Crystal Carlson Ph.D.

Crystal Carlson, Ph.D.

Psychology - Assistant Professor

Hendrickson Center, HC134    |    Campus Box: #1497
(507) 457-1515   |   ccarlso@smumn.edu

Expertise: Educational psychology, educational technology, fostering critical thinking skills, first-year and first-generation students


  • Areas of Expertise: Educational Psychology, Learning and Cognition, General Psychology, Developmental Psychology
  • Affiliations
    - Association for Psychological Science : Member
    - American Educational Research Association : Mamber
  • Education
    - University of Chicago: B.A., Psychology (2007)
    - University of Illinois at Urbana-Champaign: M.S., Field Of Study Educational Psychology (2011)
    - University of Illinois at Urbana-Champaign: Ph.D., Educational Psychology (2015)
  • Links
  • Beyond ‘remembering’: How well do students learn new concepts presented at different levels of cognitive difficulty?
    Poster presented at the annual meeting of the National Institute of the Teaching of Psychology | St. Pete’s Beach, FL., 2014, January
  • Does question type matter? Examining students’ performance and affective ratings on online homework questions
    Poster presented at the annual meeting of the American Education Research Association | Philadelphia, PA., 2014, April
  • Beyond multiple choice questions: Using e-homework to develop cognitive thinking skills
    Poster presented at the annual meeting of the Association for Psychological Science | Washington, D.C., 2013, May
  • Learning from Mistakes: Pedagogical Approaches to Errors in First-Grade Mathematics
    Poster presented at the Jean Piaget Society Conference | 2013, June
  • The effect of gestured instruction on the learning of physical causality problems
    Poster presented at the Jean Piaget Society Conference | 2013, June
  • The effect of gestured instruction on the learning of physical causality problems Gesture
    Crystal Carlson, Steven A. Jacobs, Michelle Perry, and Ruth Breckinridge Church

    2014

    Recent research has demonstrated instruction that includes gesture can greatly impact the learning of certain mathematics tasks for children and much of this work relies on face-to-face instruction. We extend the work on this problem by asking how gesture in instruction impacts adult learning from a video production for a science concept. Borrowing from research by Perry and Elder (1997), the research presented here examines what role adding gesture to instruction plays for adults learning about gear movement. In this pretest-instruction-posttest design, 56 college-aged participants were asked to complete problems relating to gear movement. Participants viewed either an instructional video in which an instructor used speech only (control) or speech-plus-gesture (experimental) to explain a fundamental principle in the physics of gear movement. Results showed that adults who knew less actually learned more and that instruction was effective, but significantly more effective when gesture was added. These findings shed light on the role of gesture input in adult learning and carry implications for how gesture may be utilized in asynchronous instruction with adults.

  • Focus Group Evidence Implications for Design and Analysis American Journal of Evaluation
    Show less Katherine E. Ryan, Tysza Gandha, Michael J. Culbertson, Crystal Carlson

    2014

    In evaluation and applied social research, focus groups may be used to gather different kinds of evidence (e.g., opinion, tacit knowledge). In this article, we argue that making focus group design choices explicitly in relation to the type of evidence required would enhance the empirical value and rigor associated with focus group utilization. We offer a descriptive framework to highlight contrasting design characteristics and the type of evidence they generate. We present examples of focus groups from education and healthcare evaluations to illustrate the relationship between focus group evidence, design, and how focus groups are conducted. To enhance the credibility of focus group evidence and maximize potential learning from this popular qualitative data collection method, we offer a set of questions to guide evaluators reflection and decision making about focus group design and implementation.