Kara D. Federmeier received her Ph.D. in Cognitive Science from the University of California, San Diego. She is a Professor in the Department of Psychology and the Neuroscience Program at the University of Illinois and a full-time faculty member at the Beckman Institute for Advanced Science and Technology, where she leads the Illinois Language and Literacy Initiative and heads the Cognition and Brain Lab. She is also a Past President of the Society for Psychophysiological Research. Her research examines meaning comprehension and memory using human electrophysiological techniques, in combination with behavioral, eyetracking, and other functional imaging and psychophysiological methods. She has been funded by the National Institute on Aging, the Institute of Education Sciences, and the James S. McDonnell Foundation.

• 1. Towards Consilience in the Use of Feedback to Promote Learning: A Review of the LiteratureAndrew C. Butler and Nathaniel Woodward2. Multinomial Processing Trees as Theoretical Bridges between Cognitive and Social PsychologyJimmy Calanchini and Jeff Sherman3. Enhancing Learning with Hand Gestures: Principles and PracticesSusan Cook4. Synesthesia and MetaphorSeana Coulson5. Learning structure from the worldAlex Doumas6. A conceptual consideration of the free energy principle in cognitive mapsJoshua Oon Soo Goh7. The New Science of Eyewitness MemoryScott D. Gronlund and Aaron Benjamin8. Communicating and reasoning with verbal probability expressionsUlrike Hahn and Peter Collins9. Cognitive Constructs and Neurobiology of Memory-Attention InteractionsDeborah Hannula10. Roles of Instructions in Action Control: Conditional Automaticity in a Hierarchical Multidimensional Task-SpaceRepresentationAiping Xiong and Robert proctor

Kara D. Federmeier received her Ph.D. in Cognitive Science from the University of California, San Diego. She is a Professor in the Department of Psychology and the Neuroscience Program at the University of Illinois and a full-time faculty member at the Beckman Institute for Advanced Science and Technology, where she leads the Illinois Language and Literacy Initiative and heads the Cognition and Brain Lab. She is also a Past President of the Society for Psychophysiological Research. Her research examines meaning comprehension and memory using human electrophysiological techniques, in combination with behavioral, eyetracking, and other functional imaging and psychophysiological methods. She has been funded by the National Institute on Aging, the Institute of Education Sciences, and the James S. McDonnell Foundation.

• 1. Towards Consilience in the Use of Feedback to Promote Learning: A Review of the LiteratureAndrew C. Butler and Nathaniel Woodward2. Multinomial Processing Trees as Theoretical Bridges between Cognitive and Social PsychologyJimmy Calanchini and Jeff Sherman3. Enhancing Learning with Hand Gestures: Principles and PracticesSusan Cook4. Synesthesia and MetaphorSeana Coulson5. Learning structure from the worldAlex Doumas6. A conceptual consideration of the free energy principle in cognitive mapsJoshua Oon Soo Goh7. The New Science of Eyewitness MemoryScott D. Gronlund and Aaron Benjamin8. Communicating and reasoning with verbal probability expressionsUlrike Hahn and Peter Collins9. Cognitive Constructs and Neurobiology of Memory-Attention InteractionsDeborah Hannula10. Roles of Instructions in Action Control: Conditional Automaticity in a Hierarchical Multidimensional Task-SpaceRepresentationAiping Xiong and Robert proctor

Kara D. Federmeier received her Ph.D. in Cognitive Science from the University of California, San Diego. She is a Professor in the Department of Psychology and the Neuroscience Program at the University of Illinois and a full-time faculty member at the Beckman Institute for Advanced Science and Technology, where she leads the Illinois Language and Literacy Initiative and heads the Cognition and Brain Lab. She is also a Past President of the Society for Psychophysiological Research. Her research examines meaning comprehension and memory using human electrophysiological techniques, in combination with behavioral, eyetracking, and other functional imaging and psychophysiological methods. She has been funded by the National Institute on Aging, the Institute of Education Sciences, and the James S. McDonnell Foundation.

• 1. Towards Consilience in the Use of Feedback to Promote Learning: A Review of the LiteratureAndrew C. Butler and Nathaniel Woodward2. Multinomial Processing Trees as Theoretical Bridges between Cognitive and Social PsychologyJimmy Calanchini and Jeff Sherman3. Enhancing Learning with Hand Gestures: Principles and PracticesSusan Cook4. Synesthesia and MetaphorSeana Coulson5. Learning structure from the worldAlex Doumas6. A conceptual consideration of the free energy principle in cognitive mapsJoshua Oon Soo Goh7. The New Science of Eyewitness MemoryScott D. Gronlund and Aaron Benjamin8. Communicating and reasoning with verbal probability expressionsUlrike Hahn and Peter Collins9. Cognitive Constructs and Neurobiology of Memory-Attention InteractionsDeborah Hannula10. Roles of Instructions in Action Control: Conditional Automaticity in a Hierarchical Multidimensional Task-SpaceRepresentationAiping Xiong and Robert proctor