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Jarrod Moss

Affiliations: 
Mississippi State University, Starkville, MS, United States 
Area:
Problem Solving, Discourse Comprehension, Skill Acquisition
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"Jarrod Moss"
Mean distance: 16.45 (cluster 38)
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Parents

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Kenneth Kotovsky grad student 2001-2006 Carnegie Mellon
 (The role of open goals in acquiring problem -relevant information.)
Christian D. Schunn post-doc 2007-2008 University of Pittsburgh

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Publications

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Goucher-Lambert K, Moss J, Cagan J. (2019) A neuroimaging investigation of design ideation with and without inspirational stimuli—understanding the meaning of near and far stimuli Design Studies. 60: 1-38
Jones WE, Moss J. (2018) Assessing the transfer of interruption resumption skill to novel tasks. Journal of Experimental Psychology. Applied
Cranford EA, Moss J. (2017) Mouse-tracking evidence for parallel anticipatory option evaluation. Cognitive Processing
Goucher-Lambert K, Moss J, Cagan J. (2017) Inside the Mind: Using Neuroimaging to Understand Moral Product Preference Judgments Involving Sustainability Journal of Mechanical Design. 139
Wong AY, Moss J, Schunn CD. (2016) Tracking reading strategy utilisation through pupillometry Australasian Journal of Educational Technology. 32
Moss J, Schunn CD. (2015) Comprehension through explanation as the interaction of the brain's coherence and cognitive control networks. Frontiers in Human Neuroscience. 9: 562
Bai H, Jones WE, Moss J, et al. (2014) Relating individual differences in cognitive ability and strategy consistency to interruption recovery during multitasking Learning and Individual Differences. 35: 22-33
Moss J, Schunn CD, Schneider W, et al. (2013) The nature of mind wandering during reading varies with the cognitive control demands of the reading strategy. Brain Research. 1539: 48-60
Moss J, Schunn CD, Schneider W, et al. (2011) The neural correlates of strategic reading comprehension: cognitive control and discourse comprehension. Neuroimage. 58: 675-86
Moss J, Kotovsky K, Cagan J. (2011) The effect of incidental hints when problems are suspended before, during, or after an impasse. Journal of Experimental Psychology. Learning, Memory, and Cognition. 37: 140-8
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