Associate Professor of Education
Teaching and Research
I am passionate about teaching and learning in theory and practice. My goal in the classroom is to help my students understand the science how children learn and develop, apply the principles to problems typical in the field, and transfer and adapt the information to novel contexts.
My program of research stems from my experiences as a 5th grade teacher in a low-socioeconomic urban district. The students I worked with appeared to learn in ways that were fundamentally different than students I had taught from middle- and high-socioeconomic areas. I was motivated to find out why. To understand if the neual basis of learning could be at play, I worked with a lab investigating the electrophysiological patterns of human memory. I then went on to earn a PhD in Applied Developmental and Educational Psychology. Now, I draw on empirical evidence from the fields of education, neuroscience, cognitive psychology, and developmental psychology when investigating about how students learn. My current research focuses on the ways poverty is associated with and/or impacts the malleable cognitive processes that are associated with academic achievement.
Tine, M. (2014). Working memory differences between children living in rural and urban poverty. Journal of Cognition and Development, 15(4), 599-613.
Tine, M. (2014). Acute aerobic exercise: an intervention for the selective visual attention and reading comprehension for low-income adolescents. Frontiers in Psychology, 5(575), 1-10.
Lucariello, J., Tine, M., and Ganley, C. (2014). A formative assessment of students' algebraic variable misconceptions. Journal of Mathematical Behavior, 33, 30-41.
Tine, M. and Gotlieb, R. (2013). The effects of multiple stigmatized aspects of identity on working memory and math performance. Social Psychology of Educational Psychology, 16(3), 353-376.
Tine, M., and Butler, A. (2012). The impact of an acute bout of aerobic exercise on selective attention: An exceptional boost in low-income children. Educational Psychology, 32(6), 681-696.
Lucariello. J., Butler, A., and Tine, M. (2012). Meet the “Reading Rangers”: Curriculum for teaching comprehension strategies to urban third graders. Perspectives on Urban Education, 9(2), 1-12.
Tine, M . and Lucariello J. (2012). Unique Theory of Mind differentiation in children with Autism and Asperger syndrome. Autism Research and Treatment, 2012, 1-11.
Casey, B., Vasilyeva, M., Dearing, E., Ganley, C., and Tine, M. (2011). Spatial and numerical predictors of measurement performance: the moderating effects of community poverty and gender. Journal of Educational Psychology, 103, 296-311.
Lucariello, J., and Tine, M . (2011). Algebraic misconceptions: A teacher-use test for diagnosing student misconceptions of the variable. In N.L. Stein and S.W. Raudenbush (Eds.) Developmental science goes to school (pp. 150-166). Mahwah, NJ: Erlbaum.
Sederberg, P., Schulze-Bonhage, A., Madsen, J.R., Bromfield, E.B., McCarthy, D.C., Brandt, A., Tully, M., and Kahana, M.J. (2007). Hippocampal and neocortical gamma oscillations predict memory formation in humans. Cerebral Cortex, 17(5), 1190-1196.
Raghavachari, S., Lisman, J.E., Tully, M ., Madsen, J.R., Bromfield, E.B., and Kahana, M.J. (2006). Theta oscillations in human cortex during a working memory task: evidence for local generators. Journal of Neurophysiology, 95(3), 1630-1638.
Zaromb, F.M., Howard, M.W., Dolan, E.D., Tully, M. , Sirotin, Y.B., Wingfield, A., and Kahana., M.J. (2006). Temporal associations and prior list intrusions in free associations and prior list intrusions in free recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(4), 792-804.Under review: