Christopher A. Sanchez

Assistant Professor
Oregon State University
Pyschological Science 



Phone: (541) 737-4837

Address:School of Psychological Science Oregon State University  Reed Lodge 2950 SW Jefferson Way Corvallis, OR 97331



Christopher A. Sanchez received the Bachelor of Arts degree in Applied Psychology in 2001 from the University of Illinois at Chicago.  He then went on to pursue his doctorate in Cognitive Psychology at the University of Illinois at Chicago, where he received his PhD in 2006. Upon graduating, he accepted a position in the Cognitive Science and Engineering Program at Arizona State University, where he was promoted to Associate Professor in 2012.  Later that same year, he joined the School of Psychological Science at Oregon State University in the Engineering Psychology program.

Dr. Sanchez's research focuses primarily on understanding and applying principles of human cognition in applied settings.  This includes basic studies of human performance, in addition to more complex ‘real-world’ investigations.  He has conducted several lines of research focusing on technology and small device usage, aspects of perception, and how best to structure learning environments to help all individuals produce optimal learning performance.

Research Interest 

  • Attention
  • Visuospatial Processing
  • Design of Learning Environments (STEM learning)
  • Human-Computer Interaction

Current, Recent, and Upcoming HCD Courses

  • TBD

Applied Cognitive Theory, Usability and Learning (ACTUAL) Laboratory

Location: Reed Lodge 209
Phone Number: TBD
Website: TBD
Research Equipment and Software:

  • Eye tracker
  • Computerized data collection stations
  • E-Prime, Qualtrics
  • SPSS statistical analysis software

Current Projects

  • Mobile devices, learning, perception, and attitude change
  • Effective design of learning environments
  • Perceptual fluency and creative problem solving

Selected Publications

  • Sanchez, C.A., Ruddell, B.L., Schiesser, R., & Merwade, V.  (2016).  Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities.  Hydrology and Earth System Sciences, 20, 1289-1299.
  • Sanchez, C.A., & Jaeger, A.J.  (2015).  If it’s hard to read, it changes how long you do it: Reading time as an explanation for perceptual fluency effects on judgment.  Psychonomic Bulletin and Review, 22, 206-211. 
  • Garland, T.B., & Sanchez, C.A.  (2013).  Rotational perspective and learning procedural tasks from dynamic media.  Computers & Education, 69, 31-37. 
  • Banas, S. & Sanchez, C.A.  (2012).  Working memory capacity and learning underlying conceptual relationships across multiple documents.  Applied Cognitive Psychology, 26, 594-600.
  • Sanchez, C.A.  (2012).  Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.  Psychonomic Bulletin and Review, 19, 58-65 .
  • Sanchez, C.A., & Branaghan, R.J. (2011). Turning to learn: Screen orientation and reasoning with small devices. Computers in Human Behavior, 27, 793-797. 
  • Sanchez, C. A., & Wiley, J. (2009). To scroll or not to scroll: Scrolling, working memory capacity and comprehending complex text.  Human Factors, 51, 730-738.