Mark Lewis
Mark is a doctoral student in Educational Psychology (learning and
cognition). He earned a master's degree in educational policy from the University of Minnesota in 2007. Mark's research interests include mathematical cognition and text comprehension. He is currently studying how pre-reading instructions influence readers' allocation of attention and learning, how experience influences the development of numerical representations, and how human memory systems support text comprehension.
Mark also held the John P. Yackel/Pearson Assessment Graduate Internship for 2007–2008. At Pearson, Mark worked on the revision of the Woodcock Reading Mastery Test.
Selected Publications
Lewis, M.R., & Varma, S. (2010). Number Representations and their Development: A Connectionist Model of Number Comparison. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. TBD). Austin, TX: Cognitive Science Society.
Lewis, M.R., & Mensink, M.C. (to be submitted). Pre-reading Questions and Relevance- Driven Text Comprehension.
Lewis, M.R., & Mensink, M.C. (In preparation). No Increased Effort? Relevance Instructions and Text Comprehension.
Elfenbein, A., van den Broek, P., Carslon, S., Lewis, M.R., Kendeou, P. (In preparation). Eye-tracking and Text Structures.
Selected Presentations
Lewis, M.R., & Mensink, M.C. (August, 2010) Effects of Targeted Questions and Reading Perspectives on the Comprehension of a Multi-topic Scientific Text. Paper to be presented at the annual meeting of the Society for Text and Discourse, Chicago.
Lewis, M.R., & Varma, S. (August, 2010). Number Representations and their Development: A Connectionist Model of Number Comparison. Poster to be presented at the annual meeting of the Cognitive Science Society, Portland, OR.
van den Broek, P., Elfenbein, A., Carslon, S., and Lewis, M.R., (July, 2010). Expository text reading comprehension: Evidence from eye-tracking. Paper to be presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin.
Lewis, M.R., & Mensink, M.C. (June, 2010). Reading Perspectives, Targeted Questions, and Relevance-Driven Comprehension of Scientific Text. Poster presented at the 2010 IES research Conference, Washington, DC.
Lewis, M.R., & Mensink, M.C. Reading Perspectives, Targeted Questions, and Relevance- Driven Text Comprehension. (April, 2010). Paper presented at the annual meeting of the American Education Research Association, Denver, CO.
Lewis, M.R., & Mensink, M.C. (July, 2009). Effects of Targeted Questions and Reading Perspectives on Standards of Coherence and Importance Judgments. Poster presented at the annual meeting of the Society for Text and Discourse, Rotterdam.
June 2010