Kristin M Weingartner

Biographic Data

ID169580
NAMEKristin M Weingartner
GIVEN NAMESKristin M
FAMILY NAMEWeingartner
SIGNATUREWEINGARTNER K M
AFFILIATIONSHofstra University
VERIFIEDNo
TOTAL WORKS4
TOTAL CITATIONS6
WORKS AS AUTHOR4
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2003
LATEST PUBLICATION YEAR2023
H-INDEX1

  • Learning to Learn

    Open AccessElisabeth J Ploran, Amy A Overman et al.ARTICLEActa Psychologica2023

    The current pilot study implemented a "Learning to Learn" (L2L) course designed to teach first-year college students about the science of how learning works, how to take ownership of their own learning, and how to effectively apply learning strategies to achieve their academic goals. A cognitive apprenticeship model was used in which students planned, executed, and evaluated strategy use in vivo during the course. Two sections of the course were …

  • An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success

    Open AccessJessica Santangelo, Rosebud Elijah et al.ARTICLEEducation Sciences2022

    The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. Three essential (integrated support services, mentoring, and responsive program structure) and two adaptable components (STEM writing and metacognition s…

  • The Cognitive Underpinnings of Continuous Identity

    Y Sokol, Alexis K Conroy et al.ARTICLEIdentity2017

    Continuous identity (CI) is a sense of persistent identity wherein the present self is seen as overlapping with the past and future selves. This study addressed the hypothesis that judgments of CI require successful retrieval of information by examining the relationship between varying levels of CI and two forms of memory recall. The pattern of findings indicated that high levels of cued memory recall combined with low levels of heuristic usage w…

  • When Throwing a Vase Has Multiple Consequences

    Kristin M Weingartner, Alexandria E Guzmán et al.ARTICLEDiscourse Processes2003Cited by: 6References: 24

    In three experiments, we investigate the likelihood that predictive inferences are drawn when there is more than one consequence of the predictive context. Whereas a previous set of studies (Klin, Guzmán, & Levine, 1999) showed no facilitation of a naming probe (e.g., break) 500 ms after the predictive context (e.g., Steven threw the delicate vase), in Experiment 1 there was evidence of an inference 1500 ms after the predictive context. However, …