Mary Hegarty

Mary Hegarty

Professor

Research Area

Cognition, Perception, and Cognitive Neuroscience

Biography

Mary Hegarty received her BA and MA from University College Dublin, Ireland. She worked as a research assistant for three years at the Irish national educational research centre before attending Carnegie Mellon, where she received her Ph.D. in Psychology in 1988. She has been on the faculty of the Department of Psychological & Brain sciences, UCSB since then. The author of over 100 articles and chapters on spatial cognition, diagrammatic reasoning, and individual differences, she is a fellow of the American Psychological Society, a former Spencer Postdoctoral Fellow, and the former chair of the governing board of the Cognitive Science Society. She is Associate Editor of Journal of Experimental Psychology: Applied and TopiCS in Cognitive Science and is on the editorial board of Learning and Individual Differences and Spatial Cognition and Computation. Her current research is funded by the National Science Foundation.

Research

Mary Hegarty’s research is on spatial thinking in complex activities such as comprehension, reasoning and problem solving. In research on mechanical reasoning and interpretation of graphics, she uses eye-fixation data to trace the processes involved in understanding visual-spatial displays (diagrams, graphs and maps), and making inferences from these displays. A unique characteristic of her research is that she studies spatial thinking from the perspective of individual differences as well as employing more commonly used experimental methods. In her work on individual differences, she studies large-scale spatial abilities involved in navigation and learning the layout of environments, as well as smaller-scale spatial abilities involved in mental rotation and perspective taking. Her current research projects include understanding the roles of internal and external visualizations in reasoning about diverse topics such as mechanical systems, weather patterns and molecular structure and the use of visualization versus analytic problem solving strategies in scientific problem solving.

Selected Publications

Hegarty, M. (2011). The cognitive science of visual-spatial displays; Implications for design. Topics in Cognitive Science, 3, 446-474.

Wolbers, T., & Hegarty, M. (2010). What determines our navigational abilities? Trends in Cognitive Sciences, 14, 138-146.

Hegarty, M., Canham, M., & Fabrikant, S. I. (2010). Thinking about the weather: How display salience and knowledge affect performance in a graphic inference task. Journal of Experimental Psychology: Learning, Memory and Cognition, 36, 37-53.

Wolbers, T., Hegarty, M. Büchel, C., & Loomis, J. (2008). How the brain keeps track of changing object locations during observer motion. Nature Neuroscience, 11, 1223-1230.

Keehner, M. Hegarty, M., Cohen, C. A., Khooshabeh, P. & Montello, D. R. (2008). Spatial reasoning with external visualizations: What matters is what you see, not whether you interact. Cognitive Science, 32, 1099-1132.

Hegarty, M., Montello, D. R., Richardson, A. E., Ishikawa, T. and Lovelace, K. (2006) Spatial Abilities at Different Scales: Individual Differences in Aptitude-Test Performance and Spatial-Layout Learning. Intelligence, 34, 151-176.

Hegarty, M. & Waller, D. (2005). Individual differences in spatial abilities. In P. Shah & A. Miyake (Eds.). The Cambridge Handbook of Visuospatial Thinking. Cambridge University Press (pp. 121 – 169).

Hegarty, M. (2004). Mechanical reasoning as mental simulation. TRENDS in Cognitive Sciences, 8, 280-285.

Miyake, A., Rettinger, D. A., Friedman, N. P., Shah, P & Hegarty, M. (2001). Visuospatial working memory, executive functioning and spatial abilities. How are they related? Journal of Experimental Psychology: General, 130, 621-640.

Hegarty, M. and Just, M.A. (1993). Constructing mental models of machines from text and diagrams. Journal of Memory and Language, 32, 717-742.

Hegarty, M. (1992). Mental animation: Inferring motion from static diagrams of mechanical systems. Journal of Experimental Psychology: Learning, Memory and Cognition, 18(5), 1084-1102.