Faculty/Staff Directory

Dr. Scott Hinze

Scott Hinze

Assistant Professor
Department of Psychology and Criminal Justice

Phone: 478-471-0652
Website: https://scholar.google.com/citations?user=GMFp2ukAAAAJ&hl=en

  • Macon - TEB - 354
    Phone: 478-471-0652
Office Hours: Thursdays, 10:00-11:00am, Tuesdays 11:00-5:00, or by appointment
Biography: Dr. Hinze is a cognitive psychologist with interests in memory and comprehension. His research focuses on how we apply principles of memory and comprehension to learning complex information.

Dr. Hinze received his MA and PhD from the University of Illinois at Chicago. Prior to his arrival at MGA in the fall of 2018, he worked as a post-doctoral scholar at Northwestern University, and an assistant professor of psychology at Virginia Wesleyan University.

Courses: Courses taught in the 2022-2023 academic year

PSYC 3002-Research Methods
PSYC 3401-Biological Psychology
PSYC 3999-Special topics (research assistantship)
PSYC 4001-Experimental Psychology

PSYC 3002-Research Methods
PSYC 3401-Biological Psychology
PSYC 3601-Cognitive Psychology
PSYC 3999-Special topics (research assistantship)

Other courses taught at MGA

PSYC 3001-Psychological Statistics
PSYC 3999-Seminar in Memory
PSYC 4100-Capstone in Psychological Sciences
CV: https://sites.google.com/site/scotthinze/Home/vita
Publications: https://scholar.google.com/citations?user=GMFp2ukAAAAJ&hl=en&oi=ao

Selected publications:
McCarthy, K. S., & Hinze, S. R. (2021). You've got some explaining to do: Effects of explanation prompts on science text comprehension. Applied Cognitive Psychology, 35(6), 1608-1620.

Salovich, N. A., Donovan, A. M., Hinze, S. R., & Rapp, D. N. (2021). Can confidence help account for and redress the effects of reading inaccurate information?. Memory & Cognition, 49(2), 293-310.

McCarthy, K. S. & Hinze, S. R. (2019). Assessment of explanation quality during retrieval practice using natural language processing tools. In Companion Proceedings of the 9th International Conference on
Learning Analytics and Knowledge (LAK’19). Tempe, AZ.

Pittman, J. C.* & Hinze, S. R. (2017). You Can and You Did: Encouragement and Feedback in Mathematical Problem Solving. Psi Chi Journal of Psychological Research, 22, 270-277, https://doi.org/10.24839/2325-7342.JN22.4.270.

Hinze, S. R., & Rapp, D. N. (2014). Retrieval (sometimes) enhances learning: Performance pressure reduces the benefits of retrieval practice. Applied Cognitive Psychology, 28, 597- 601. http://dx.doi.org/10.1002/acp.3032

Hinze, S. R., Slaten, D., Horton, W. S., Jenkins, R.* & Rapp, D. N. (2014). Pilgrims sailing the Titanic: Plausibility effects on memory for facts and errors. Memory & Cognition, 42, 305-324. http://dx.doi.org/10.3758/s13421-013-0359-9

Rapp, D. N., Hinze, S. R., Kohlhepp, K.*, & Ryskin, R. A. (2014). Reducing reliance on inaccurate information. Memory & Cognition, 42, 11-26. http://dx.doi.org/10.3758/s13421-013-0339-0

Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2013). The importance of constructive comprehension processes in learning from tests. Journal of Memory and Language, 69, 151-164. http://dx.doi.org/10.1016/j.jml.2013.03.002

Hinze, S. R., Rapp, D. N., Williamson, V. M., Shultz, M. J., Deslongchamps, G., & Williamson, K. C. (2013). Beyond ball-and-stick: Students’ processing of novel STEM visualizations. Learning and Instruction, 26, 12-21. http://dx.doi.org/10.1016/j.learninstruc.2012.12.002

Hinze, S. R., Williamson, V. M., Shultz, M. J., Williamson, K. C., Deslongchamps, G., & Rapp, D. N. (2013). When do spatial abilities support student comprehension of STEM visualizations? Cognitive Processing, International Quarterly of Cognitive Science, 14, 129-142. http://dx.doi.org/10.1007/s10339-013-0539-3

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