❝I head the CAMEL (Cognition And Memory in Education & Learning) Lab. We investigate how learning environments can prompt learners to capitalize on the innate strengths of memory, minimize the impact of the intrinsic weaknesses of memory, and decrease the efforts learners expend. Using basic research, math models, and applied research, we hope to further our understanding of fundamental cognitive processes so that we can more effectively structure learning environments to match the characteristics and quirks of cognition.
- LTELearning Theory in Education
- DISDevelopmental Issues in Schooling
- DMALSDecision Making Across the Life Span
- EPSEducational Psychology in Sport
- RDTResearch Design and Techniques
- CAREER: That Reminds Me: The Causes and Consequences of Remindings
Principal Investigator (PI)
- Outstanding Graduates Will Be Honored for Service, Academics and Perseverance
- Generating mnemonics boosts recall of chemistry information.
- Selecting effectively contributes to the mnemonic benefits of self-generated cues
- Dividing attention and metacognition
- The “curse of knowledge” when predicting others’ knowledge
- Dividing attention impacts metacognitive control more than monitoring.
- Generating mnemonics boosts recall of chemistry content.
- The negative reminding effect: Reminding impairs memory for contextual information.
- Selecting effectively contributes to the mnemonic benefits of self-generated cues.
- What characteristics make self-generated memory cues effective over time
- The use of self-testing varies by grade and domain.
- Why does peer instruction benefit student learning?
- Theories of intelligence influence self-regulated study choices and learning.
- Self-reported use of retrieval practice varies across age and domain
- The efficacy of learners' testing choices.
- Predicting others’ knowledge: Knowledge estimation as cue-utilization
- Self-generated memory cues: Effective tools for learning, training, and remembering.
- Instruction in computer modeling can support broad application of complex systems knowledge
- Computer programing knowledge can promote far transfer of complex systems knowledge.
- Comparison versus reminding
- When will bigger be (recalled) better? The influence of category size on JOLs depends on test format
- Cue generation: How learners flexibly support future retrieval
- Perspective-taking in comprehension, production, and memory: An individual differences approach.
- Perspective-Taking in Comprehension, Production, and Memory: An Individual Differences Approach
- Scheduling scaffolding: The extent and arrangement of assistance during training impacts test performance
- Cueing others’ memories
- Remindings influence the interpretation of ambiguous stimuli
- Self-pacing study of faces of different races: Metacognitive control over study does not eliminate the cross-race recognition effect
- Criterion noise in ratings-based recognition: evidence from the effects of response scale length on recognition accuracy.
- Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval
- Consequences of restudy choices in younger and older learners
- The effectiveness of updating metacognitive knowledge in the elderly: Evidence from metamnemonic judgments of word frequency.
- On the effectiveness of self-paced learning
- Metacognitive control of learning and remembering
- What makes distributed practice effective?