Office: 202 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-7214
Email: mbeck@lsu.edu

Click here to view my VITA.

Click here to view my lab website.

RESEARCH INTEREST
The research in my laboratory focuses on understanding the cognitive processes involved in the perception of a complete and continuous visual world.

To this end, the research in my lab focuses on the following more specific areas:


REPRESENTATIVE PUBLICATIONS
Levin, D.T., Angelone, B.A., & Beck, M.R. (in press). Visual search for rare targets: Distracter-tuning as a mechanism for learning from repeated failed searches. British Journal of Psychology.

Beck, M.R. & van Lamsweerde, A.E.(2011). Accessing long-term memory representations during visual change detection. Memory and Cognition. Download PDF

Beck, M.R., Lohrenz, M.C., Trafton, J.G., (2010). Measuring search efficiency in complex visual search tasks: Global and local clutter. Journal of Experimental Psychology: Applied, 16(3), 238-250. Download PDF

Hong, L. S. & Beck, M. R. (2010). Uncertainty compensation in human attention: Evidence from response times and eye fixation durations. PLOS One, 5(7).

Lohrenz, M.C., Trafton, J.G., Beck, M.R., & Gendron, M.L. (2009). A model of clutter for complex, multivariate, geospatial displays. The Journal of Human Factors and Ergonomics Society, 51(1), 90-101.

Beck, M. R., Angelone, B.A., Levin, D.T., Peterson, M.S., & Varakin, A. (2008). Implicit learning for probable changes in a visual change detection task. Consciousness and Cognition, 17, 1192-1208.

Peterson, M.S., Beck, M.R. & Wong, J. H. (2008). Executive control is required for efficient visual search. Psychonomic Bulletin and Review, 15(2), 372-377.

Beck, M.R., Peterson, M.S., & Angelone, B.A. (2007). The roles of encoding, retrieval, and awareness in change detection. Memory and Cognition, 35(4), 610-620.

Peterson, M.S., Beck, M.R., & Vomela, M. (2007). The guidance of attention by retrospective and prospective memory during visual search. Perception and Psychophysics, 69(1), 123-135.

Beck, M.R., Peterson, M.S., & Angelone, B.A. (2007). The roles of encoding, retrieval, and awareness in change detection. Memory and Cognition, 35(4), 610-620.

Peterson, M.S., Beck, M.R., & Vomela, M. (2007). The guidance of attention by retrospective and prospective memory during visual search. Perception and Psychophysics, 69(1), 123-135.

Beck, M. R., Levin, D.T. & Angelone, B.A. (2007) Metacognitive errors in change detection: Lab and life converge. Consciousness and Cognition, 16, 58-62.

Beck, M. R., Levin, D.T. & Angelone, B.A. (2007) Change blindness blindness: Beliefs about the roles of intention and scene complexity in change detection. Consciousness and Cognition, 16, 31-51.

Beck, M. R., Peterson, M.S., Boot, W.R., Vomela, M. & Kramer, A.K. (2006) Explicit Memory for Rejected Distractors During Visual Search. Visual Cognition, 14(2), 150-174.

Beck, M.R., Peterson, M.S. & Vomela, M. (2006). Memory for where, but not what, is used during visual search. Journal of Experimental Psychology: Human Perception and Performance, 32(2), 235-250.

Beck, M. R., Angelone, B.A., & Levin, D. T. (2004). Knowledge about the probability of change affects change detection performance. Journal of Experimental Psychology: Human Perception and Performance, 30(4), 778-791.

Levin, D. T. & Beck, M. R. (2004). Thinking about seeing: Spanning the differences between metacognitive failure and success. In Daniel Levin (Ed) Thinking about seeing: Visual metacognition in adults and children. (pp. 121 – 144). Cambridge MA: MIT Press.

Beck, M. R. & Levin, D. T. (2003). The role of representational volatility in recognizing pre- and postchange objects. Perception and Psychophysics, 65(3), 458-468.

Levin, D.T., Drivdahl, S., Momen, N, Beck, M. (2002). False predictions about the detectablility of visual changes: The role of beliefs about attention, memory, and the continuity of attended objects in causing change blindness blindness. Consciousness and Congnition, 11, 507-527.

Zaragoza, M. S., Payment, K. E., Ackil, J.K., Drivdahl, S. B., & Beck, M. R. (2001). Interviewing witnesses: Forced confabulation and confirmatory feedback increase false memories. Psychological Science, 12(6), 473-477.

Office: 219 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4099
Email: pskatie@lsu.edu

Click here to view my VITA.

Present Position
Director, LSU Life Course and Aging Center

RESEARCH INTEREST
Cognitive aging, especially memory processes in healthy older adults

Memory interventions for cognitively-impaired older adults

Interdisciplinary studies of healthy aging

REPRESENTATIVE PUBLICATIONS
Cherry, K. E. (2009). Lifespan Perspectives on Natural Disasters: Coping with Katrina, Rita and other Storms. New York: Springer.

Cherry, K. E., Silva Brown, J., Jackson Walker, E., Smitherman, E. A., Boudreaux, E. O., Volaufova, J., & Jazwinski, S.M. (2012). Semantic encoding enhances the pictorial superiority effect in the oldest-old. Aging, Neuropsychology, and Cognition, 19, 319-337.

Cherry, K.E., Hawley, K.S., Jackson, E. M., Volaufova, J., Su, L.J., & Jazwinski, S.M. (2008). Pictorial superiority effects in oldest-old adults. Memory, 16, 728-741.

Office: 228 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-7460
Email: eelliott@lsu.edu

Click here to view my lab website.

RESEARCH INTEREST
My research focus includes the areas of short-term memory and working memory, and also the interaction of attention with memory performance.

My interest in short-term memory stems from the close relationship between the items that a person is attending to and the ability to retain these items over short periods of time. To understand the interaction between memory and attention, it is helpful to be able to manipulate carefully what a person is attending to, or purposefully ignoring. In this way, the auditory modality is very useful for study. The direction of one's attention in the visual modality can be easily modified by gaze, or even closing one's eyes. This is not the case in the auditory modality. For this reason, much of my research includes auditory stimuli, which of course are ever-present in the natural environment. Additionally, I study the development of memory in children. I believe that studying children can be a valuable tool for understanding the origins of adult cognition.

For our 2011 Psychonomics poster, click here

To see a description of our work with distracting cell phones, click here

REPRESENTATIVE PUBLICATIONS
Morey, C. C., Elliott, E. M., Wiggers, J., Eaves, S. D., Shelton, J. T., & Mall, J. T. (in press). Goal-neglect links Stroop interference with working memory capacity. Acta Psychologica.

Elliott, E. M., & Briganti, A. M. (2012). Investigating the role of attentional processes in the irrelevant speech effect. Acta Psychologica,140, 64-74.

Pella, R.D., Hill, B.D., Shelton, J.T., Elliott, E., & Gouvier, W.D. (2012). Evaluation of embedded malingering indexes in a non-litigating clinical sample using control, clinical, and derived groups. Archives of Clinical Neuropsychology, 27, 45-57.

Elliott, E. M., Cherry, K. E., Silva, J. L., Smitherman, E. M., Jazwinski, S. M., Volaufova, J., & Yu, Q. (2011). Working memory in the oldest-old: Evidence from output serial position curves. Memory & Cognition, 39, 1423-1434.

Shelton, J. T., Elliott, E. M., Matthews, R. A., Hill, B. D., Gouvier, W. D. (2010). The relationships of working memory, secondary memory, and general fluid intelligence: Working memory is special. Journal of Experimental Psychology: Learning, Memory, & Cognition, 36, 813-820.

Hill, B. D., Elliott, E. M., Shelton, J. T., Pella, R., O’Jile, J., & Gouvier, W. D. (2010). Can we improve the clinical assessment of working memory? An evaluation of the WAIS-III using a working memory criterion construct. Journal of Clinical and Experimental Neuropsychology, 32, 315-323.

Shelton, J. T., Elliott, E. M., Eaves, S. D. L., & Exner, A. L. (2009). The distracting effects of a ringing cell phone: An investigation of the laboratory and the classroom setting. Journal of Environmental Psychology, 29, 513-512.

Shelton, J. T., Elliott, E. M., Hill, B. D., Calamia, M. R., & Gouvier, W. D. (2009). A comparison of laboratory and clinical working memory tests and their prediction of fluid intelligence. Intelligence, 37, 283-293.

Elliott, E. M., Bhagat, S. P., & Lynn, S. D. (2007). Can children with (central) auditory processing disorders ignore irrelevant sounds? Research in Developmental Disabilities,28,506-517.

Shelton, J. A., Metzger, R. L., & Elliott, E. M. (2007). A group-administered lag task as a measure of working memory. Behavior Research Methods,39,482-493.

Cherry, K. E., Elliott, E. M., & Reese, C. M. (2007). Age and individual differences in working memory: The size judgment span task. Journal of General Psychology, 134, 43-65

Cowan, N., Fristoe, N. M., Elliott, E. M., Brunner, R. P., & Saults, J. S. (2006). Scope of attention, control of attention, and intelligence in children and adults. Memory & Cognition, 34, 1754-1768.

Elliott, E. M., Barrilleaux, K. M., & Cowan, N. (2006). Individual differences in the ability to avoid distracting sounds. European Journal of Cognitive Psychology, 18, 90-108.[Download PDF]

Cowan, N., Elliott, E. M., Saults, J. S., Nugent, L., Bomb, P., & Hismjatullina, A. (2006). Rethinking speed theories of cognitive development: A response speed that correlates with short-term memory but does not affect it. Psychological Science, 17, 67-73.

Elliott, E. M., & Cowan, N. (2005). Individual differences in memory span and in the effects of irrelevant sounds on memory performance: The coherence of the irrelevant sound effect. Memory & Cognition, 33, 664-675.[Download PDF]

Cowan, N., Elliott, E. M., Saults, J. S., Morey, C. C., Mattox, S., & Hismjatullina, A. (2005). On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes. Cognitive Psychology, 51, 42-100.[Download PDF]

Cowan, N., Baddeley, A. D., Elliott, E. M., & Norris, J. (2003). List composition and the word length effect in immediate recall: A comparison of localist and globalist assumptions. Psychonomic Bulletin & Review,10, 74-79.

Cowan, N., Towse, J., Hamilton, Z., Saults, S., Elliott, E., Lacey, J., Moreno, M., & Hitch, G. (2003). Children's working-memory processes change with practice: Evidence from a response-timing analysis. Journal of Experimental Psychology: General, 132, 113-132.

Elliott, E. M. (2002). The irrelevant-speech effect and children: Theoretical implications of developmental change. Memory & Cognition, 30, 478-487.

Elliott, E. M., & Cowan, N. (2001). Habituation to auditory distractors in a cross-modal, color-word interference task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 654-667.

Office: 208 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4109
Email: jhicks@lsu.edu

RESEARCH INTEREST
I. Source Memory and Decision Processes


REPRESENTATIVE PUBLICATIONS
DeWitt, M. R., Knight, J. B., Hicks, J. L., & Ball, B. H. (2012). The effects of prior knowledge on the encoding of episodic contextual details. Psychonomic Bulletin & Review, 19, 251-257.

Starns, J. J., Hicks, J. L., Brown, N. L., & Martin, B. A. (2008). Source memory for unrecognized items: Support for the use of continuous evidence in source discrimination. Memory & Cognition, 36, 1-8.

Hicks, J. L., & Starns, J. J. (2006).Remembering source evidence from associatively-related items: Evidence from a global matching model.Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 1164-1173.

II. Recognition Memory and False Memory


REPRESENTATIVE PUBLICATIONS
Starns, J. J., Cook, G. I., Hicks, J. L., & Marsh, R. L. (2006). On rejecting emotional lures created by phonological neighborhood activation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 847-853.

Starns, J. J., Hicks, J. L., & Marsh, R. L. (2006). Repetition effects in associative false recognition: Theme-based criterion shifts are the exception, not the rule. Memory, 14, 742-761.

Hicks, J. L., & Starns, J. J. (2006).The roles of associative strength and source memorability in the contextualization of false memory.Journal of Memory and Language, 54, 39-53.

III. Propspective Memory


REPRESENTATIVE PUBLICATIONS
DeWitt, M. R., Hicks, J. L., Ball, B. H., Knight, J. B., & Marsh, R. L. (in press). Encountering Items previously paired with prospective memory target events can serve to reactivate intentions. Journal of Cognitive Psychology.

Knight, J. B., Meeks, J. T., Marsh, R. L., Cook, G. I., Brewer, G. A., & Hicks, J. L. (2011). An observation on the spontaneous noticing of prospective memory event-based cues.Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 298-307.

Meeks, J. T., Hicks, J. L., & Marsh, R. L. (2007). Metacognitive awareness of event-based prospective memory. Consciousness & Cognition, 16, 997-1004.

Marsh, R. L., Cook, G. I., Meeks, J. T., Clark-Foos, A., & Hicks, J. L. (2007). Memory for intention-related material presented in a to-be-ignored channel. Memory & Cognition, 35, 1197-1204.

Office: 214 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4098
Email: slane@lsu.edu

More extensive and recent information about my research can be found on the Office of Applied Cognition (OAC) webpage or the OAC blog.

RESEARCH INTEREST
The general goal of my research program is to understand how memory and cognitive processes are deployed in complex real-world events. The source-monitoring framework motivates the vast majority of my research. Source memory concerns the origin of information and can be dissociated from memory for the information itself. For instance, someone can remember the "fact" that shark cartilage can be used to cure cancer, yet not remember whether they read that information in the National Enquirer or in the Journal of the American Medical Association.

One arena where the accuracy of source memory is particularly important is the justice system. Often witnesses to a crime are exposed to multiple sources of information (e.g., law enforcement personnel, other witnesses, the media) following a crime. One concern is whether witnesses are able to separate information they actually perceived at the time of the witnessed event from information acquired afterwards. My work concerns the factors that make it more or less likely that people will incorporate post-event information into their accounts of a witnessed event (eyewitness suggestibility).

My research is motivated by the belief that considering the complexity of real-world cognition can inform our understanding of basic mechanisms while providing needed applications. In addition to the areas noted above, I’ve also done research on:


My research has been conducted in both academic and industrial settings.

REPRESENTATIVE PUBLICATIONS
Mathews, R. C., Tall, J., Lane, S. M., & Sun, R. (in press). Getting it right generally, but not precisely: Learning the relation between multiple inputs and outputs. Memory & Cognition.

Advokat, C., Lane, S. M., & Luo, C. (in press). Stimulants don’t normalize academic achievement of college students with ADHD. Journal of Attention Disorders.

Alonzo, J. & Lane, S. M. (2010). Saying versus judging: Assessing juror knowledge of eyewitness memory. Applied Cognitive Psychology, 24, 1245-1264.

Denver, J. Y., Lane, S. M., & Cherry, K. E. (2010). Recent vs. remote: Flashbulb memory for 9/11 and self-selected events from the reminiscence bump. International Journal of Aging and Human Development, 70, 275-297.

Sun, R., Lane, S. M. & Mathews, R. C. (2009). The two systems of learning: An architectural perspective. In Jonathan Evans and Keith Frankish (eds.) Two Minds: Dual Processes and Beyond (pp.239-264). New York: Oxford University Press.

Lane, S. M., Roussel, C. C., Villa, D., Starns, J. J. & Alonzo, J. D. (2008). Information about diagnostic features at retrieval reduces false recognition. Memory, 16, 836-851.

Lane, S. M. & Meissner, C. A. (2008). Methodological fixation in eyewitness identification research: A “middle road” approach to bridging the basic-applied divide. Applied Cognitive Psychology, 22, 779-787. (special issue “Basic and Applied Issues in Eyewitness Research: A Münsterberg Centennial Retrospective.”)

Lane, S. M., Mathews, R. C., Sallas, B., Prattini, B. & Sun, R. (2008). Facilitating interactions of model and experience-based processes: Implications for type and flexibility of representation. Memory & Cognition, 36, 157-169.

Lane, S. M., Roussel, C.C., Villa, D., & Morita, S. (2007). Features and feedback: Enhancing metamnemonic knowledge at retrieval reduces source monitoring errors. Journal of Experimental Psychology: Learning, Memory & Cognition, 33, 1131-1142.

Sallas, B., Mathews, R. C., Lane, S. M., & Sun, R. (2007). Developing rich and quickly accessed knowledge of an artificial grammar. Memory & Cognition, 35, 2118–2133.

Lane, S. M., & Zaragoza, M. (2007). A little elaboration goes a long way: The role of generation in eyewitness suggestibility. Memory & Cognition,35, 1255-1266.

Sallas, B., Lane, S. M., Mathews, R. C., Watkins, T. E., & Wiley-Patton, S. (2007). Putting generalizable knowledge in the hands of healthcare IT managers: An iterative assessment approach. Information Systems Management (special issue on healthcare and IT), 24, 43-57.

Starns, J. J., Lane, S. M., Alonzo, J. D., & Roussel, C. C. (2007). Metamnemonic control over the discriminability of memory evidence: A signal-detection analysis of warning effects in the associative list paradigm. Journal of Memory & Language, 56, 592-607.

Sallas, B., Mathews, R. C., Lane, S. M., & Sun, R. (2006). Synergy between memory and model-based processing: Integration facilitated by animation. Proceedings of the 28th Annual Conference of the Cognitive Science Society, 709-714.

Lane, S. M. (2006). Dividing attention during a witnessed event increases suggestibility. Applied Cognitive Psychology, 20, 199-212.

Lane, S. M. & Schooler, J. S. (2004). Skimming the surface: The verbal overshadowing of analogical retrieval. Psychological Science, 15, 715-719.

Lane, S. M. (2002). Remembrance of things past: Factors affecting the reliability of eyewitness memory. Michigan Defense Quarterly, 18 (3), 15-20.

Lane, S. M., Mather, M., Villa, D., & Morita, S. (2001). How events are reviewed matters: Effects of varied focus on eyewitness suggestibility. Memory & Cognition, 29, 940-947.

Zaragoza, M. S., & Lane, S. M. (1998). Processing resources and eyewitness suggestibility. Legal and Criminological Psychology, 3, 305-320.

Lane, S. M., & Zaragoza, M. S. (1995). The recollective experience of cross-modality source confusions. Memory & Cognition, 23, 607-610.

Office: 236 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4122
Email: psmath@lsu.edu

Click here to view my VITA.
Click here to view the OAC webpage.

RESEARCH INTEREST
My research focuses on applying cognitive science to enhance learning. Several projects in my lab involve experiments on ways to integrate experiential (hands-on learning) with reflective (theory based) knowledge. Many of these experiments involve learning an artificial language from experience with many exemplars or learning to control output in a dynamic process control task (e.g., output in a simulated sugar factory). A new line of this work will focus on the types of drug interactions learners can identify from experience using them in a simulated clinic. My lab also is involved in many field studies that are highlighted on the OAC web site.

TEACHING
I don't believe in teaching. I believe in learning, and that learning should be an adventure. Remember how thrilled you were as a child to investigate unknown objects, such as your first chance to play with a camera or a flashlight. Unfortunately much of education is oriented toward memorizing facts. You have probably learned to expect a college course to involve primarily taking notes and memorizing them. Not in my classes: Instead we work together to find the most interesting and useful ideas.

Students take an active role in organizing and presenting ideas in class. My courses also encourage discovering how the course material can be applied in "real life" situations and to achieve your own personal life goals.

REPRESENTATIVE PUBLICATIONS
Domangue, T. J., Mathews, R. C., Sun, R., Roussel, L. G., & Guidry, C. E. (2004). Effects of model-based and memory-based processing on speed and accuracy of grammar string generation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 1002-1011.

Harvey, C. M., Mathews, R. C., Wu, H. D., Houston, A., Lane, S. M., Hines, R., Nabatilan, L., & Comeaux, K. (2004). The cognitive and affective consequences of nonlinear forms of information acquisition. Proceedings of the 48th Annual Meeting of the Human Factors and Ergonomics Society, 1064-1068.

Sun, R. & Mathews, R. C. (In Press). Explicit and Implicit Processes of Metacognition. Advances in Psychology Research. Nova Science Publishers, Hauppauge, NY.

Mathews, R. C., & Dunaway, D. (2003). Enhancing transfer of knowledge by combining experiential and reflective knowledge in a cognitive toolbox format for web-based delivery. In A. M. Vilas, J. A. M. Gonzalez, and J. M. Gonzalez (Eds.) Advances in Technology-Based Education: Toward a Knowledge-Based Society, Vol 2, 673-680, Badajoz, Spain: Junta De Extremadura.

Mathews, R. C., Roussel, L. G., Cochran, B. P., Cook, A. E., & Dunaway, D. L. (2001). The role of implicit learning in the acquisition of generative knowledge. Cognitive Systems Research, 1, 161-174.

Iyengar, S. S., Pangburn, B. E., & Mathews, R.C. (2000). Web-based Mutlimedia Development Techniques for the Instruction of Abstract Concepts in Computer Science. Proceedings of the International Symposium on Multimedia Software Engineering, Taipei, Taiwan.

Mathews, R.C., Cohran, B. P. (1998). "Project Grammarama Revisited: Generativity of Implicitly Acquired Knowledge," In M.A. Stadler & P. A. Frensch (eds.), Handbook of Implicit Learning, Thousand Oaks, CA: Sage

Office: 223A Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4116
Email: psmcdo@lsu.edu

RESEARCH INTEREST
My research is done within the field of psycholinguistics. I am specifically interested in first and second language acquisition, bilingualism, and language comprehension.

Many of my research projects deal with language learning in adulthood. If you have studied a foreign language in high school or college, you probably have encountered some frustration. Unlike your native language, acquired when you were a child, learning a second language in adulthood seems effortful and difficult. Your ultimate level of mastery in the second language is also likely to be much less than that of native speakers. Some researchers speculate this is because there is a biologically determined critical period for language acquisition—that is, that language must be acquired early in life for mastery to be nativelike.

I am interested in alternative explanations of age of acquisition effects on language mastery based on cognitive processes. In particular, I am interested in exploring how differences in phonological ability, working memory capacity and processing speed influence grammatical mastery. My lab has examined this relationship in adult second language speakers, native speakers under processing stress, and in native speaking children.

There are numerous research opportunities in my lab for students who are interested in language acquisition, language comprehension or bilingualism (or who are bilingual themselves!)

TEACHING
I presently teach:


REPRESENTATIVE PUBLICATIONS
McDonald, J. L. & Roussel, C. C. (2010). Past tense grammaticality judgment and production in non-native and stressed native English speakers. /Bilingualism: Language and Cognition, 13, 429-448.

McDonald, J. L. (2008). Grammaticality judgments in children: The role of age, working memory, and phonological ability. Journal of Child Language, 35, 247-268.

McDonald, J. L. (2008). Differences in the cognitive demands of word order, plurals, and subject-verb agreement constructions. Psychonomic Bulletin & Review, 15, 980-984.

McDonald, J. L. (2006). Alternatives to the critical period hypothesis: Processing-based explanations for poor grammaticality judgment performance by late second language learners. Journal of Memory & Language, 55, 381-401.

Office: 213 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-9034
Email: mpapesh@lsu.edu

Click here to view my VITA.

Click here to view my lab website.

RESEARCH INTEREST
My lab focuses on investigating human perception and memory, using converging techniques to study multiple, interrelated phenomena. Across studies, we collect data at multiple levels of analysis, emphasizing classic techniques, while also incorporating newer dynamic measures, including mouse-tracking,oculomotor and psychophysiological measures, and (in collaboration with researchers at Barrow Neurological Institute in Phoenix) direct neural recordings.

Some of the research currently going on in the lab includes:


REPRESENTATIVE PUBLICATIONS

Goldinger, S. D. & Papesh, M. H. (2013). Recollection is fast and easy: Pupillometric studies of face memory. In Ross, B. H. (Ed.) The Psychology of Learning and Motivation(pp. 192-222). New York: Elsevier.

Hout, M. C., Papesh, M. H., & Goldinger, S. D. (2013). Multidimensional scaling. WIREs Cognitive Science.

Papesh, M.H., &Goldinger, S. D. (2012). Memory in motion: Movement dynamics reveal memory strength. Psychonomic Bulletin & Review,19, 906-913. Download pdf: Papesh_Goldinger_2012_PBR.pdf

Goldinger, S. D. &Papesh, M. H. (2012). Pupil dilation reflects the creation and retrieval of memories. Current Directions in Psychological Science, 21, 90-95. Download pdf: Goldinger_Papesh_CDPS_2012

Papesh, M. H. &Goldinger, S. D. (2012). Pupil-blah-metry: Cognitive indices of attentional dynamics in delayed naming. Attention, Perception, and Psychophysics Download pdf: Papesh_Goldinger_APP_2012

Papesh, M. H., Goldinger, S. D., &Hout, M. C. (2012). Memory strength and specificity revealed by pupillometry. International Journal of Psychophysiology, 83, 56-64. Download pdf: Papesh_etal_IJP_2012

Papesh, M.H.,&Goldinger, S. D. (2011). Your effort is showing! Pupil dilation reveals memory heuristics. In P. Higham& J. Leboe (Eds.), Constructions of Remembering and Metacognition (pp. 215-224). Palgrave Macmillan.

Papesh, M. H. &Goldinger, S. D. (2010). A multidimensional scaling analysis of own- and cross-race face spaces.Cognition, 116, 283-288. Download pdf: Papesh_Goldinger_2010

Goldinger, S. D., He, Y., &Papesh, M. H. (2009). Deficits in cross-race face learning: Insights from eye-movements and pupillometry. Journal of Experimental Psychology: Learning, Memory and Cognition, 35, 1105-1122. Download pdf: Goldinger_He_Papesh_2009

Papesh, M. H. &Goldinger, S. D. (2009). Deficits in cross-race face recognition: No evidence for encoding-based effects. Canadian Journal of Experimental Psychology, 64, 253-262. Download pdf: Papesh_Goldinger_2009