Homepage » Faculty and Staff » Professors Emeriti » Stella Vosniadou

Stella Vosniadou

Basic Information

Title: Professor
Area of Specialization: Methodology, History and Theory of Cognitive Psychology
Division: Sciences of Cognition and Thinking

Contact details

Phone No. : (+30) 210 727 5507
Fax: (+30) 210 727 5530
E-mail: svosniad[at]phs.uoa[dot]gr
Office hours: -
Contact address:

National and Kapodistrian University of Athens
Department of Philosophy and History of Science (M.I.Th.E),
University Campus, Ano Ilisia
15771, Athens
Greece

Academic information

Education

  • 1979 Education     Ph.D. Psychology, Clark University, Worcester, Massachusetts, USA
    Thesis: Inferential Processes in Language Comprehension
    Advisor: Rachel Falmagne
    Fellow, Clark University from 1974 to 1979
  • 1974 M.A. Psychology and Education, Teachers College, Columbia University, New York,  USA
    Thesis: Strategies in the Acquisition of Greek
    Advisor: Lois Bloom
  • 1971      B.A.  Philosophy, Brandeis University, Waltham, Massachusetts, USA
    Cum Laude with Honors in Philosophy
    Minor: Psychology
    Wien International Scholar from 1967-1971

Research interests

  • Cognitive Psychology
  • Cognitive Development
  • Learning and Instruction in Science and Math

Courses and Seminars

Undergraduate

Compulsory:

  • Introduction to Psychology (Emphasis on Cognitive Psychology)

Elective – Compulsory:

  • Psychology of Reasoning

Graduate

  • Cognitive Psychology
  • Psychology of Reasoning
  • Cognitive Development
  • Psychology and Education
  • Emotions

Selected Publications

  • Vosniadou, S., & Mason, L. (in press). Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors. In K. R. Harris, S. Graham, & T. Urdan, Educational Psychology Handbook, American Psychological Association.
  • Christou, K. P. & Vosniadou, S. (in press). On the Transition from Arithmetic to Algebra: Students Tend to Interpret Literal Symbols to Stand for Natural Numbers. Mathematical Thinking and Learning
  • Vamvakoussi, Χ. & Vosniadou, S. (2010). How Many Decimals are there Between two Fractions? Aspects of Secondary School Students’ Reasoning About Rational Numbers and their Notation. Cognition and Instruction, 28(2), 181-209.
  • Vosniadou, S., Vamvakoussi, X., & Skopeliti, I. (2008). The Framework Theory Approach to the Problem of Conceptual Change. In S. Vosniadou (Ed.) International Handbook of Research on Conceptual Change. New York, NY: Routledge, 3-34.
  • Vosniadou, S. & Brewer, W.F. (1992). Mental Models of the Earth: A Study of Conceptual Change in Childhood. Cognitive Psychology, 24, 535-585. (633 references)
  • Vosniadou, S., & Brewer, W.F. (1994). Mental Models of the Day/Night Cycle. Cognitive Science, 18,123-183. (287 references)
  • Vosniadou, S. (1989). Analogical Reasoning and Knowledge Acquisition: A Developmental Perspective. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning, New York: Cambridge University Press, 413-422. (109 references)

Books

  • Vosniadou, S. (in preparation) Children’s Cosmologies, Psychology Press
  • 2008 Vosniadou, S. (Ed.) International Handbook of Research on Conceptual Change, New York, New York, Routledge
  • 2007 Vosniadou, S., Baltas, A. & Vamvakoussi, X. (Eds.) Re-framing the Conceptual Change Approach in Learning and Instruction. Advances in Learning and Instruction Series, Elsevier Science.
  • 2006 Verschaffel, L., Dochy, P., Boekartz, M., & Vosniadou, S. (Eds.) Powerful Learning Environments. Advances in Learning and Instruction Series, Elsevier Science.
  • 2001 Vosniadou, S. HowChildrenLearn, Educational Practices Series, 7, The International Academy of Education (IAE) and the International Bureau of Education (UNESCO) (Translated in Spanish, Greek, Chinese)
  • 2000 Kayser, D., & Vosniadou, S. (Eds.) Modelling Changes in Understanding: Case Studies in Physical Reasoning, European Science Foundation, Advances in Learning and Instruction, Elsevier Science.
  • 1999 Schnotz, W., Vosniadou, S., & Carretero, (Eds.) New Perspectives on Conceptual Change, Advances in Learning and Instruction, Elsevier Science. Translated in Spanish: Cambio Conceptual y Education, Libro de Edicion Argentina, 2006
  • 1997 Vosniadou, S., The Application of Multimedia Technologies in School: Their Use, Effect and Implications: The Scientific Approaches to New Learning Models for New Learning Environments, STOA, Directorate General for Research, European Parliament.
  • 1996 Vosniadou, S., De Corte, E., Glaser, R., & Mandl, H. (Eds.), International Perspectives on the Psychological Foundations of Technology-Based Learning Environments, Mahwah: New Jersey, Lawrence Erlbaum Associates. Translated in Greek, Gutenberg Press, 2006
  • 1995 Vosniadou, S., De Corte, E., & Mandl, H. (Eds.), Technology-Based Learning Environments: Psychological and Educational Foundations, NATO-ASI Series, Berlin: Heidelberg: Springer-Verlag.
  • 1989 Vosniadou, S. & Ortony, A. (Eds.), Similarity and Analogical Reasoning, New York: NY: Cambridge University Press.

Additional Information

Adjunct Professor:

  • University of Adelaide, Australia (2010-2012)
  • University of Nevada, USA (2009-2011)

Visiting Professor

  • 2010 Visiting Professor, Psychology Department, Carnegie Mellon University, Pittsburgh, USA.
  • 2008 Visiting Professor, Developmental Lab, Psychology Department, Harvard University, Cambridge, Massachusetts, USA.
  • 2006 Visiting Professor, Psychology Department, University of Adelaide, Adelaide, Australia