ulty development and diversity at Stanford University. Her current research focuses on social exchange theory and issues of trust in social relations and networks. She has studied power-dependence relations and physician-patient trust, including how interactions between physicians and patients with different racial, ethnic, and cultural backgrounds affect health outcomes. She is the coeditor of the Russell Sage Foundation Trust Series and has published on trust in the series (Cooperation Without Trust?, eTrust: Forming Relationships in the Online World, and Whom Do You Trust?). She is the coeditor of the Annual Review of Sociology, and in 2004, she received the American Sociological Association’s Cooley-Mead Award for Career Contributions to Social Psychology. She was a fellow at the Center for Advanced Study in the Behavioral Sciences (1998-1999) and was elected to the American Academy of Arts and Sciences in 1996 and the National Academy of Sciences in 2007. She has a Ph.D. in sociology from Stanford University.
Aydin Yücesan Durgunoğlu is professor of psychology at the University of Minnesota, Duluth. She conducts research on the literacy development of adults and children in both monolingual and multilingual contexts, including among Spanish- and Hmong-speaking adults. Her work has focused on cross-linguistic transfer and the cognitive underpinnings of spoken and written language development. She has coedited two books on literacy development in multilingual contexts. She was one of the developers of the Mother Child Education Foundation’s adult literacy program in Turkey. This program has been implemented in 18 provinces and has reached over 100,000 people in the last 15 years. She and her colleagues have been continuously evaluating and revising the program and are currently developing its web-based version. The program won a UNESCO King Sejong Literacy Prize in 2006. She serves as an associate editor of Applied Psycholinguistics. She has a Ph.D. in cognitive psychology from Purdue University.
Arthur C. Graesser is professor of experimental and cognitive psychology, adjunct professor in computer science, and codirector of the Institute of Intelligent Systems at the University of Memphis. His primary research interests are in cognitive science, discourse processing, and the learning sciences. More specific interests include knowledge representation, question asking and answering, tutoring, text comprehension, inference generation, conversation, reading, education, memory, emotions, computational linguistics, artificial intelligence, and human-computer interaction. He served as editor of the journal Discourse Processes (1996-2005) and is the current editor of Journal of Educational Psychology (2009-2014). In addition to publishing many articles in journals, books, and conference proceedings, he has written two books and edited nine books (including Handbook of Dis-