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. The role of working memory in long-term learning: Implications for childhood developmentAlicia Forsberg, Eryn J. Adams, and Nelson Cowan2. Learning to control tinnitusFatima T. Husain3. The attentional demands of combining comprehension and production in conversationSuzanne Rosa Jongman4. More than “just a test”—Task-switching paradigms offer an early warning system for cognitive declineFrini Karayanidis and Montana McKewen5. Policy compression: An information bottleneck in action selectionLucy Lai and Samuel J. Gershman6. Limited evidence for probability matching as a strategy in probability learning tasksJessica L. Montag7. A review of uncertainty visualization errors: Working memory as an explanatory theoryLace Padilla, Spencer C. Castro, and Helia Hosseinpour

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. The role of working memory in long-term learning: Implications for childhood developmentAlicia Forsberg, Eryn J. Adams, and Nelson Cowan2. Learning to control tinnitusFatima T. Husain3. The attentional demands of combining comprehension and production in conversationSuzanne Rosa Jongman4. More than “just a test”—Task-switching paradigms offer an early warning system for cognitive declineFrini Karayanidis and Montana McKewen5. Policy compression: An information bottleneck in action selectionLucy Lai and Samuel J. Gershman6. Limited evidence for probability matching as a strategy in probability learning tasksJessica L. Montag7. A review of uncertainty visualization errors: Working memory as an explanatory theoryLace Padilla, Spencer C. Castro, and Helia Hosseinpour

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. The role of working memory in long-term learning: Implications for childhood developmentAlicia Forsberg, Eryn J. Adams, and Nelson Cowan2. Learning to control tinnitusFatima T. Husain3. The attentional demands of combining comprehension and production in conversationSuzanne Rosa Jongman4. More than “just a test”—Task-switching paradigms offer an early warning system for cognitive declineFrini Karayanidis and Montana McKewen5. Policy compression: An information bottleneck in action selectionLucy Lai and Samuel J. Gershman6. Limited evidence for probability matching as a strategy in probability learning tasksJessica L. Montag7. A review of uncertainty visualization errors: Working memory as an explanatory theoryLace Padilla, Spencer C. Castro, and Helia Hosseinpour