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My interests are broadly in cognitive development,
instructional psychology—particularly reading, and the intersection of
schooling and children’s development. One strand of my earlier research
examined children’s understanding of stories. Stories, including
fictional narratives, are a major source for children to learn a great
deal of information about the world and about language, through both
oral and written means. In that earlier research, studies variously
focused on children’s ability to recall simple, experimentally designed,
stories; to identify central ideas in the stories; and to identify
errors including mis-ordered information. Future work is planned on the
development of children’s understanding of more complex narratives, such
as actual short stories, and children’s source of learning to understand
selected literary features of the stories such as narrator voice and
perspective, tone, and characterization.
Representative
publications
Yussen, S. R. (1985). The role of metacognition in contemporary
theories of cognitive development. In D. Forrest-Pressley and G.
Waller (Eds.). Contemporary Research in Cognition and
Metacognition. Orlando: Academic Press.
Yussen, S. R., Mathews, S. Huang, T., & Evans, R. (1988). The
robustness and temporal course of the story schema’s influence on
recall. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 14, 171-179.
Yussen, S. R. & Smith, M. C. (Eds.). (1993). Reading across the
lifespan. New York: Springer-Verlag.
Yussen, S. R. & Ozcan, N. M. (1996). The development of knowledge
about narratives. Issues in Education: Contributions from
Educational Psychology, 2(1), 1-68.
Yussen, S. R. (1998). A map of psychological approaches to story
memory. In B. Lounsberry, S. Lohafer, M. Rohrberger, S. Pett, & R.
Fedderson (Eds.), Telling tales: Perspectives on the short story.
Westport, CT: Greenwood Press.
Liu, Y. & Yussen, S. R. (2005). A comparison of perceived control
beliefs between American and Chinese students about academic
achievement. The International Journal of Behavioral Development.
29(1), 14-23.
September 2006
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