College Directory

Tzu-Jung Lin

Assistant Professor, Department of Educational Studies

Program Area: Educational Psychology

(614) 292-6124


Tzu-Jung Lin is an assistant professor of Educational Psychology in the Department of Educational Studies. Her primary research interests focus on (1) how learning and development occur through the dynamic social interaction with peers and teachers in classrooms, (2) what social factors (e.g., peer relationships), individual characteristics, or contextual factors mediate or moderate the socialization of cognition, and (3) what instructional approaches can help educators to promote better learning and development in classrooms.

She is currently involved in several research projects in collaboration with wonderful colleagues and students under this program of research. The first project focuses on children’s thinking and reasoning development in small-group discussions, which has shown that children’s relational thinking (e.g., analogical reasoning, causal reasoning) co-develops through talk during collaborative small-group discussions; children who are densely connected with their classmates in the classroom friendship network have a positive influence on their peers’ development of relational thinking; teachers’ prompts for relational thinking and contingent praise are effective strategies to facilitate small group discussions.

The second project examines the impact of a whole-class language and literacy curriculum on preschoolers’ social networks and how peer socialization influences their language, literacy, and social development. (This project is in collaboration with the Crane Center for Early Childhood Research and Policy.) The third project explores effective teaching of argumentative writing in high school English Language Arts classrooms.

My second program of research focuses on cognitive processes involved in learning to read, particularly the role of metalinguistic awareness (e.g., concept of word, morphological awareness).

My previous study shows that children’s knowledge about what counts as a ‘word’ develops with age and literacy experiences. My colleagues and I are currently investigating how concept of word, working memory, and morphological awareness jointly contribute to growth in vocabulary and reading comprehension.


  • PhD, Educational Psychology, Cognitive Science of Teaching and Learning program, University of Illinois at Urbana-Champaign
  • MS, Applied Statistics, University of Illinois at Urbana-Champaign
  • MS, Industrial Engineering and Management, Human Factors Engineering program, National Chiao Tung University, Hsinchu, Taiwan
  • BBA, Management Science, National Chiao Tung University, Hsinchu, Taiwan

Areas of Expertise

  • Cognitive and social dynamics of classroom learning
    • Development of thinking and reasoning
    • Classroom or small-group talk
    • Peer influence and socialization
    • Transactional influence between teachers and students
  • Language and literacy development


  • AERA Division C Graduate Student Research Excellence Award, 2013
  • Hardie Dissertation Award, University of Illinois, 2011
  • First Annual Raymond W. Kulhavy Prize for Student Research in the Cognitive Science of Learning, University of Illinois, April 2010
  • Research Creativity Award,National Science Council, Taiwan, 2004


  • Promoting the Social and Cognitive Competence of Early Adolescence Rejected by Peers. PI: Tzu-Jung Lin, Co-PI: Eric M. Anderman. Office of Research Faculty Seed Grant, College of Education and Human Ecology, The Ohio State University, $20,000, 12/1/2014 – 12/31/2015.
  • Teaching and Learning Literature-Related Argumentative Writing in High School English Language Arts Classrooms. PI: Dr. George E. Newell, Co-PI: David M. Bloome, Alan Hirvela, Tzu-Jung Lin, Jerome D’Agostino. Institute of Education Sciences, Goal Two (Development and Innovation), $1,499,279, 07/01/2014 – 06/30/2018.
  • Assessing Morphological Awareness and Working Memory in Learning to Read Chinese. PI: Tzu-Jung Lin, Co-PI: Yu-Min Ku, Jie Zhang. Small Research Grant, Department of Educational Studies, The Ohio State University, $2,000, 04/08/2013 – 12/31/2013.


  • Emery, A. A., Lin, T. -J., Justice, L., & Mashburn, A. (2014, July). Examining teachers’ self-efficacy in Read it Again-PreK. Paper presented at the American Psychological Association, Washington, DC.
  • Lin, T. -J., Ku, Y. -M., Zhang, J., Chen, J., Kuo, W. -C., & Han, P. -L. (2014, July). Contributions of concept of word and morphological awareness in learning to read Chinese. Paper presented at the Society for the Scientific Study of Reading, Santa Fe, New Mexico.
  • Lin, T. -J., Justice, L. M., Emery, A. A., Mashburn, A., & Pentimonti, J. (2014, July). The social mechanism of language and literacy development in Read it Again! Paper presented at the Society for the Scientific Study of Reading, Santa Fe, New Mexico.
  • Zhang, J., Lin, T. -J., Nagy, W., Suzuki, K., & Ejike, C. (2014, July). Morphological awareness and incidental word learning in first and second language. Paper presented at the American Educational Research Association Spencer Poster Session, Philadelphia, PA.
  • Zhang, J., Lin, T. -J., Nagy, W., Suzuki, W., Ejike, C., Anne, L., & Green, K. (2014, July). Morphological awareness and incidental word learning in first and second language. Paper presented at the Society for the Scientific Study of Reading, Santa Fe, New Mexico.
  • Logan, J., Justice, L., & Lin, T. -J. (2014, May). The importance of peer effects for language growth in childhood special education. Pater presented at the 26th APS Annual Convention, San Francisco, CA.
  • VanDerHeide, J., Newell, G. E., Lin, T. -J., & Bradley, A. (2014, April). How instructional patterns for teaching argumentative writing predict students’ writing achievement. Paper to be presented at the American Education Research Association, Philadelphia, PA.
  • Baker, A. R., Lin, T. -J., Chen, J., Paul, N., Murtha, S., & Anderson, R. C. (2014, April). The effects of teacher framing on student engagement during Collaborative Reasoning. Paper to be presented at the American Education Research Association, Philadelphia, PA.
  • Ma, S., Lin, T. -J., & Anderson, R. C. (2013, July). Nurturing English language learners’ multi-link causal reasoning. Paper presented at the Society for the Scientific Study of Reading, Hong Kong.
  • Lin, T. -J., & Anderson, R. C. (2013, April). Friendship and social status as mediators of relational thinking during Collaborative Reasoning. Paper presented at the bi-annual meeting of the Society for Research on Child Development, Seattle, WA.
  • Lin, T. -J., Jadallah, M., & Anderson, R. C. (2013, April). Less is more: Teacher's influence on peer collaboration. Paper presented at the American Education Research Association, San Francisco, CA.
  • Ma, S., Anderson, R. C., Lin, T. -J., Hsu, Y. -L., Zhang, X., & Ouyang, W. (2012, July). Influence of collaborative group work on English language learners’ oral narrative. Paper presented at the 22nd annual meeting of the Society for Text & Discourse, Montréal, Canada.
  • Lin, T. -J., & Anderson, R. C. (2012, April). Peer Relationship, Social Interaction, and Relational Thinking during Small-Group Discussions. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.

Selected Publications

Journal Articles

  • Lin, T. -J., Jadallah, M., Anderson, R. C., *Baker, A. R., Nguyen-Jahiel, K., Kim, I.-H., . . . Wu, X. (2014). Less is more: Teacher’s influence on peer collaboration. Journal of Educational Psychology. doi:
  • Justice, M. L., Logan, J., Lin, T. -J., & Kaderavek, J. (2014). Peer effects in early childhood education: Testing the assumptions of special-education inclusion. Psychological Science, 25, 1722-1729.
  • Miller, B. W., Anderson, R. C., Morris, J. A., Lin, T. -J., Jadallah, M., & Sun, J. (2014). The effects of the social context of argumentative discussion on engagement and conceptual change. Learning and Instruction, 33, 67-80.
  • Zhang, X., Anderson, R. C., Dong, T., Nguyen-Jahiel, K., Li, Y., Lin, T. -J., & Miller, B. W. (2013). Children’s moral reasoning: Influence of culture and collaborative discussion. Journal of Culture and Cognition, 13, 503-522.
  • Lin, T. -J., Horng, R. -Y., & Anderson, R. C. (2013). Effects of argument scaffolding and source credibility on science text comprehension. Journal of Experimental Education, 82, 264-282.
  • Lin, T. -J., Anderson, R. C., Hummel, J. E., Jadallah, M., Miller, B. W., Nguyen-Jahiel, K., Morris, J. A., Kuo, L. -J., Kim, I. -H., Wu, X., & Dong, T. (2012). Children’s use of analogy during Collaborative Reasoning. Child Development83, 1429-1443.
  • Lin, T. -J., Anderson, R. C., Ku, Y. -M., Christianson, K, & Packard, J. (2011). Chinese children’s concept of word. Writing Systems Research3, 41-57.
  • Dong, T., Anderson, R. C., Lin, T. -J., & Wu, X. (2009). Concurrent student-managed discussions in a large class. International Journal of Educational Research, 48, 352-367.
  • Lin, T. -J., & Anderson, R. C. (2008). Reflections on collaborative discourse, argumentation, and learning. Contemporary Educational Psychology, 33, 443-448.
  • Horng, R. -Y., & Lin, T. -J. (2008). 論辯: 變革的一個理性機制. [Argumentation: A rational mechanism of reformation]. Forum on Training and Development, 89, 12-20.

Book Chapters

  • Sun, J., Anderson, R. C., Lin, T. -J., & Morris, J. A. (2014). Social and cognitive development during collaborative reasoning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through talk and dialogue. Washington DC: American Educational Research Association.
  • Zhang, J., Lin, T. -J., Wei, J., & Anderson, R. C. (2014). Morphological awareness and learning to read Chinese and English. In X. Chen, Q. Wang, Y. C. Luo (Eds.), Reading development of monolingual and bilingual Chinese children (pp. 3-22). Dordrecht, NL: Springer Science.