Assistant Professor of Education
Graduate Advisor, Psychological and Brain Sciences
I view my role as a teacher equally as an opportunity to impart knowledge as well as to further explore - and question - the very foundations of that accepted knowledge. Much of my excitement about the courses I teach stems from the prospect of thinking critically about the topics I present and from being challenged by my students to consider new ways of advancing our understanding of those topics. The fields of Education, Cognitive Psychology, and Neuroscience can contribute a great deal to each other and in my courses I draw connections between key research findings in each of these areas. Many of the traditionally "accepted practices" in education are currently the subject of ongoing debates and there is a wealth of new information constantly emerging from active lines of research. It is crucial for students of education to have an understanding of which claims about learning are supported by credible evidence and which are not. My goal is both to inform students of the current state of knowledge, and to help them become lifelong critical consumers of this information. Developing this skill will enable them to continue to learn about and evaluate current research findings the as they progress beyond the college classroom.
Research and Teaching Interests
Research in the Kraemer Lab is focused on the neural and behavioral correlates of learning and complex cognition, with a particular focus on individual differences. Key questions include, "How does the information we receive from our senses form lasting conceptual representations in the brain?" and, "How does this process vary for different individuals?" as well as, "What behaviors, strategies, and conditions allow for successful learning of complex concepts?"
In the service of investigating these questions we employ various experimental methods including fMRI, psychophysiology, and computerized behavioral testing.
Professor Kraemer is also a faculty member in the Graduate program in Psychological and Brain Sciences.
Kraemer, D.J.M., Hamilton, R.H., Messing, S.B., DeSantis, J., & Thompson-Schill, S.L. (2014) Cognitive styles, cortical stimulation, and the conversion hypothesis. Frontiers in Human Neuroscience, 8:1-9.
Hsu, N.S., Kraemer, D.J.M., Oliver, R.T., Schlicting, M.L., & Thompson-Schill, S.L. (2011). Color, context, and cognitive style: Variations in color knowledge retrieval as a function of task and subject variables. Journal of Cognitive Neuroscience, 23(9):2544-57.
Kraemer, D.J.M., Rosenberg, L.M., & Thompson-Schill, S.L. (2009). The neural correlates of visual and verbal cognitive styles. Journal of Neuroscience, 29(12):3792-8.
Cross, E.S., Kraemer, D.J.M., Hamilton, A.F., Kelley, W.M., & Grafton, S.T. (2009). Sensitivity of the action observation network to physical and observational learning.Cerebral Cortex, 19(2):315-26.
Green, A.E., Kraemer, D.J.M., Fugelsang, J.A., Gray, J.R., & Dunbar, K.N. (2012). Neural Correlates of Creativity in Analogical Reasoning. Journal of Experimental Psychology-Learning Memory and Cognition, 38(2), 264–272.