Lisa M. Soederberg Miller

Associate Professor
Director, Adult Development Lab

Ph.D., University of New Hampshire
M.A., University of New Hampshire
M.A., Teacher's College, Columbia University

At UCD since: 2005

Interests: Cognition, Social Cognition, Health

Life Phases: Adulthood, Aging

E-mail: lmsmiller@ucdavis.edu

Research Interests:

Dr. Miller is interested in examining how knowledge affects cognition in later life, in particular, its effects on language processing, decision making and problem solving, as well as memory. She is also interested in how motivational factors among younger and older adults are related to knowledge in a particular area and how the two factors support cognition in later life. Dr. Miller applies this work to the problem of low health literacy, by examining how knowledge and motivation support adults' ability to obtain, process, and make decisions regarding their health.

Courses Taught:

Adult Development and Aging, HDE100C, HDE 200C

Field Studies in Aging, HDE143

Applied Cognitive Aging, HDE161, HDE207

Recent Publications:

Miller, L. M. S. (in press). Age Differences in the Effects of Domain Knowledge on Reading Efficiency. Psychology and Aging.

Miller, L. M. S. (in press). Health literacy and aging. California Agriculture: Special Issue on Aging.

Miller, L. M. S. & West, R. L. (in press). Self-Regulation of Reading in Adulthood: the Role of Age and Control Beliefs. Experimental Aging Research.

Stine-Morrow, E. A. L., & Miller, L. M. S. (in press). Aging, self-regulation, and learning from text. In B. H. Ross (Ed.), Psychology of learning and motivation (Vol. 51).

Morrow, D. G., Miller, L. M. S., Ridolfo, H., Magnor, C., Fisher, U., Kokayeff, N., & Stine-Morrow, E. A. L. (2008). Expertise and age differences in pilot decision making. Aging, Neuropsychology, and Cognition.

Stine-Morrow, E. A. L., Miller, L. M. S., Gagne, D. D., & Hertzog, C. (2008). Self-Regulated Reading in Adulthood. Psychology and Aging, 23, 131-153.

Miller, L. M. S. & Gagne, D. D. (2008). Adult age differences in reading and rereading processes associated with problem solving, International Journal of Behavioral Development 32, 34-45.

Miller, L. M. S., Cohen, J. A., & Wingfield, A. (2006). Knowledge reduces demands on working memory during reading, Memory & Cognition, 34, 1355-1367.

Stine-Morrow, E. A. L., Miller, L. M. S., & Hertzog, C. (2006). Aging and self-regulation in language understanding, Psychological Bulletin, 132, 582-606.

Related Links:

http://adl.ucdavis.edu

http://humandevelopment.ucdavis.edu