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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.Show Less
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Courses
- LTELearning Theory in Education
- DISDevelopmental Issues in Schooling
- DMALSDecision Making Across the Life Span
- EPSEducational Psychology in Sport
- RDTResearch Design and Techniques
Grants
- CAREER: That Reminds Me: The Causes and Consequences of Remindings
Principal Investigator (PI)
2019
$568.7K
Active
News
- Outstanding Graduates Will Be Honored for Service, Academics and Perseverance
2021
Publications (38)
Recent
- Generating mnemonics boosts recall of chemistry information.
2022
- Selecting effectively contributes to the mnemonic benefits of self-generated cues
2022
- Dividing attention and metacognition
2022
- The “curse of knowledge” when predicting others’ knowledge
2022
- Dividing attention impacts metacognitive control more than monitoring.
2021
- Generating mnemonics boosts recall of chemistry content.
2021
- The negative reminding effect: Reminding impairs memory for contextual information.
2021
- Selecting effectively contributes to the mnemonic benefits of self-generated cues.
2021
- What characteristics make self-generated memory cues effective over time
2021
- The use of self-testing varies by grade and domain.
2020
- Why does peer instruction benefit student learning?
2020
- Theories of intelligence influence self-regulated study choices and learning.
2020
- Self-reported use of retrieval practice varies across age and domain
2020
- The efficacy of learners' testing choices.
2018
- Predicting others’ knowledge: Knowledge estimation as cue-utilization
2018
- Self-generated memory cues: Effective tools for learning, training, and remembering.
2018
- Instruction in computer modeling can support broad application of complex systems knowledge
2017
- Computer programing knowledge can promote far transfer of complex systems knowledge.
2017
- Predicting others’ memory performance: The accuracy and bases of social metacognition.
2017
- Comparison versus reminding
2016
- When will bigger be (recalled) better? The influence of category size on JOLs depends on test format
2015
- Cue generation: How learners flexibly support future retrieval
2015
- Perspective-taking in comprehension, production, and memory: An individual differences approach.
2015
- Perspective-Taking in Comprehension, Production, and Memory: An Individual Differences Approach
2015
- Scheduling scaffolding: The extent and arrangement of assistance during training impacts test performance
2015
- Cueing others’ memories
2015
- Remindings influence the interpretation of ambiguous stimuli
2014
- Self-pacing study of faces of different races: Metacognitive control over study does not eliminate the cross-race recognition effect
2014
- Criterion noise in ratings-based recognition: evidence from the effects of response scale length on recognition accuracy.
2013
- Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval
2013
- Consequences of restudy choices in younger and older learners
2012
- The effectiveness of updating metacognitive knowledge in the elderly: Evidence from metamnemonic judgments of word frequency.
2012
- On the effectiveness of self-paced learning
2011
- Metacognitive control of learning and remembering
2010
- What makes distributed practice effective?
2010