Mitchell Rabinowitz, Ph.D.
113 West 60th Street
- Ph.D. Psychology, University of California, San Diego, December, 1982
- M.A. Psychology, University of California, San Diego, December, 1981
- M.A. Educational Psychology, University of California, Berkeley, June, 1979
- B.A . Psychology, SUNY at Albany, Albany, N.Y., December, 1976
I am currently conducting research in a number of areas.
I am interested in how people understand and represent common concepts. For example, in one set of studies I investigate how people understand the distinction between the concepts of facts and beliefs. In another study I investigate how people think about the concept of search and whether context affects the importance of the underlying features of the concept.
Second, I am interested in the topic of knowledge organization and academic domain affordances. I have conducted a number of studies related to the distinction between taxonomic and thematic organizations. An interesting recent twist to this research asks the question of whether the different types of organizations related differently to different academic domains (e.g., biology vs. history). This lead to an additional question, currently under investigation, of whether children perceive different affordances related to different academic domains.
Third, I am interested in how experience (knowledge) affects how people perceive problems. Within a variety of domains (statistics, teaching, ethics), I investigated how people vary in terms of representing problems – notably the distinction of relying on irrelevant surface level features of a problem statement vs. the deep underlying conceptual issue within the problem. My current research focuses on how we can teach people to represent problems at a deep inferential level and not be captured by surface level features.
Finally, in collaboration with Dr. William B. Whitten II, I am studying how to design homework so that people use effective cognitive processes that enhance memory and learning while they are working on the homework. This research has been supported by the Institute of Educational Science, US Department of Education.
Blau Portnoy, L, & Rabinowitz, M. (2014). What’s in a Domain: Understanding How Students Approach Questioning in History and Science. Journal of Educational Research and Evaluation.
Rabinowitz, M., & Acevedo, M, Casen, S., Rosengarten, M., Kowalczyk, M., & Blau Portnoy, L. (2013). Distinguishing facts from beliefs: Fuzzy Categories, Journal of Language and Communication, 17(3), 241- 267, DOI: 10.2478/plc-2013-0016.
Rabinowitz, M. (Ed.) (1993). Cognitive science foundations of instruction. Hillsdale, NJ: Erlbaum.
Hedley, C., Antonucci, P., & Rabinowitz, M. (Eds.), (1995). Literacy and thinking: The mind at work. Hillsdale, NJ: Erlbaum.
Stein, N. L., Bauer, P. J., & Rabinowitz, M. (Eds.), (2002). Representation, memory, and development: Essays in honor of Jean Mandler. Mahwah, NJ: Erlbaum.
Rabinowitz, M., Blumberg, F. C., & Everson, H. (Eds.), (2004). The impact of media and technology on instruction. Mahwah, NJ: Erlbaum.
Other publications (selected):
Wyatt, J., & Rabinowitz, M. (2010). The impact of subject specialization upon knowledge organization. American Journal of Psychology, 123, 295-305.
Hogan, T., & Rabinowitz, M. (2009). Teacher expertise and the development of a problem representation. Educational Psychology, 29, 153-169.
Rabinowitz, M., & Hogan, T. M. (2008). Experience and problem representation in statistics. American Journal of Psychology, 121(3), 395-407.
Rabinowitz, M., & Shaw, E. J. (2005). Psychology, instructional design, and the use of technology: Behavioral, cognitive, and affordances perspectives. Educational Technology, 45, 49-53. (invited paper).
Ullman, C. & Rabinowitz, M. (2004). Course management systems and the reinvention of instruction, T.H.E. Journal. (not peer reviewed).
Hogan, T. M., Rabinowitz, M, & Craven, J. (2003). Problem representation in teaching: Inferences from research of expert and novice teachers, Educational Psychologist, 38, 235-247.
Rabinowitz, M & Hodulik, C. (1997) Categorizing physics problems. Proceedings from the annual meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
Rabinowitz, M., & Goldberg, N. (1995). Evaluating the structure-process hypothesis. In F. Weinert & W. Schneider (Eds.), Memory Performance and Competencies: Issues in Growth and Development. Hillsdale, NJ: Erlbaum.
Rabinowitz, M., & Steinfeld, R. (1995). SIVL:The instructional design underlying a foreign language vocabulary tutor. In C. Hedley, P. Antonucci, and M. Rabinowitz (Eds.), Literacy and thinking: The mind at work. Hillsdale, NJ: Erlbaum.
Rabinowitz, M., & Woolley, K.E. (1995). Much ado about nothing: The relation between computational skill, arithmetic word problem comprehension and limited attentional resources. Cognition and Instruction, 13, 51-71.
Rabinowitz, M., Ornstein, P.A., Folds-Bennett, T., & Schneider, W. (1994). Age-related differences in speed of processing: Unconfounding age and experience. Journal of Experimental Child Psychology, 57, 449-459.
Rabinowitz, M., Freeman, K., & Cohen, S. (1992). On the use and maintainance of strategies: The influence of accessbility to knowledge. Journal of Educational Psychology, 84, 211-218.
Hergenrather, J., & Rabinowitz, M. (1991). Children's understanding about illness: A developmental perspective. Developmental Psychology, 27, 952-958.
Rabinowitz, M. (1991). Semantic and strategic processing: Independent roles in determining memory performance. American Journal of Psychology, 104, 427-437.
Rabinowitz, M., & McAuley, R. (1990). Conceptual knowledge processing: An oxymoron? In W. Schneider and F. Weinert (Eds.), Interactions among aptitudes, strategies, and knowledge in cognitive performance. (pg. 177-133). New York: Springer-Verlag.
Rabinowitz, M. (1988). On teaching cognitive strategies: The influence of accessibility of conceptual knowledge. Contemporary Journal of Educational Psychology, 13, 229-235.
Rabinowitz, M., and Chi, M. T. H. (1987). An interactive model of strategic processing. In S. J. Ceci (Ed.), Handbook of the cognitive, social, and physiological characteristics of learning disabilities, Vol. 2. Hillsdale, NJ: Eribaum.
Rabinowitz, M., and Glaser, R. (1985). Cognitive structure and process in highly competent performance. In F. D. Horowitz, and M. O'Brien (Eds.), The Gifted and the Talented: A Developmental Perspective. Washington, D.C.: American Psychological Association.
Rabinowitz, M. (1984). The use of categorical organization: Not an all-or-none situation. Journal of Experimental Child Psychology, 38, 338-351.
Rabinowitz, M., and Mandler, J. M. (1983).Organization and information retrieval. Journal of Experimental Psychology: Learning, Memory, & Cognition, 9, 430-439.
- 1982-1984 Post-Doctoral Fellow, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA; with Robert Glaser
- 1984-1988 Assistant Professor of Education, University of Illinois at Chicago, Chicago, IL
- 1987-1988 Assistant Professor of Health Professions Education, School of Medicine, University of Illinois at Chicago, Chicago, IL
- 1987, 1988, and 1989 Visiting Scholar - Max-Planck-Institute of Psychological Research, Munich
- 1988-1996 Associate Professor of Education, Fordham University
- 1996- Professor of Education, Fordham University
- 9/1996 – 12/2005 Director - Center for Technology in Education
- 9/1998 – 12/2004 Director, Educational Psychology Programs
- Spring, 2005 Visiting Scholar, Educational Communication and Technology Program, Steinhardt School of Education, New York University; Visiting Scholar, PACE Center, Yale University
- September, 2005 - June, 2012 Chairperson, Division of Psychological and Educational Services
- Fall, 2012 Visiting Scholar, Department of Psychology, New York University; Visiting Scholar, Department of Human Development, Teachers College
- College Board Graduate Training Program (Mitchell Rabinowitz, PI) 9/1/2005 – 5/15/2013, (funded: $543,915.00).
- Guided Cognition of Unsupervised Learning (William B. Whitten II & Mitchell Rabinowitz, Co-PIs) 6/1/05 – 5/31/08, Cognition and Student Learning panel, Institute of Educational Science, Department of Education. (Funded $623,390).
- Guided Cognition of Unsupervised Learning in Mathematics (William B. Whitten II & Mitchell Rabinowitz, (Co-PIs) 6/1/08 – 5/31/11 Cognition and Student Learning panel, Institute of Educational Science, Department of Education. (funded: $889,937).