TITLE: "A Model of Free Recall Using the Mental-Attention Memory Task."

Defense Date: Oct 5, 2006 at 1:00 pm 390 York Lanes.

Examining Committee: D. Flora, J. Pascual-Leone, J. Johnson, G. Monette, V. Goel.

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• Calvo, A. & Romero Escobar, E.M. (2007, May). Cognitive style, attention, and Working Memory. Presented at the 2nd Annual Graduate Psychology Conference- York University, Toronto, Canada.

• Johnson, J. Romero Escobar, E.M., & Pascual-Leone, J. (2008, November). Exploring Culture-Fair Assessment of Cognitive Abilities of Immigrant Children and Children of Immigrant Parents. Poster to be presented at On New Shores Conference, Guelph, Ontario, Canada

• Johnson, J., Pascual-Leone, J., & Romero Escobar, E.M. (2006, June). Theory-based quantitative models of capacity constraints in a mental attention memory task. Poster presented at the 3rd European Working Memory Symposium, Genoa, Italy.

• Pascual-Leone, J. Johnson, J., & Romero Escobar, E.M. (2007, May-June). Fundamental measurement using organismic theories: Developmental quantitative models of mental attention. Presented at the 37th Annual Meeting of The Jean Piaget Society, Amsterdam, The Netherlands.

• Pascual-Leone, J., Romero Escobar, E.M., Johnson, J., & Morra, S. (2006, June). Mathematical modeling of free recall in the Mental Attention Memory task. Poster presented at the 71st Annual Meeting of the Psychometric Society, Montreal, Canada

• Romero Escobar, E.M. (2008, May). The importance of being discrete. Presented at the 3rd Annual Graduate Psychology Conference – York University, Toronto, Canada.

• Romero Escobar, E.M., Mehranvar, S., & Pepler, D. (2006, September). Promoviendo relaciones interpersonales y eliminando violencia entre estudiantes de escuela secundaria. Presented at the First Congress of the Spanish Speaking Education Network, Toronto, Canada.

• Psychometric Society: Student Member

• CLLRNet : Canadian Language and Literacy Research Network
  Look for Research Theme IV: Literacy
  Project: Understanding Reading Development in Second Language Learners