David Rapp

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Northwestern University


Other information

SILC Faculty Member and member of our Spatial Network .

Biographical Sketch: David N. Rapp


Professional Preparation Institution


Degree and Year

(Undergraduate) State University of New York at Albany


B.A. 1994

(Graduate) New York University

State University of New York at Stony Brook


Experimental Psychology

M.A. 1996


Ph.D. 2000

(Post Doc) Tufts University

Psychology, Classics



Appointments – reverse chronological

      Associate Professor, School of Education and Social Policy, Northwestern University, 2008-to date

      Associate Professor, Department of Psychology, Northwestern University, 2008-to date       

      Assistant Professor, School of Education and Social Policy, Northwestern University, 2006-2008

      Assistant Professor, Department of Psychology, Northwestern University, 2006-2008

      Assistant Professor, Department of Educational Psychology, University of Minnesota, 2002-2006     

      Visiting Lecturer, Department of Psychology, Tufts University, 2001-2002



Five related to the proposed project

1.   Rapp, D. N. (2008). How do readers handle incorrect information during reading? Memory & Cognition, 36, 688-701.

2.   Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11, 289-312.

3.   Brunyé, T. T., Taylor, H. A., Rapp, D. N., & Spiro, A. B. (2006). Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology, 20, 917-940.

4.   Tilstra, J. S., McMaster, K. L., van den Broek, P., Kendeou, P., & Rapp, D. N. (2009). Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading, 32, 383-401.

5.     Rapp, D. N., & van den Broek, P. (2005). Dynamic text comprehension: An integrative view of reading. Current Directions in Psychological Science, 14, 276-279.



Five Other Significant publications

1.   Rapp, D. N. (2005). Mental models: Theoretical issues for visualizations in science education. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 43-60). The Netherlands: Springer.

2.   Rapp, D. N., & Gerrig, R. J. (2006). Predilections for narrative outcomes: The impact of story contexts and reader preferences. Journal of Memory and Language, 54, 54-67.

3.   Rapp, D. N. (2006). The value of attention aware systems in educational settings. Computers in Human Behavior, 22, 603-614.

4.   Rapp, D. N., Culpepper, S. A., Kirkby, K., & Morin, P. (2007). Fostering students’ comprehension of topographic maps. Journal of Geoscience Education, 55, 5-16.

5. Rapp, D. N. & Kendeou, P. (2007). Revising what readers know: Updating text representations during narrative comprehension. Memory & Cognition, 35, 2019-2032.


Synergistic Activities

  • Associate Editor of Discourse Processes from 2007 to date.
  • Involved in the Gordon Research Conference on Visualization in Science and Education as an invited member to the planning committee – Also provided two invited talks to the conference (2003 and 2007).
  • Involved in visualization research in science content areas with collaborators in Earth Science, with work presented at workshops and invited talks during the annual meeting of the American Geophysical Union and The Geological Society of America (2003-2006).
  • Involved in the development of the Health Literacy and Learning Program in the Feinberg School of Medicine at Northwestern University
  • Coordinator of the Learning Sciences program at Northwestern University.


Collaborators&Other Affiliations

i. Collaborators

Steve Culpepper

Richard Gerrig

Kent A. Kirkby

Christopher Kurby

R. Brooke Lea

Joseph Magliano

Paul Morin

Holly A. Taylor

David Uttal

Paul van den Broek

Mija van der Wege

Michael Wolf

University of Colorado-Denver

Stony Brook University

University of Minnesota

University of Washington in St. Louis

Macalester College

Northern Illinois University

University of Minnesota

Tufts University

Northwestern University

University of Minnesota

Carleton College

Northwestern University


ii. Graduate and postdoctoral advisors

Graduate Advisor: Professor Richard J. Gerrig, Department of Psychology, State University of New York at Stony Brook, Stony Brook, NY

Post Doctoral Advisor: Holly A. Taylor, Tufts University, Medford, MA


iii. Post Doctoral, Graduate, and Undergraduate Students (last five years)

      Post Doctoral Associates supervised:

           Panayiota Kendeou (now Assistant Professor at McGill University)

            Hidetsugu Komeda

     Graduate Students supervised:  

            Annie Peshkam, M.A. 2006, University of Minnesota (now Ph.D. Candidate, Northwestern


            Daniel Slaten, Ph.D. Candidate, Northwestern University

            Jesse Sparks, Ph.D. Candidate, Northwestern University

            Mike Mensink, M.A. 2007, University of Minnesota (now Ph.D. Candidate, University of


      Undergraduate Students supervised:

Andrew Deitch, Sophia Espinoza, Jessica Klug, Kally Nelson, Eric Lundgren, Lucy Culwell-Kanarek, Joshua Johnson, Jocelyn Gutzman, Sally Polzin, Holly Harms, Janette Wilsey, Tuyen Trinh, Juliana Cadavid, Laura Potter, Eve Hansen, Sarah Kate McGowan, Jennifer Horne, Jaime Crowley, Kaitlin Barancik, Thomas Rooke, Kelly Boutton (this list is a subset)                       


Total Number of Supervised Post Doctoral Associates: 2

Total Number of Supervised Graduate Students: 4

Total Number of Supervised Undergraduate Students: 49

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