Keith Stanovich

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Dr. Keith Stanovich is the Canada Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research areas are the psychology of reasoning and the psychology of reading. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. His research on the cognitive basis of rationality has been featured in the journal Behavioral and Brain Sciences and in a recent book by University of Chicago Press.

1 Works
2 Work
3 See Also
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[edit] Works

The Robot's Rebellion: Finding Meaning in the Age of Darwin
Progress in Understanding Reading: Scientific Foundations and New Frontiers
Who Is Rational? Studies of Individual Differences in Reasoning
How to Think Straight About Psychology (Eighth Edition)

[edit] Work

Cognitive scientist and psychologist Keith E. Stanovich has done extensive research on reading, language disabilities and the psychology of rational thought. His classic article on the Matthew Effect in Education has been cited over 800 times in the scientific literature. He is the author of over 175 scientific articles, several of which have become Current Contents Citation Classics. In a three-year survey of citation rates during the mid-1990s (see Byrnes, J. P. (1997). Explaining citation counts of senior developmental psychologists. Developmental Review, 17, 62-77), Stanovich was listed as one of the 50 most-cited developmental psychologists. Recently, he was named one of the 25 most productive educational psychologists (see Smith, M. C., et al., Productivity of educational psychologists in educational psychology journals, 1997-2001. Contemporary Educational Psychology, 28, 422-430). In a citation survey of the period 1982-1992, he was designated the most cited reading disability researcher in the world (Nicolson, R. I. Developmental dyslexia: Past, present and future. Dyslexia, 1996, 2, 190-207).

Stanovich is the only two-time winner of the Albert J. Harris Award from the International Reading Association for influential articles on reading. In 1995 he was elected to the Reading Hall of Fame as the youngest member of that honorary society. In 1996 he was given the Oscar Causey Award from the National Reading Conference for contributions to research, in 1997 he was given the Sylvia Scribner Award from the American Educational Research Association, and in 2000 he received the Distinguished Scientific Contribution Award from the Society for the Scientific Study of Reading. Stanovich is a Fellow of the American Psychological Association (Divisions 3 [experimental], 7 [developmental], 8 [Personality & Social], & 15 [Educational]), the American Psychological Society, the International Academy for Research in Learning Disabilities, and is a Charter Member of the Society for the Scientific Study of Reading. He was a member of the Committee on the Prevention of Reading Difficulties in Young Children of National Research Council/National Academy of Sciences. From 1986-2000 Stanovich was the Associate Editor of Merrill-Palmer Quarterly, a leading journal of human development.

He has had two long-term collaborators in his career, Anne Cunningham is one and Richard West is another. He and Richard West were graduate students at University of Michigan together. These relationships had their roots in the 1970’s and the three of them still work together. His career has been marked by these long-term collaborations.