**[Ruth S. Day]{.underline}** May, 2001 Brief Overview

### CONTACT INFORMATION

##  Psychology Department (919) 660-5694 (voice)

Duke University (919) 403-2960 (fax)

Box 90085 *ruthday@duke.edu*

Durham, NC 27708-0085

### EDUCATION

NIH Postdoctoral Fellow, Stanford University (Human Cognition)

Ph.D., Stanford University (Experimental Psychology)

Indiana University (With Distinction and Departmental Honors)

# OTHER CURRENT POSITIONS

Senior Fellow, Center for the Study of Human Development and Aging, Duke
University

Course Director, National Science Foundation Chautauqua Program

Satellite Coordinator, National Science Foundation Chautauqua Program

**[PAST POSITIONS]{.underline}**

Visiting Scholar, Carnegie-Mellon University

##  Faculty, Linguistics Society of America Institute

Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford
University

Associate Professor of Psychology and Linguistics, Yale University

> Assistant Professor of Psychology and Linguistics, Yale University

Acting Assistant Professor of Psychology, Stanford University

### TEACHING

**[Courses]{.underline}** (undergraduate and graduate)

\--Cognitive Psychology \--Cognitive Classics \--Cognition Lab

\--Psychology of Language \--Cognition and Teaching \--Language and
Cognition

\--Great Ideas in Psychology \--Everyday Cognition \--Individual
Differences in Cognition

**[Guest Lecturer]{.underline}**

\--Pharmacy School, University of North Carolina

\--Medical Pharmacology, Duke University Medical School

###  Teaching Awards

\--Teaching Innovation Award (Yale University)

\--"10 Best Teachers" (Yale University)

\--Distinguished Teacher Award (Duke University)

\--"All-Star Teacher" (Smithsonian Institution/Teaching Company)

## 

## **[RESEARCH]{.underline}**

**[Basic Cognition]{.underline}** (memory, comprehension, problem
solving, representation, knowledge structures,

> individual differences, linguistic coding)

**[Medical Cognition]{.underline}** (how both patients and providers
understand, remember and use medical information)

**[Courtroom Cognition]{.underline}** (how judges and jurors understand
laws and use them to decide court cases)

**[Memory for Movement]{.underline}** (how dancers and athletes remember
sequences of movement)

**[Cognition and Teaching]{.underline}** (cognitive processes in college
professors and implications for teaching/learning)

## 

## [**SAMPLE GRANTS/CONTRACTS** *(Medical Cognition)*]{.underline}

\--Comprehension of Drug Information in the Elderly. National Institutes
on Aging, 1988.

\--Optimizing Patient Comprehension through Medicine Information
Leaflets. U.S. Pharmacopeia, Inc.

(Subcontractor with Pharmacy School, University of North Carolina, 1998.

##  \--Usability Testing of Model Medical Device Patient Labeling. U.S. Food and Drug Administration,

Center for Devices and Radiological Health, 1999.

#### **SAMPLE CONSULTING** *(Medical Cognition)*

####  \--Migraine management. Glaxo, Inc. (Note: resulted in patient-physician brochure, *Charting Your* 

####  *Route to Relief: A Personal Migraine Management Program,* in use from 1994 to present.)

\--Gastric distress syndrome. Glaxo, Inc.

\--Multiple medication schedules for patient education. Individual
physicians.

\--Auto-injectors for drug delivery. Dey, Inc. (Note: redesigned Patient
Package Insert for EpiPen, now in use)

\--Usability/development of electronic medical record and research
database. Duke University Medical Center.

\--Effects of labeling on cognitive accessibility: Rx and OTC drugs. FDA
and industry.

\--Comprehension of drug information pictograms. FDA

\--Memory for drug information in television ads FDA

## [**SAMPLE PUBLICATIONS / PRESENTATIONS** *(Medical Cognition)*]{.underline}

Day, R. S. Alternative representations. In G.H. Bower (Ed.), *The
Psychology of Learning and Motivation.*

New York: Academic Press, 1988, 22, 261-305. (Note: includes research on
alternative displays

for multiple medication schedules.)

Day, R. S. Cognition experiments: Optimizing patient comprehension
through medicine information leaflets.

In A.G. Hartzema, S. Tolleson-Rinehart, B.L. Sleath, and R.S. Day,
*Optimizing patient comprehension*

*through medicine information leaflets.* Rockville, MD: U.S.
Pharmacopeia*,* 1999, 60-176.

Day, R. S. *Ways to Know It, Ways to Show It: Effects on Memory,
Comprehension, and Problem Solving.* In

preparation.

Day, R. S. and Wagner, G. Cognitive analysis of provider tasks in a
cardiology clinic. In preparation.

Day, R. S. Reducing medication mistakes in the elderly. Cognitive Aging
Conference, 1990

Day, R. S. Alternative displays: Effects on memory and problem solving
for drug information. Glaxo, Inc, 1994.

Day, R. S. Deadly drugs vs. medical miracles: Understanding prescription
medications. North Carolina

Cognition Conference, 1994.

Day, R. S. Cognitive analysis of Zantac information: Text and pictorial
problems. Glaxo, Inc., 1995.

Day, R. S. Understanding, remembering and using drug interaction
information. Psychonomic Society, 1995.

Day, R. S. Memory and problem solving in pharmacy. Pharmacy School,
University of North Carolina, 1996.

Day, R. S. Understanding drug information: Recent studies. Thailand
Pharmacy Delegation, 1996.

Day, R. S. Cognitive problems in everyday pharmacy practice. Senior
Pharmacy Administration Staff, Duke

University Medical Center, 1996.

Day, R. S. Drug information pictograms: If a picture is worth 1,000
words, which words are they? North

Carolina Cognition Conference, 1999.

Day, R. S. Useful patient information. National Drug Information
Stakeholders Meeting, 1999.

Day, R. S. Cognitive aspects of drug information: Implications for
patients and professionals. Micromedex,

Inc., 1999.

Day, R. S. Medical misadventures: Comprehension of drug and device
information. Humanities in Medicine

Lecture Series, Duke University Medical Center, 2000.

Day, R. S. Medical errors: Cognitive bases and solutions. Psychology
Department, Duke University, 2000.

Day, R. S. Cognitive accessibility of drug information: Implications for
patients and professionals. U.S.

Food and Drug Administration, Center for Drug Evaluation and Research,
2000.

Day. R. S. Drug information pictograms: A comprehensive approach. Human
Factors and Ergonomics

Society, 2000.

Day, R. S. Cognitive tasks for medical device evaluation. Human Factors
and Ergonomics Society, 2000.

Day, R. S. How are medication risks and benefits understood by consumers
and healthcare professionals?

International Pharmaceutical Federation, Vienna, Austria, 2000.

Day, R. S. "BrandName.Com" -- Cognitive accessibility of internet drug
information? Drug Info. Agency, 2000.

Day, R. S. Electronic medical records: Effects on cognition and
behavior. Mission St. Joseph Research Institute.