Selected Publications

Peer-Reviewed Publications in Journals, in Print, or Accepted:

Beers, M., Hill, J., Thompson, C., & Tran, P. (2014). La formation dans l’enseignement de la psychologie pour les étudiants de cycle supérieur: Les compétences essentielles pour les nouveaux enseignants. Pratiques Psychologiques, 20, 181-196.


What pedagogical skills are necessary for first-time college instructors? Ninety-two faculty (M = 41.3 years old, 68% female, 90.2% white, 91% born in the US) and 64 graduate students (M = 28.3 years old, 83% female, 87.5% white, 81% born in the US) listed the top three skills they believed were essential to instructors’ success in the college classroom. Despite differing levels of classroom teaching experience, graduate students and faculty members prioritized “survival” skills: public speaking, organization, and content mastery. Notable differences did emerge: faculty members were more likely to list reflection on teaching and graduate students were more likely to list classroom management and comfort with technology. Faculty also preferred more informal training methods (e.g., self-reflection, mentorship), whereas graduate students preferred more formal training methods (e.g., practice/experience, seminar/workshop). Recommendations for graduate teacher training programs include a focus on lower as well as higher-level skills and an attempt to incorporate formal and informal training methods.

Kramer, A., Gonzalez, J., & Cassavaugh, N. (2005). Development of Attentional and Oculomotor Control. Developmental Psychology, 41, 760-772.


The present study was conducted to examine the development of attentional and oculomotor control. More specifically, the authors were interested in the development of the ability to inhibit an incorrect but prepotent response to a salient distractor. Participants, who ranged in age from 8 to 25 years, performed 3 different eye movement tasks: a prosaccade, an antisaccade, and an oculomotor capture task. The time required to initiate a saccade decreased with age across all 3 tasks. Consistent with previous reports, accuracy was relatively age invariant in the prosaccade task. Performance improved with age, asymptoting at 16 years in the antisaccade task. It is interesting to note that despite the superficial similarity of the antisaccade and oculomotor capture tasks, performance was relatively age invariant in the latter. These results are discussed in terms of developmental differences in the interaction of goal-directed and stimulus-driven processes in the control of attention and action.

Cepeda, N., Kramer, A., & Gonzalez, J. (2001). Changes in executive control across the life span: Examination of task-switching performance. Developmental Psychology. Vol. 37 (5), 715-730.


A study was conducted to examine changes in executive control processes over the life span. More specifically, changes in processes responsible for preparation and interference control that underlie the ability to flexibly alternate between two different tasks were examined. Individuals (N = 152) ranging in age from 7 to 82 years participated in the study. A U-shaped function was obtained for switch costs (i.e., the time required to switch between tasks compared with a repeated-task baseline), with larger costs found for young children and older adults. Switch costs were reduced with practice, particularly for children. All age groups benefited from increased preparation time, with larger benefits observed for children and older adults. Adults benefited to a greater extent than children when the interval between the response to one task and the cue indicating which task to perform next was lengthened, which suggested faster decay of interference from the old task set for adults than for children. A series of hierarchical analyses indicated that the age-related variance in task-switching performance is independent, at least in part, from the age-related variance in other cognitive processes such as perceptual speed and working memory. The results are discussed in terms of the development and decline of executive control processes across the life span.

Peer-Reviewed Publications in Conference Proceedings:

Tokuda, S., Rantanen, E., & Gonzalez, J. (2004). An electronic instruction manual and checklist for steam boiler start-up. Proceedings of the 48th Annual Meeting of the Human Factors and Ergonomics Society (p.2197-2201). Santa Monica, CA: HFES.


Development of an electronic user manual/checklist for a steam-generating power plant boiler start-up is described. Human factors guidelines for development of effective instructional materials were reviewed. Subject matter experts (experienced operators at the power plant) were used to gain requisite knowledge in the procedures and tasks involved in start-up of a steam boiler. Functions of the main components in the power plant and boilers were studied in relevant literature. The new manual/checklist includes description of the system components as part of operative actions and separate actions are arranged into categorical groups, each associated with informative headings. Flowcharts are used to guide users through complex procedures and pictures of critical plant components are provided. All sentences to explain actions are simple and have fewer than 20 words. Several operators have checked and proofread the new manual multiple times and agreed that its contents are accurate and error-free.

Rantanen, E., & Gonzalez, J.  (2003). Special Projects in Undergraduate Human Factors Courses: Evaluation of Power Plant Boiler Control Interface. Proceedings of the 47th Annual Meeting of the Human Factors and Ergonomics Society (p. 899-902). Santa Monica, CA: HFES.


A special project involving a campus utility plant HMI evaluation was offered to a group of undergraduate students enrolled in an introductory human factors class. Fifteen out of 55 students enrolled in the course volunteered for the special project. Specific subtasks were created in collaboration with the plant management and allocated to subgroups of students. These subtasks were scheduled to coincide with corresponding topics in the course. Evaluated by both the educational outcomes and the usefulness of the project deliverables to the power plant, the project clearly represents a beneficial situation to both students and instructors. The value of hands-on experience with task analysis, control room design, and HMI design to the students is undisputable. This case is also exemplary in terms of providing a service to the University community as a byproduct of the academic pursuits.


Professional Conference Presentations:

Hansen, B., Parry, R., & Hill, J. C.  (April 2014). The relative contribution of word shape to lexical processing during sentence reading. Poster presented at the National Council on Undergraduate Research Conference, Lexington, KY.

Thurston, P., & Hill, J. C. (April 2014).  The undergraduate psychology degree: A re-examination. Poster presented at the Rocky Mountain Psychological Association Conference, Salt Lake City, UT.

Draper, M. R., & Hill, J. C. (March 2014). Effects of social loafing and diffusion of responsibility in team-based courses: Proposed solutions.

Hofer, J., Farnsworth, J., Hill, J. C., & Warne, R. T. (February 2014). Evaluating the utility of the teacher behavior checklist as a tool for assessing graduate instructor performance. Paper presented at the Utah Council on Undergraduate Research Conference, Provo, UT.

Hanson, B., Parry, R., & Hill, J. C. (February 2014). The relative contribution of word shape to lexical processing during sentence reading. Poster presented at the Utah Council on Undergraduate Research Conference, Provo, UT. (PPE MA Poster Final)

Hill, J. C., Thompson, C. A., Tran, J. D., & Beers, M.  (January 2014). Essential pedagogical skills for first time graduate instructors in psychology. Poster presented at the 36th Annual National Institute on the Teaching of Psychology Conference, St. Pete Beach, FL. (NITOP 2014 Grad Skills Poster)

Thompson, C. A., Beers, M. J., Hill, J. C., & Tran, J. D.  (January 2014). So many skills, so little time:  What are the most important teaching skills for TAs to develop during grad school?  Participant Idea Exchange presented at the 36th Annual National Institute on the Teaching of Psychology Conference, St. Pete Beach, FL.

Hill, J. C., Thompson, C. A., & Beers, M.  (January 2012). The Challenges of Developing and Implementing Coordinated Programs for Undergraduate Psychology Courses.  Presented at the 34th Annual National Institute on the Teaching of Psychology Conference, St. Pete Beach, FL.

Hill, J. C., Radach, R., & Reilly, R.  (August 2009).  A metric for classifying the discriminability of lowercase alphabet letters presented parafoveally.  Poster presented at the 15th European Conference on Eye Movements, Southampton, England.

Hill, J. C.  (March 2009).  Crossing borders in contemporary reading research.  Dialogues Conference, Florida State University, Tallahassee, FL.

Hill, J. C.  (February 2009).  Eye movement trajectory deviations and spatial working memory:  Is it really working memory or simply inhibition of return?  Paper presented at the McKnight Doctoral Fellowship Mid-Year Meeting, Tampa, FL.

Cepeda, N., Gonzalez, J., & Kramer, A.  (2000). Task Switching Across the Life Span.  Poster presented at the 2000 Cognition and Aging Conference, Atlanta, GA.


Invited Presentations:

Radach, R., Hill, J. C., & Inhoff, A.  (2010). On the nature of ‘pre-attentive’ parallel processing in the parafovea: effects of word shape and letter similarity.  Presented at the Serial and Parallel Processing in Reading Workshop, Dundee, UK.

Burrow, A., Glenn, R., & Hill. J. C. (October 2012). Concurrent roundtable discussion: Employment issues in the field of psychology. 28th Annual McKnight Fellow’s Meeting and 16th Annual Graduate School Conference, Tampa, FL. (Invited Pannelist)


Books or Book Chapters:

Beers, M., Hill, J. C., & Thompson, C. A. (Eds.). (2012). The STP Guide to Graduate Training Programs in the Teaching of Psychology (2nd ed.). Ebook located: