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Bradley J. Morris is a Developmental Cognitive Scientist whose research program includes basic research in cognitive development and its application in designing effective PreK-12 STEM instruction. His research focuses on three domains: Scientific and Mathematical reasoning, Formal reasoning, and Motivation. The goal of his research program is to identify the mechanisms underlying children’s reasoning (e.g., strategy acquisition and selection) and motivation (e.g., praise type) using a variety of experimental methods (e.g., eye tracking) and computational modeling.
My research program has focused on understanding three inter-related components of self-regulated learning: (1) monitoring of learning, (2) control of study time, and (3) the application of strategies during learning. These three components of learning fall under the rubric of metacognition, which concerns people's cognition (or beliefs) about their cognitions. By studying metacognition in students across the life span, a major goal of all facets of my research involves developing techniques to improve student learning and achievement across multiple domains.
My initial professional training was with archaeologists Kent Vickery, James Kellar, Pat and Cheryl Munson, and Stuart Struever. Harold Driver also was an early influence. My first field work was in 1971 at the Maple Creek field school under Vickery’s direction, and that set the hook. My first independent project was a three-month archaeological survey of the flint workshops of Harrison Co., Indiana for Kellar as a Ph.D. student.