I have a Ph.D. from the University of Tennessee. I was trained as a psycholinguist, and my research interests include the role of analogy and figurative language in areas such as reasoning and categorization. Special attention is given to implications for Artificial Intelligence, Theory of Mind, and "Social" (or everyday) Cognition within various applied domains (e.g., warning labels, political ads, education, software interfaces and game design). Additional interests include History of Psychology and Philosophy of Mind.
Email: tracy.henley@tamuc.edu
Recent Publications:
Henley, T., Green, R. & Donawho, P. (2017). A Preliminary Consideration of WAR as Evaluation. The Psychologist-Manager, 20, 48-52.
Plata, M., Williams, A., & Henley, T. (2017). Prospective Teachers’ Beliefs in Factors Negatively Influencing African-American, Low-income Anglo, and Hispanic Students’ Academic Achievement. Teacher Education and Practice, 30, 386-402.
Henley, T.B. (2018). Introducing Göbekli Tepe to Psychology, Review of General Psychology, 22, 477-484.
Henley, T.B. & Schroeder, J.L. (2018). William James’ Talks to Teachers Revisited. Journal of Educational Thought, 51, 126-138.
Henley, T.B. (2018). Hergenhahn’s Introduction to the History of Psychology. Belmont, CA: Wadsworth, Cengage
Henley, T., Rossano, M., & Kardas, E. (2020). Handbook of Cognitive Archaeology: Psychology in Prehistory. New York: Routledge, Taylor & Francis