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Tzu-Jung Lin

Assistant Professor, Department of Educational Studies

Program Area: Educational Psychology

(614) 292-6124
lin.1653@osu.edu

Biography

Tzu-Jung Lin is an assistant professor of Educational Psychology in the Department of Educational Studies, and a faculty associate of the Crane Center for Early Childhood Research and Policy. 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 contextual or individual factors mediate or moderate the socialization of cognition or relationships, and (3) what instructional approaches can foster a positive climate and better social learning in classrooms. Her second line of research centers on cognitive processes in learning to read.

Education

  • 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

Research Interests

  • Cognitive Development
  • Educational Psychology
    • Cognitive and social development in classroom contexts
    • Collaborative learning
    • Dialogic inquiry, reasoning, and argumentation
    • Metalinguistic awareness
    • Peer relationships
    • Social networks

Honors

  • Winner of "DiveE In" Seed Grand Competition, American Educational Research Association Division E (Counseling and Human Development), 2015
  • Graduate Student Research Excellence Award, American Educational Research Association Division C (Learning and Instruction), 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

Grants

  • Promoting interpersonal competencies and academic achievement through collaborative social reasoning. PI Spencer Postdoctoral Fellowship, National Academy of Education and Spencer Foundation.
  • Teaching and learning literature-related argumentative writing in high school English Language Arts classrooms. Co-PI. Institute of Education Sciences, Goal Two (Development and Innovation).
  • Early learning network: Critical contributions of classroom ecology to children's learning. Co-PI. Institute of Education Sciences, Goal I (Exploratory). 
  • Buffering against peer rejection through collaborative social reasoning: A study with early adolescents in Taiwan. PI. Junior Scholar Grant, Chiang Ching-kuo Foundation.

Presentations

  • Shin, S., Lin, T. -J., & Kraatz, E. (2017, August). Cross-cultural differences in interpersonal competence: A person-centered approach. Paper presented at the annual meeting of the American Psychological Association, Washington, DC.
  • Kuznetcova, I., Lin, T. -J., Ha, S. Y., Chen, J., & Paul, N. (2017, April). Socializing interpersonal immediacy in collaborative small-group discussions. Roundtable presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
  • Chen, J., Lin, T. -J., & Shin, S. (2017, April). The moderating effects of ability grouping on shy children’s peer relationships. Poster presented at the bi-annual meeting of the Society for Research on Child Development, Austin, TX.
  • Lin, T. -J., Li, W. -T., Chiu, Y. -J., Hong, Y. -R., Tsai, C. -C., Kraatz, E., & Shin, S. (2017, April). Differential effects of social talk on children’s social-emotional development. Strategic Plan Poster presented at the bi-annual meeting of the Society for Research on Child Development, Austin, TX.
  • Lin, T. -J., Chen, J., Ha, S. Y., Kuznetcova, I., Paul, N., Won, S., Anderman, E. M., & Kraatz, E., (2017, April). The influence of collaborative small-group discussion on social self-efficacy and class relationships. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
  • Ha, S. Y., & Lin, T. -J. (2016, December). The case of Mr. Watson: Adaptive teaching and responsiveness in teaching argumentative writing. In T.-J. Lin (Chair and Discussant), On the evolution of teaching argumentative writing across an academic year in high school English Language Arts classrooms. Symposium presented at the Literacy Research Association Annual Conference, Nashville, TN.
  • Ha, S. Y., Newell, G. E., & Lin, T. -J. (2016, August). Constructing multiple perspectives for literary argumentation: A case of a high school ELA classroom. Poster presented at the annual meeting of the American Psychological Association, Denver, CO. 
  • Paul, N. & Lin, T. -J. (2016, August). Designing online discussion for enhancing satisfaction of students’ psychological needs. Paper presented at the American Psychological Association’s annual conference, Denver, CO.
  • Kuznetcova, I., Lin, T.-J., Ha, S. Y., Paul, N., Chen, J., Won, S., Zhan, X., & Huang, Y. (August, 2016). Teacher strategies for constructing prosocial and argumentative small-group discussions. Paper presented at the annual meeting of the American Psychological Association, Denver, CO. 
  • Chen, J., Lin, T. -J., Scott, A., Zhan, X., Ha, S. Y., Paul, N., … Anderman, E. (2016, August). The influence of ability grouping on high-achieving early adolescents’ social interaction with peers. Paper presented at the annual meeting of the American Psychological Association, Denver, CO.
  • Newell, G. E., Lin, T. -J., Buescher, E., Goff, B., Ha, S. Y., Hirvela, A., & Weyand, L. (April, 2016). Adaptive expertise in the teaching of argumentative writing in high school English language arts classrooms: A prototype analysis. Roundtable presented at the annual meeting of the American Educational Research Association, Washington DC.
  • Paul, N., Lin, T. -J., Ha, S. Y., Chen, J., & Newell, G. E. (April, 2016). Modeling relationships between writing anxiety, self-efficacy, and self-regulation in argumentative writing: A goal theory perspective. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
  • Zhang, J., Lin, T. -J., & Nagy, W. (2015, August). Morphological awareness and decontextualized word learning in first and second language. Paper presented at the Twenty-second Annual Meeting of the Society for the Scientific Study of Reading, The Big Island, Hawaii.
  • Jadallah, M., Lin, T. -J., & Anderson, R. C. (2015, August). Teacher scaffolding of reasoning and argumentation. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Limassol, Cyprus.
  • Ha, S. Y., Lin, T. -J., Paul, N., Chen, J., & Newell, G. (2015, August). Examining factors affecting adolescents’ tendency to engage in argumentative reading and writing. Poster presented at the annual meeting of the American Psychological Association, Toronto, CA.
  • Chen, J., Lin, T. -J., & Ku, Y. -M. (2015, April). Character, word, and reader attributes contributing to concept of word in Chinese: Mixed-effects logit models. Poster presented at the American Educational Research Conference, Chicago, IL.
  • Lin, T. -J., Justice, L. M., Mashburn, A., & Pentimonti, J. (2015, March). Peer influence in preschool classrooms: Examining literacy, language, gender, and age homophily. Poster presented at the bi-annual meeting of the Society for Research on Child Development, Philadelphia, PA.
  • 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 Twenty-first annual meeting of the Society for the Scientific Study of Reading, Santa Fe, New Mexico.
  • 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 Twenty-first annual meeting of 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 Twenty-first annual meeting of 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. Poster presented at the American Educational Research Association Spencer Poster Session, Philadelphia, PA.
  • VanDerHeide, J., Newell, G. E., Lin, T. -J., & Bradley, A. (2014, April). How instructional patterns for teaching argumentative writing predict students’ writing achievement. Paper 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 presented at the American Education Research Association, Philadelphia, PA.

Selected Publications

Journal Articles

  • Chen, J., Lin, T. -J., Justice, L. M, & Sawyer, B. (in press). The Social networks of children with and without disabilities in early childhood special education classrooms. Journal of Autism and Developmental Disorders.
  • Sun, J., Anderson, R. C., Perry, M., & Lin, T. -J. (2017). Emergent leadership in children’s cooperative problem solving groups. Cognition & Instruction, 35, 212-235. doi: 10.1080/07370008.2017.1313615
  • Lin, T. -J., Justice, L. M., Emery, A. A., Mashburn, A., & Pentimonti, J. (2017). Impacts of teacher-child managed whole-group language and literacy instruction on the depth of preschoolers’ social interaction. Early Education and Development, 28, 457-474doi: 10.1080/10409289.2016.1246287
  • Ma, S., Zhang, J., Anderson, R. C., Morris, J. A., Nguyen-Jahiel, K., Miller, B. W., Jadallah, M., Sun, J., Lin, T. -J., Scott, T., Hsu, Y.-L., Zhang, X., Latawiec, B., & Grabow, K. (2017). Children’s productive use of academic vocabulary. Discourse Processes, 54, 40-61. doi:10.1080/0163853X.2016.1166889
  • Ma, S., Anderson, R. C., Lin, T.-J., Zhang, J., Morris, J. A., Nguyen-Jahiel, K., Miller, B. W.,  Jadallah, M., Scott, T., Sun, J., Grabow, K., Latawiec, B. M., & Yi, S. (2017). Instructional influences on English language learners' storytelling. Learning and Instruction, 49, 64-80doi: 10.1016/j.learninstruc.2016.12.004
  • Lin, T. -J., Justice, L. M., Paul, N., & Mashburn, A. (2016). Peer interaction in rural preschool classrooms: Contributions of children’s learning-related behaviors, language and literacy skills, and problem behaviors. Early Childhood Research Quarterly, 37, 106-117.doi: 10.1016/j.ecresq.2016.04.001
  • Zhang, X., Anderson, R. C., Morris, J. A., Miller, B. W., Nguyen-Jahiel, K., Lin, T. -J., Zhang, J., Jadallah, M., Scott, T., Sun, J., Lataweic, B., Ma, S., Grabow, K., & Hsu, Y. -L. (2016). Improving children’s competence as decision makers: Contrasting effects of collaborative interaction and direct instruction. American Educational Research Journal, 53,194–223.doi: 10.3102/0002831215618663
  • Lin, T. -J., Anderson, R. C., Jadallah, M., Nguyen-Jahiel, K., Kim, I. -H., Kuo, L. -J., Miller, B. W., Logis, H. A., Wu, X., & Li, Y. (2015). Social influences on the development of relational thinking during small-group discussions. Contemporary Educational Psychology, 41, 83-97.doi:10.1016/j.cedpsych.2014.12.004
  • Lin, T. -J., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen-Jahiel, K., Kim, I.-H., Kuo, L. -J., Miller, B. W., Dong, T., & Wu, X. (2015). Less is more: Teacher’s influence on peer collaboration. Journal of Educational Psychology, 107, 609-629doi: 10.1037/a0037758
  • Miller, B. W., Anderson, R. C., Morris, J. A., Lin, T. -J., Jadallah, M., & Sun, J. (2014). The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth. Learning and Instruction, 33, 67-80. doi: 10.1016/j.learninstruc.2014.04.003
  • Justice, L. M., 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.doi: 10.1177/0956797614538978
  • Lin, T. -J., Horng, R. -Y., & Anderson, R. C. (2014). Effects of argument scaffolding and source credibility on science text comprehension. Journal of Experimental Education, 82, 264-282. doi: 10.1080/00220973.2013.769423
  • 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 Cognition and Culture, 13, 497-516. doi: 10.1163/15685373-12342106
  • 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. doi: 10.1111/j.1467-8624.2012.01784.x

 Book Chapters

  • Newell, G. E., Bloome, D., Hirvela, A., Lin, T. -J., VanDerHeide, J., Olsen, A. W., Buescher, E., Goff, B., Kim, M. Y., Ryu, S. H., & Weyand, L. (2015). Teaching and learning argumentative writing in high school English Language Arts classrooms. New York: Routledge.
  • Sun, J., Anderson, R. C., Lin, T. -J., & Morris, J. A. (2015). Social and cognitive development during Collaborative Reasoning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp.63-76). 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 and difficulties in monolingual and bilingual Chinese children (pp. 3-22). Dordrecht, NL: Springer Science.