Faculty/Staff Directory

Dr. Scott Hinze

Locations:	Macon - TEB - 354 Phone: 478-471-0652
Office Hours:	Thursdays, 10:00-11:00am, Tuesdays 11:00-5:00, or by appointment
Biography:	Dr. Hinze is a cognitive psychologist with interests in memory and comprehension. His research focuses on how we apply principles of memory and comprehension to learning complex information. Dr. Hinze received his MA and PhD from the University of Illinois at Chicago. Prior to his arrival at MGA in the fall of 2018, he worked as a post-doctoral scholar at Northwestern University, and an assistant professor of psychology at Virginia Wesleyan University.
Courses:	Courses taught in the 2022-2023 academic year Fall: PSYC 3002-Research Methods PSYC 3401-Biological Psychology PSYC 3999-Special topics (research assistantship) PSYC 4001-Experimental Psychology Spring: PSYC 3002-Research Methods PSYC 3401-Biological Psychology PSYC 3601-Cognitive Psychology PSYC 3999-Special topics (research assistantship) Other courses taught at MGA PSYC 3001-Psychological Statistics PSYC 3999-Seminar in Memory PSYC 4100-Capstone in Psychological Sciences
CV:	https://sites.google.com/site/scotthinze/Home/vita
Publications:	https://scholar.google.com/citations?user=GMFp2ukAAAAJ&hl=en&oi=ao Selected publications: McCarthy, K. S., & Hinze, S. R. (2021). You've got some explaining to do: Effects of explanation prompts on science text comprehension. Applied Cognitive Psychology, 35(6), 1608-1620. Salovich, N. A., Donovan, A. M., Hinze, S. R., & Rapp, D. N. (2021). Can confidence help account for and redress the effects of reading inaccurate information?. Memory & Cognition, 49(2), 293-310. McCarthy, K. S. & Hinze, S. R. (2019). Assessment of explanation quality during retrieval practice using natural language processing tools. In Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK’19). Tempe, AZ. Pittman, J. C.* & Hinze, S. R. (2017). You Can and You Did: Encouragement and Feedback in Mathematical Problem Solving. Psi Chi Journal of Psychological Research, 22, 270-277, https://doi.org/10.24839/2325-7342.JN22.4.270. Hinze, S. R., & Rapp, D. N. (2014). Retrieval (sometimes) enhances learning: Performance pressure reduces the benefits of retrieval practice. Applied Cognitive Psychology, 28, 597- 601. http://dx.doi.org/10.1002/acp.3032 Hinze, S. R., Slaten, D., Horton, W. S., Jenkins, R.* & Rapp, D. N. (2014). Pilgrims sailing the Titanic: Plausibility effects on memory for facts and errors. Memory & Cognition, 42, 305-324. http://dx.doi.org/10.3758/s13421-013-0359-9 Rapp, D. N., Hinze, S. R., Kohlhepp, K.*, & Ryskin, R. A. (2014). Reducing reliance on inaccurate information. Memory & Cognition, 42, 11-26. http://dx.doi.org/10.3758/s13421-013-0339-0 Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2013). The importance of constructive comprehension processes in learning from tests. Journal of Memory and Language, 69, 151-164. http://dx.doi.org/10.1016/j.jml.2013.03.002 Hinze, S. R., Rapp, D. N., Williamson, V. M., Shultz, M. J., Deslongchamps, G., & Williamson, K. C. (2013). Beyond ball-and-stick: Students’ processing of novel STEM visualizations. Learning and Instruction, 26, 12-21. http://dx.doi.org/10.1016/j.learninstruc.2012.12.002 Hinze, S. R., Williamson, V. M., Shultz, M. J., Williamson, K. C., Deslongchamps, G., & Rapp, D. N. (2013). When do spatial abilities support student comprehension of STEM visualizations? Cognitive Processing, International Quarterly of Cognitive Science, 14, 129-142. http://dx.doi.org/10.1007/s10339-013-0539-3

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