ST&D 2017: 27TH ANNUAL MEETING OF THE SOCIETY FOR TEXT & DISCOURSE

2017 Distinguished Scientific Contribution Award
Susan R. Goldman, University of Illinois at Chicago

Susan Goldman is a distinguished professor of psychology and education, and co-director of the Learning Sciences Research Institute at the University of Illinois, Chicago. In a career spanning more than 40 years, Susan has made important theoretical and methodological contributions to the fields of text comprehension, individual differences, and education. She is also one of the founders of the field of learning sciences. Her work spans basic research, applied educational research, and computational modeling. Susan has published over 220 articles and book chapters. She has co-edited five books, including the seminal Handbook of Discourse Processes.  In addition to her research advancements, Susan has made substantial and impactful contributions through her service and mentorship. Her journal editing activities include service as associate editor for five journals, among them the Journal of Educational Psychology and our Society’s journal, Discourse Processes. She was a member of the first ST&D Governing Board in 1992, and served as Chair from 2000-2007. She was President of the International Society of the Learning Sciences (2011), is a Fellow of AERA and ST&D, and is a member of the National Academy of Education. Susan gives generously of her time as a mentor, and has a large number of former graduate students and postdocs who now serve in leadership positions in academia. One measure of her lasting impact on our Society is that her former students and postdocs have served as members of the Governing Board, conference organizers, and officers.

Previous Recipients of the Distinguished Scientific Contribution Award

2016	Paul van den Broek	2011	Simon Garrod & Anthony Sanford
2015	Jerome L. Meyers & Edward J. O'Brien	2010	Arthur C. Graesser
2014	Charles A. Perfetti	2009	Herbert Clark
2013	Morton Ann Gernsbacher	2008	Walter Kintsch
2012	Marcel Adam Just

Distinguished Scientific Contributions Award Committee
Joe Magliano (chair), Kate Bohn-Gettler, Jane Oakhill, Gale Sinatra, & Paul van den Broek 
The Award honors scholars who have made outstanding scientific contributions to the study of discourse processing and text analysis. The following criteria will be considered in conferring the Award: (1) Sustained outstanding research that has enhanced the scientific understanding of discourse processing and text analysis, (2) Contributions to the mentorship of students, postdoctoral fellows, and colleagues in the field of text and discourse, and (3) Meritorious contributions to the advancement of the field through leadership as a theorist or spokesperson for the discipline.

 

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2017 Tom Trabasso Young Investigator Award
Catherine Bohn-Gettler, College of Saint Benedict - Saint John's University

Catherine (Kate) Bohn-Gettler is an Associate Professor of Educational Psychology at the College of Saint Benedict – Saint John’s University.  She leads an active research agenda with the overarching goal of understanding how the interactions between cognition and social/emotional processes affect comprehension and learning in real-world settings.  This work seeks to make interdisciplinary connections between the fields of education, psychology, and development.  She has over 30 publications, appearing in outlets such as the Journal of Educational Psychology, the Journal of Experimental Child Psychology, Educational Researcher, Contemporary Educational Psychology, Memory & Cognition, Social Development, the Journal of Comparative Psychology, the Journal of Research in Reading, and more.  She is also the recipient of the University of Minnesota’s Rising Alumni Award in 2016, and co-authored a paper receiving the UKLA Wiley-Blackwell Research in Literacy Education Award.

 

 

2016 Tom Trabasso Young Investigator Award Address
Raymond A. Mar, York University

A Framework for Researching the Association Between Stories and Social Cognition: Social Processes and Content Entrained by Narrative (SPaCEN) Although a connection between engagement with stories and social cognitive outcomes has long been theorized, it is only recently that empirical investigations into this topic have begun to accumulate. Currently, there are a great number of studies exploring how stories and social cognition relate, across a wide range of research approaches. Here I propose a research framework that hopes to formalize how, when, and why engagement with stories might help to promote real-world social cognition. This framework, entitled Social Processes and Content Entrained by Narrative (SPaCEN), posits that stories might bolster social cognition either through (1) frequent engagement of social-cognitive processes, or (2) via the presentation of explicit content about social relations and the social world. Note that these two possibilities are not mutually exclusive and so both may occur. Based on this framework, I evaluate the extant evidence for the process and content accounts with the goal of directing future research toward clear gaps in the available evidence.This talk is in the Young Investigator Award Address session Wednesday, August 2nd from 1:30-2:30pm.

Previous Recipients of the Tom Trabasso Young Investigator Award

2016	Raymond Mar	2012	Panayiota Kendeou
2015	Scott Crossley	2011	Chantel Prat
2014	Katherine Rawson	2010	David N. Rapp
2013	Tobias Ricther	2009	Michael Kaschak

Tom Trabasso Young Investigator Award Committee
David N. Rapp (chair), Johanna Kaakinen, Chantel Prat, & Tobias Richter
This award goes to an outstanding young investigator who embodies Tom Trabasso’s spirit of mentoring young scholars and creating a supportive context in our Society. Recipients have shown exceptional and innovative contributions to discourse research and demonstrated superior promise as leaders in the field.

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2017 Jason Albrecht Outstanding Young Scholar Award
Karyn Higgs, Northern Illinois University

2016	Juliane Richter	2006	Heather H. Mitchell
2015	Angela Nyhout	2005	Not awarded
2014	Stephen Briner	2004	Amelie Teisserenc
2013	Emily R. Smith	2003	Sabine Gueraud
2012	Jesse R. Sparks	2002	David N. Rapp
2011	Mike Mensink	2001	Max Louwerse
2010	Jennifer J. Stiegler	2000	Steve Frisson
2009	Michele Levine	1999	David Robertson
2008	Patrick Jeuniaux	1998	Herb Colston
2007	Heather Fergusun	1997	Marie-Pilar Quintana

Outstanding Young Scholar Award Committee
Sid Horton (chair), Jason Braasch, Johanna Kaakinen, Chantel Pratt, & Paul van den Broek 
The Jason Albrecht Outstanding Young Scholar Award honors the memory of Jason Albrecht, a promising young text and discourse researcher who passed away in 1997. The award recognizes an outstanding paper based on a doctoral dissertation.he Award honors scholars who have made outstanding scientific contributions to the study of discourse processing and text analysis. The following criteria will be considered in conferring the Award: (1) Sustained outstanding research that has enhanced the scientific understanding of discourse processing and text analysis, (2) Contributions to the mentorship of students, postdoctoral fellows, and colleagues in the field of text and discourse, and (3) Meritorious contributions to the advancement of the field through leadership as a theorist or spokesperson for the discipline.

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2017 Outstanding Student Paper Award
Reese Butterfuss, University of Minnesota

2016	Cristopher Ryan Williams	2006	Fabrice Cauchard
2015	Laura K. Allen	2005	Johann Ari Larusson
2014	David Markowitz	2004	David Havas
2013	Johanna Maier	2003	Carol Madden
2012	Alexandra List	2002	Heather H. Mitchell
2011	Emily R. Smith	2001	Tobias Richter
2010	Kris Liu	2000	Johanna Kaakinen & Rob Stanfield
2009	Mike Mensink	1999	Michelle L. Gregory
2008	Nick Duran	1998	Ken Samuel
2007	Not awarded	1997	Andreas Schramm

Outstanding Student Paper Award Committee
Sid Horton (chair), Jason Braasch, Johanna Kaakinen, Chantel Pratt, & Paul van den Broek 
The Outstanding Student Paper Award recognizes quality in work that is predominantly that of a graduate student. Accordingly, the student must be first author on the paper.

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2017 Keynote Speaker
M. Anne Britt, Northern Illinois University

M. Anne Britt is a Distinguished Teaching and Research Professor at Northern Illinois University. She is a cognitive psychologist who studies representations and cognitive processes in reading for a purpose within the disciplines and improving argumentation and evaluation skills. In addition to her research endeavors, she has co-developed several interactive Web tutors for teaching these skills to students, such as the Sorcerer’s Apprentice, SAIF (Sourcer's Apprentice Intelligent Feedback), ARIES (Acquiring Research Investigative and Evaluative Skills), and CASE Argument tutor (Cultivating Argument Skills Efficiently). She has served on the expert panel for the OECD-sponsored international survey of adult literacy "Programme for the International Assessment of Adult Competencies". She also worked as part of the Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) funded by the Reading for Understanding initiative at IES to University of Illinois at Chicago (UIC). Most recently, along with Jean-Francois Rouet and Amanda Durik, she has a new book coming out on RESOLV (REading as Problem SOLVing). Her talk will be in the Keynote session, Tuesday, August 1st, 1:30-2:30pm. Reading in the Time of Info Wars: Processing and Representing Multiple Documents Now more than ever, understanding written discourse involves more than decoding and constructing a coherent representation of a text. The time of gatekeepers and assumed reliability is gone and readers are confronted with an overabundance of written information, challenging their attentional resources and coherence-building strategies. As readers, we are routinely making decisions about whether to read, what to read, how to read as well as what to believe, what to integrate or not to integrate into our knowledge representations. In this talk, I present our new framework, RESOLV (REading as Problem SOLVing) (Britt, Rouet, & Durik, in press), that lays out a range of resources, representations and decisions involved in reading. RESOLV attempts to describe reading comprehension in terms of how a reader adopts goals within a particular situation and how these goals guide the kind of processing decisions people must make in today’s ubiquitous and complex reading environments.

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