasoning. Paper presented at the Second Purdue Symposium on Psychological Sciences (Psychology of Science: Implicit and Explicit Reasoning). West Lafayette, IN.

Zimmerman, C. (2008, December). The interaction of strategy and complexity in problem solving: When it helps to think less. Research Seminar Colloquium, University of Derby, Derby, UK.

Zimmerman, C. (2008, November). Scientific reasoning about consciousness: Potential lessons from the psychology of science. Paper presented at the Varieties of Causation in Consciousness Studies Conference. Normal, IL.

Zimmerman, C. (2008, July). How does children's thinking contribute to the psychology of science? Paper presented at the Second International Conference of the Society of the Psychology of Science & Technology. Berlin, Germany.

Zimmerman, C. (2005, November). Factors affecting students’ evaluation of media reports of science.  Paper presented at the Natural Science Colloquium Series. Illinois Wesleyan University. Bloomington, IL.

Zimmerman, C. (2005, March). The development of scientific reasoning: A review of the literature. Paper presented at the National Academies of Science, Learning Science K-8. Washington, DC.

 

National and International Conference Presentations

 

Knöner, S., Zimmerman, C., Croker, S., & Upmeier zu Belzen, A. (2016, June). Confirmatory strategies while evaluating anomalous data in the context of ecosystem dynamics. EARLI SIG 3 10th Annual Conference on Conceptual Change. Florina, Greece.

Lobato, E. J. C., Zimmerman, C., & Croker, S. (2016, May). Rejection of scientific statements is related to low analytical thinking and conservative political ideology. Poster presented at American Psychological Society Annual Meeting, Chicago, IL.

Reiher, J., Croker, S., & Zimmerman, C. (2016, February). Predicting parent endorsement of evidence-based interventions for children with ASD. Poster presented at the National Association of School Psychologists Annual Convention. New Orleans, LA.

Croker, S., Zimmerman, C., & Morris, B. (2015, October). Children are more complex than adults: Cognitive dynamics and entropy in inductive reasoning. Poster presented at the biennial Cognitive Development Society Meeting. Columbus, OH.

Lobato, E. J. C., & Zimmerman, C. (2015, May). Belief in the unbelievable: The relationship between tendencies to believe pseudoscience, paranormal, and conspiracy theories. Poster presented at the Annual Conference of the Cognitive Science Society. Pasadena, CA.

Zimmerman, C., Lobato, E. J. C., & Croker, S. (2015, May). Blogging while female: The effects of a polarizing topic on gender bias. Poster presented at the Midwestern Psychological Association Annual Meeting. Chicago, IL.

Lobato, E. J. C., & Zimmerman, C. (2015, May). Belief in the unbelievable: Individual differences in tendencies to believe pseudoscience, paranormal, and conspiracy theories. Poster presented at the Midwestern Psychological Association Annual Meeting. Chicago, IL.Zimmerman, C., & Croker, S. (2014, July). Cognitive dynamics on the balance-scale task. Poster presented at the Cognitive Science Society Annual Meeting. Quebec City, PQ.

Croker, S., Zimmerman, C., & Morris, B.J. (2014, July). Cognitive dynamics underlying rule induction in children and adults. Poster presented at the Cognitive Science Society Annual Meeting. Quebec City, PQ.

Croker, C., Zimmerman, C., Boaz, A., Pomper, R., Zamora, A., & Pajor, K. (2014, May). Problem difficulty and cognitive dynamics on the balance-scale task. Poster presented at the Midwestern Psychological Association Annual Meeting. Chicago, IL.

Zimmerman, C., & Croker, S. (2014, May). A prospective cognition analysis of scientific thinking and the implications for teaching and learning science. Symposium paper presented at the Midwestern Psychological Association Annual Meeting. Chicago, IL.

Zimmerman, C., Croker, S., Bueno, D., & Kirk, O. (2013, October). Temporal motor dynamics in inductive reasoning in typically developing children and children with Autism Spectrum Disorder. Poster presented at the Cognitive Development Society Eighth Biennial Meeting. Memphis, TN.

Sprecher, S., Zimmerman, C., & Fehr, B. (2013, October). The influence of compassionate love on disengagement strategies used to end a relationship. Poster presented at the conference of the International Association for Relationship Research. Louisville, KY.

Zimmerman, C., & Croker, S. (2013, August). Effects of strategy and rule complexity on multivariable inductive judgments. Poster presented at the annual meeting of the Cognitive Science Society. Berlin, Germany.

Croker, S., & Zimmerman, C. (2013, August). Temporal motor dynamics in inductive reasoning. Poster presented at the annual meeting of the Cognitive Science Society. Berlin, Germany.

Gill, D. M., Salley, T. M., & Zimmerman, C. (2103, May). Video gaming and the relationship between flow states and personality. Poster presented at the Midwestern Psychological Association annual meeting. Chicago, IL.

Croker, S., Zimmerman, C., Boaz, A., Bueno, D, & Kirk, O. (2103, May). Effects of task instruction and rule complexity on inductive reasoning. Poster presented at the Midwestern Psychological Association annual meeting. Chicago, IL.

Croker, S., & Zimmerman, C. (2013, April) The effects of task instruction and problem type on multivariable inductive reasoning. Symposium paper presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA.

Koerber, S., Sodian, B., & Zimmerman, C. (2013, April). Symbolic reasoning with graphical representations in preschool children. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA.

Croker, S., Zimmerman, C., & Paxson, G. (2012, July). The effects of task instructions and rule complexity on inductive reasoning. Poster presented at the 4th biennial conference of the Society for the Psychology of Science and Technology. Pittsburgh, PA.

Devine, K., & Zimmerman, C. (2012, June). A low-cost manufacturing outreach activity for elementary school students: Results and lessons learned. Paper presented at the American Society for Engineering Education (ASEE) conference. San Antonio, TX.

Zimmerman, C. (2012, April). Developing scientific thinking in the context of video games: Framework for a research agenda on skills transfer. Symposium paper presented at the American Educational Research Association (AERA) annual meeting (Symposium: Digital video game play in children’s learning and cognitive development). Vancouver, BC.

Thomas, B.J., McBride, D.M., & Zimmerman, C. (2011, November).  A test of the survival processing advantage in implicit memory. Poster presented at the Psychonomics Society Annual Meeting. Seattle, WA.

Zimmerman, C., & Devine, K. (2011, October). Assessing children’s conceptions of robotics with the Draw-a-Robot Task. Poster presented at the Cognitive Development Society Meeting. Philadelphia, PA.

Zimmerman, C. (2011, June). What we know affects how we think: Belief and strategy in the development of reasoning. 41st Annual Meeting of the Jean Piaget Society. Berkeley, CA.

Masnick, A. M., & Zimmerman, C. (2011, May). Evaluating research methodology: The role of prior belief over time. Poster presented at the Association for Psychological Science. Washington, DC.

Shelvin, K. H., Zimmerman, C., & Rivadeneyra, R. (2011, April). Differences in knowledge about stereotypes and susceptibility to stereotype threat activation. Poster presented at the biennial meeting of the Society for Research in Child Development. Montréal, PQ.

Shelvin, K. H., Rivadeneyra, R., & Zimmerman, C. (2011, April). The role of black identity development on stereotype threat activation in African American children. Poster presented at the biennial meeting of the Society for Research in Child Development. Montréal, PQ.

Masnick, A.M., & Zimmerman, C. (2010, August). Evaluating scientific research: The robust effects of prior belief. Paper presented at the International Society for the Psychology of Science and Technology. Berkeley, CA.

Zimmerman, C., Devine, K., & Linton, R.J. (2010, August). The “Draw a Robot Task” (DART): A new tool for assessing students’ conceptions of robotics. Paper presented at the International Society for the Psychology of Science and Technology. Berkeley, CA.

Mason-Singh, A.M., Zimmerman, C., & Gilson, N. (2010, May). Effects of intrinsic and extrinsic motivators on reading retention in Montessori and traditional students. Poster presented at the American Educational Research Association (AERA) annual meeting, Denver, CO.

Zimmerman, C., & Masnick, A. M. (2009, July). The role of explanation and prior belief in evaluating research. Poster presented at the annual meeting of the Cognitive Science Society Conference. Amsterdam, Netherlands.

Wagman, J., & Zimmerman, C. (2008, November). A pound of lead feels heavier than a pound of feathers…but only at first. Poster presented at the 49th Meeting of the Psychonomic Society, Chicago, IL.

Masnick, A. M., & Zimmerman, C. (2008, July). Evaluating Scientific Research in the Context of Prior Belief: Hindsight Bias or Confirmation Bias?  Paper presented at the Second International Conference of the Society of the Psychology of Science & Technology. Berlin, Germany.

Pretz, J. P., & Zimmerman, C. (2008, July). When a bad strategy is worse than no strategy at all: The interaction of implicit vs. explicit processing with problem complexity. Poster presented at the XXIX International Congress of Psychology, Berlin, Germany.

Masnick, A. M., & Zimmerman, C.  (2008, July). Confirmation bias revisited: Prior belief influences the evaluation of research findings and explanations (whether explanations are present or not). Poster presented at XXIX International Congress of Psychology, Berlin, Germany.

Wagman, J., Zimmerman, C. & Orr, J. (2008, July). A pound of lead feels heavier than a pound of feathers…but only at first. Poster presented at the XXIX International Congress of Psychology, Berlin, Germany.

Zimmerman, C., Sprecher, S., & Hesson-McInnis, M. (2008, July). Ending romantic relationships: The role of relationship characteristics, personality and compassionate love. Poster presented at the XXIX International Congress of Psychology, Berlin, Germany.

Masnick, A. M., & Zimmerman, C. (2007, August). Bias in evaluating research that confirms or disconfirms prior belief.  Poster presented at the annual meeting of the Cognitive Science Society Conference. Nashville, TN.

Pretz, J., & Zimmerman, C. (2007, August). Rule discovery in the balance task depends on strategy and problem complexity. Poster presented at the annual meeting of the Cognitive Science Society Conference. Nashville, TN.

Wagman, J., Zimmerman, C., & Sorric, C. (2007, August). A pound of lead feels heavier than a pound of feathers: A potential perceptual basis of a cognitive riddle. Poster presented at the annual meeting of the Cognitive Science Society Conference. Nashville, TN.

Zimmerman, C., Gerson, S., Monroe, A., & Kearney, A. M., (2007, August). Physics is harder than psychology (or is it?): Developmental differences in calibration of domain-specific texts. Poster presented at the annual meeting of the Cognitive Science Society Conference. Nashville, TN.

Monroe, A. E., & Zimmerman, C. (2007, May). Cost-benefit reasoning about biological control. Poster presented at the annual conference of the Midwestern Psychological Association (MPA).

Zimmerman, C., & Masnick, A. M. (2007, April). The effects of prior belief and explanation on students’ evaluation of educational research. Paper presented to the American Educational Research Association (AERA) annual meeting, Chicago, IL.

Zimmerman, C., & Masnick, A. M. (2006, May). The effects of making predictions on students’ evaluation of scientific research. Poster presented at the annual meeting of the Association for Psychological Science (APS), New York, NY.

Monroe, A. E., & Zimmerman, C. (2006, May). Incongruities in judgments versus opinions when reasoning about biological control. Poster presented at the annual meeting of the Association for Psychological Science (APS), New York, NY.

Abrahams, E. M., Zimmerman, C., & Sprecher, S. (2006, May). Compassionate breakups: situational and dispositional predictors. Poster presented at the annual meeting of the Association for Psychological Science (APS), New York, NY.

Zimmerman, C., & Boemler, E., & Cuddington, K. (2005, April). Students’ reasoning about the consequences of ecosystem disturbances. Paper presented at the annual meeting of the American Educational Research Association (AERA), Montréal, Quebec.

Kearney, A. M., & Zimmerman, C. (2005, April). Developmental differences in calibration of domain-specific texts. Paper presented at the annual meeting of the American Educational Research Association (AERA), Montréal, Quebec. 

Zimmerman, C., Tobin, R. M., & Cossey, A. L. (2004, August). Reasoning about ecological systems. Poster presented at the annual meeting of the Cognitive Science Society, Chicago, IL.

Zimmerman, C., & Cuddington, K. (2003, April) Students’ understanding of the “balance of nature.”  Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Zimmerman, C., & Cuddington, K. (2002, August). Ecology students’ conceptions of the “balance of nature.”  Poster presented at the annual meeting of the Ecological Society of America (ESA), Tuscon, AZ.

Zimmerman, C., & Raghavan, K. (2002, April). Coordinating theory and evidence: The benefits of a model-based science curriculum. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.

Raghavan, K., Sartoris, M. L., & Zimmerman, C. (2002, April).  Impact of model-centered instruction on student learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), New Orleans, LA.

Zimmerman, C., Glaser, R., & Raghavan, K. V. (2001, April). The role of cover story in the assessment of experimental design skills. Poster presented at the annual meeting of the American Educational Research Association (AERA), Seattle, WA.

Zimmerman, C., & Dawson, M. R. W. (1999, June). How a PDP network revealed a new theory of the balance-scale task. Paper presented at the annual conference of the Canadian Society for Brain, Behaviour, and Cognitive Science (BBCS), Edmonton, Alberta.

Zimmerman, C., Bisanz, G. L., & Bisanz, J. (1999, March). Science at the Supermarket: What’s in print, experts’ advice, and students’ need to know. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Boston, MA.

Zimmerman, C., McCaughan, D. B., & Dawson, M. R. W. (1999, February). Qualitative vs. quantitative approaches to artificial neural networks. Paper presented at the First International Interdisciplinary Conference on Advances in Qualitative Methods, Edmonton, Alberta.

Bisanz, G. L., Bisanz, J., Korpan, C. A., & Zimmerman, C. (1996, August). Assessing scientific literacy: Questions students ask when evaluating news reports about scientific research. Paper presented at the International Organization of Science and Technology Education (IOSTE), Edmonton, Alberta.

Zimmerman, C., Bisanz, G. L., & Bisanz, J. (1996, April). Using knowledge about scientific culture and practice to evaluate news briefs about research. Poster presented at the annual conference of the American Educational Research Association (AERA), New York, NY.

LeDrew, J. E., Lorenzen, F., & Zimmerman, C. (1994, August). CIAU Athletes’ perceptions of coaching and female coaches. Paper presented at the 10th Commonwealth & International Scientific Congress, Victoria, British Columbia.

Zimmerman, C., & Dixon, P. (1994, June). The effects of prior knowledge on the acquisition of syntax and semantics  of device operating procedures. Poster presented at the annual conference of the Canadian Society for Brain, Behaviour, and Cognitive Science (BBCS), Vancouver, British Columbia

LeDrew, J. E., & Zimmerman, C. (1993, August). The perceptions of women and girls toward the coaching role. Paper presented at the International Association for the Advancement of Women and Girls in Sport, Melbourne, Australia.

LeDrew, J. E., & Zimmerman, C. (1992, October). High school athletes’ attitudes toward females in the coaching role. Paper presented at the annual conference of the Canadian Association of Sport Sciences (CASS), Saskatoon, Saskatchewan.

Zimmerman, C., & LeDrew, J. E. (1992, June). Adolescent females and the coaching role. Paper presented at the annual conference of the Canadian Association of Health, Physical Education and Recreation (CAHPER),Winnipeg, Manitoba.

 

 

Non-Refereed Conference Presentations

Lobato, E. J. C., Zimmerman, C., & Critchfield, T. (2015, January). Psychology students’ beliefs about the nature of science: The role of research experience. Poster presented at the 2015 Illinois State University Teaching and Learning Symposium, Normal, IL

Zimmerman, C., & Coleman, B. R. (2015, January). Education majors’ attitudes toward educational psychology. Poster presented at the 2015 Illinois State University Teaching and Learning Symposium, Normal, IL.

Croker, S., & Zimmerman, C. (2011, September). Implicit inductive reasoning. Paper presented at the 5th annual Illinoisy Data Conference. Carbondale, IL.

Croker, S., & Zimmerman, C. (2011, June). The development of reasoning skills: A prospective cognition analysis. Paper presented at the Institute for Prospective Cognition Workshop, Getting Ahead in Cognitive Science: The Forward-Looking Nature of Perception, Action, and Cognition. Normal, IL.

Zimmerman, C. (2009, June). The role of explanation and prior belief in evaluating research. Paper presented at the 2nd annual Illinoisy Data Conference. Edwardsville, IL.

Zimmerman, C., & Croker, S. (2009, April). The prospective nature of scientific reasoning. Paper presented at the Institute for Prospective Cognition Workshop. Normal, IL.

Herrmann, D., McBride, D. M., & Zimmerman, C. (2009, January). Developing and assessing student autonomy in the first-year experience of psychology majors. Poster presented at the 9th annual university-wide Teaching and Learning Symposium. Bloomington, IL.

Zimmerman, C., & Pretz, J. (2008, June). When a bad strategy is worse than no strategy at all: The interaction of implicit vs. explicit processing with problem complexity. Paper presented at the 2nd annual Illinoisy Data Conference. Carbondale, IL.

Zimmerman, C., & Pretz, J. (2007, June). Manipulating and measuring strategy use in rule discovery on the balance task. Paper presented at the 1st annual Illinoisy Data Conference. Normal, IL.

Wagman, J., Zimmerman, C., & Sorric, C. (2007, August). A pound of lead feels heavier than a pound of feathers. Paper presented at the 1st annual Illinoisy Data Conference. Normal, IL.

McBride, D. M., Farmer-Dougan, V., Wagman, J., Zimmerman, C., & Graybill, D. (2006, January). Reflections on and Outcomes of an Integrated Experience in Introductory Psychology. Paper presented at the 6th Annual University-wide Symposium on Teaching and Learning, Illinois State University. Normal, IL.

Bisanz, G., Bisanz, J., & Zimmerman, C. (2000, May). Critical evaluation of scientific news briefs: Comparing what is in the popular press, experts’ advice to readers, and what introductory psychology students want to know. Paper presented at the 4th annual meeting of the Alberta Teachers of Psychology. College Heights, Alberta.

Zimmerman, C. (1997, October). Scientific and media literacy: Factors affecting the critical evaluation of scientific research in the print media. Paper presented at the Literacy in the 21st Century Research Conference, Faculty of Education, Edmonton, Alberta.

Zimmerman, C., Bisanz, G. L., Klein, J. S., Klein, P., & Bisanz, J. (1997, February). Science at the 7-Eleven: An analysis of news briefs about science in the popular print media. Paper presented at the 11th annual Joseph R. Royce Research Conference, Department of Psychology, Edmonton, Alberta.

Zimmerman, C., Bisanz, G. L., & Bisanz, J. (1996, February). Reading scientific news briefs: Factors influencing students’ judgments of credibility. Paper presented at the 10th annual Joseph R. Royce Research Conference, Department of Psychology, Edmonton, Alberta.

Zimmerman, C., & Dixon, P. (1994, January). Conceptual and operational effects in the operation of complex devices. Paper presented at the 8th annual Joseph R. Royce Research Conference, Edmonton, Alberta.

 

 

Grants and Awards

 

2014                The Cross Chair in the Scholarship of Teaching and Learning Grant, Office of the Provost; Illinois State University (with E. Lobato and T. Critchfield). An examination of psychology students’ beliefs about the nature of science: The role of research experience. Funding: $4,500.

2012                Faculty Research Award, Illinois State University. The interpretation of research evidence by preservice and inservice teachers: Effects of research characteristics and prior beliefs. Funding: $3,000.

2011                Illinois State Board of Education. Institutes for Elementary School Mathematics and Science Teachers:  A Partnership for Developing Teacher Leaders.

Principal Investigators: Vicky Morgan, Chris Merrill, Corinne Zimmerman. Funding: $65,949

2010                Illinois State Board of Education. Institutes for Elementary School Mathematics and Science Teachers:  A Partnership for Developing Teacher Leaders.

Principal Investigators: Karen Lind, Chris Merrill, Corinne Zimmerman.        Funding: $237,880.

2010                Center for Mathematics, Science and Technology (CeMaST), Illinois State University (with K. Devine). Exploring the Use of Robotics Instruction to Enhance STEM Learning in Elementary School. Funding: $4,470.

2009                Illinois State Board of Education. Institutes for Elementary School Mathematics and Science Teachers:  A Partnership for Developing Teacher Leaders.

Principal Investigators: Karen Lind, Chris Merrill, Corinne Zimmerman.        Funding: $247,354.

2009                Faculty Research Award, Illinois State University. Children’s Responses to Anomalous Data: A Developmental Study. Funding: $3,000.

2008                University Research Initiative Award, Illinois State University. Funding: $500.

2008                International Travel Grant, ISU College of Arts and Sciences. Funding: $300.

2008                Illinois State Board of Education. Institutes for Elementary School Mathematics and Science Teachers:  A Partnership for Developing Teacher Leaders.

Principal Investigators: Karen Lind, Anthony Lorsbach, Sherrie Meier, Chris Merrill, Corinne Zimmerman. Funding: $290,825.

2007                The Cross Chair in the Scholarship of Teaching and Learning Grant, Office of the Provost; Illinois State University (with D. McBride). Developing and Assessing Student Autonomy in the First-Year Experience of Psychology Majors. Funding: $4,000.

2005                Research Enhancement Award, College of Arts and Sciences, Illinois State University. Individual Differences in Scientific Reasoning. Funding: $3,000.

2005                Pre-Tenure Faculty Initiative Grant, Illinois State University. Reasoning about Ecological Systems: Under What Conditions is the “Balance of Nature” Metaphor Invoked? Funding: $2,500.

2004                Travel Fellowship to attend the 33rd Carnegie Mellon Symposium on Cognition Funding: $1,000.

2003                Illinois State University, New Faculty Initiative Grant. Students’ Understanding of the “Balance of Nature.” Funding: $2,500.

1999                Travel Fellowship to attend the 30th Carnegie Mellon Symposium on Cognition. Funding: $1,000.

      1999                American Library Association Award (Continuing Education Committee), Everyday Scientific Literacy selected as one of the Library Instruction Round Table’s Top 20 Articles for 1998 (see Publications for complete reference).

1998-1999       Graduate Studies and Research Scholarship, University of Alberta; Funding: $2,732.

1997-1998       Dr. Jane Silvius Graduate Scholarship in Child Development; Funding: $8,500.

1996-1997       Social Sciences and Humanities Research Council of Canada Doctoral Fellowship; Funding: $14,436.

1996-1997       Walter H. Johns Graduate Fellowship; Funding: $3,000.

        1996                W. R. Runquist Award for Best Student Presentation, 10th Annual Joseph R. Royce Research Conference, Department of Psychology, University of Alberta.

1992-1994       Natural Sciences and Engineering Research Council of Canada Postgraduate Scholarship; Funding: $33,000.

1992-1994       Walter H. Johns Graduate Fellowship; Funding: $6,000.

1990                Natural Sciences and Engineering Research Council of Canada (NSERC) Undergraduate Summer Research Award, University of Regina; Funding: $4,000.

 

 

Teaching Experience

Illinois State University (2002-Present)

     Introduction to Psychology (Psychology 111)

     Educational Psychology (Psychology 215)

     History and Systems of Psychology (Psychology 320)

     Experimental Design (Psychology 441 - Graduate)

     Foundations of Inquiry (Interdisciplinary Studies 100)

     Learning Mathematics and Science in Educational Settings (C&I 407 - Graduate)

Illinois Wesleyan University (2009)

     Experimental Research in Cognitive Psychology (Psychology 312)

University of Alberta (1995-1999)

     Perceptual and Cognitive Development (Psychology 323)

     Statistical Methods for Psychological Research (Psychology 211)

     Individual and Social Behaviour (Psychology 105)

 

 

Professional Work and Service

Committee Work

Coordinator, Developmental Psychology Sequence, August 2010 – present.

Member, Department Faculty Status Committee (elected), August 2008 – July 2009; August 2010 – July 2011; August 2012 - present.

     Member, Research Committee of the Graduate Council (elected), August 2008 – May 2009.

     Member, University Research Council, August 2008 – May 2009.

     Member, Department of Psychology Curriculum Assessment Committee, Sept 2006 – May 2008.

     Member, Department of Psychology Web Committee, September 2004 – present.

     Webmaster, Developmental Psychology Sequence, September 2004 – present.

     Member, Department of Psychology Research Committee, Sept 2002 – Sept 2006.

     Member, Department of Psychology Technology Committee, January 2004 – May 2007.

     Member, Ad Hoc Committee to examine Capstone Options, Sept. 2005 – April 2006.

 

Editorial Boards

     Journal of Psychology of Science and Technology (2008 – 2010)

     Journal of Psychoeducational Assessment (2010 – present)

 

Ad Hoc Journal Reviewing

American Journal of Psychology

Applied Cognitive Psychology

British Journal of Developmental Psychology

Child Development

Child Development Research

Cognition

Cognition and Instruction

Cognitive Development

Cognitive Science

Developmental Science

Educational Assessment

Educational Psychologist

Education Research International

Instructional Science

International Journal of Science and Mathematics Education

Learning and Individual Differences

Learning and Instruction

Mind, Brain, and Education

Journal of Cognition and Development

Journal of Cognitive Education and Psychology

Journal of Engineering Education

Journal of Experimental Child Psychology

Journal of Experimental Education

Journal of Psychoeducational Assessment

Journal of Science Education and Technology

Psychological Science

Public Understanding of Science

Quarterly Journal of Experimental Psychology

Science

Science and Education

Science Education

Transactions of the Institute of British Geographers

 

Grant Reviewing

     National Science Foundation (Ad Hoc and Panelist)

Netherlands National Initiative Brain and Cognition

Israel Science Foundation

Dutch Programme Council for Educational Research

 

Conference Reviewing

Annual Meeting of the American Educational Research Association

     Annual Meeting of the Cognitive Science Society

 

Professional Organizations

     International Society for the Psychology of Science & Technology (2006 - present).

     Sigma Xi (2006 -2007).

     American Educational Research Association (2001 - present).

     Association for Psychological Science [formerly American Psychological Society] (2004 - present)

     Cognitive Science Society (2004 - present)

     National Association for Research in Science Teaching (1998 - 2000).

     Canadian Society for Brain, Behaviour and Cognitive Science (1992 - 2002).

     American Psychological Association, Student Affiliate (1992 - 1997).