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Marlin Directory

Scott Hinze

Scott Hinze

Assistant Professor of Psychology


B.A., Hope College
M.A., Ph.D., University of Illinois at Chicago

Office Location: SSL 104
Phone: 757-455-3288
Department/s: Psychology
Personal Website

Scott Hinze was new to the psychology department at Virginia Wesleyan in the fall of 2013. Previously, he held a post-doctoral research fellowship at Northwestern University. He received his doctorate in cognitive psychology, with a minor in cognitive neuroscience, from the University of Illinois at Chicago. His research explores how processes of human learning and memory unfold in everyday experiences, including educationally-relevant ones, and how these experiences can be supported with effective instructional design.

He teaches courses in Cognitive Psychology, Biopsychology, Sensation & Perception, along with core courses in Intro, Methods, Statistics, and Original Research. 

See Scott's webpage for more.

Learning from Tests

  • Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2013). The importance of constructive comprehension processes in learning from tests. Journal of Memory and Language
  • Hinze, S. R., & Wiley, J. (2011). Testing the limits of testing effects using completion tests. Memory, 19, 290-304. 
  • Brown, J. E., Hinze, S. R., & Pellegrino, J. W. (2008). Technology and formative assessment. In Good, T. L. (ed.). 21st Century Education: A Reference Handbook. Thousand Oaks, CA: Sage Publications. 

Individual Differences and STEM Education

  • Hinze, S. R., Williamson, V. M., Deslongchamps, G., Schultz, M. J., Williamson, K. C., & Rapp, D. N. (2013). Textbook treatments of electrostatic potential maps in general and organic chemistry. Journal of Chemical Education.
  • Hinze, S. R., Rapp, D. N., Williamson, V. M., Shultz, M. J., Deslongchamps, G., & Williamson, K. C. (2013). Beyond the ball-and-stick: Students’ processing of novel STEM visualizations. Learning and Instruction, 26, 12-21. 
  • Hinze, S. R., Williamson, V. M., Shultz, M. J., Williamson, K. C., Deslongchamps, G., & Rapp, D. N.  (2013). When do spatial abilities support student comprehension of STEM visualizations? Cognitive Processing - International Quarterly of Cognitive Science, 1-14. 
  • Hinze, S. R., Bunting, M. F., & Pellegrino, J. W. (2009). Strategy selection for cognitive skill acquisition depends on task demands and working memory capacity. Learning and Individual Differences, 19, 590-595. 

Learning from Fictional Sources

  • Hinze, S. R., Slaten, D. G., Horton, W. S., Jenkins, R., & Rapp, D. N. (in press). Pilgrims sailing the Titanic: Plausibility effects on memory for misinformation. Memory & Cognition
  • Rapp, D. N., Hinze, S. R., Slaten, D. G., & Horton, W. S. (in press). Amazing stories: Acquiring and avoiding inaccurate information from fiction. Discourse Processes
  • Rapp, D. N., Hinze, S. R., Kohlhepp, K., & Ryskin, R. A.  (in press). Reducing reliance on inaccurate information.  Memory & Cognition.
  • Rapp, D.N., Komeda, H., & Hinze, S.R.  (2011).  Vivifications of literary investigation.  The Scientific Study of Literature, 1, 123-135. 

This represents a sample of recent courses taught by this professor. For the most current course information, consult WebAdvisor "Search for Courses".


PSY480*03 Original Research Project

PSY320*01 Research Methods in Psy

PSY388*01 Cognition

PSY388*02 HNRS: Cognition

PSY388*03 TU: Cognition


PSY210*01 Statistical Analysis in Psych

PSY455*01 Biological Psychology

PSY480*02 Original Research Project