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Faculty > Cognitive/developmental Faculty

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Melissa R. Beck, Associate Professor
Melissa Beck
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.

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:

The roles of memory, attention, and decision making in visual perception

The effects of visual changes in the environment on psychophysical and behavioral measures of performance

Using eye movements to measure the role of attention during visual perception

The influence of previous knowledge and expectations on visual processing

The role of metacognitive beliefs in visual perception

Cognitive modeling of visual processing

The application of human visual processing capacities and limits to the design of robot and computer interfaces

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.

Katie E. Cherry, Professor
Katie Cherry
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.

Click here to view my website.

Present Position
Executive Director, LSU Life Course and Aging Center

Post-Katrina Resilience and Long-Term Recovery

Interdisciplinary Studies of Healthy Aging

Cognitive Aging, Especially Memory Processes in Healthy Older Adults

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.

Emily Elliott, Associate Professor
Emily Elliott
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.

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.

To view the 2013 Psychonomics Poster on the Cross-Modal Stroop Asymmetry, click here

To view the 2013 Psychonomics Poster on the comparison of the WAIS-IV Working Memory measures with laboratory measures, click here

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

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.

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

Click here to view my VITA.

I. Source Memory and Decision Processes

Source monitoring refers to the processes by which people remember the original source of a memory (e.g., which of 2 friends said something to you in the past; whether you remember a news story from reading a newspaper or watching the television). The source of a memory is inferred by both the type and amount of memorial details recovered from memory. Memories may include details concerning sensory information, spatiotemporal context information, semantic information, affective information, and internal records of elaboration, imagination, and organization.

Most of my work concerning source memory is aimed toward an understanding of the various memorial qualities people retrieve in making inferences about the source of a memory. I am also interested in the extent to which source memory and these decision processes are influenced by the test cuing environment.

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

Recognition memory involves the ability to recognize a stimulus as having occurred in your personal past. For example, passing someone in the hallway may spark you to recall that you had met the person a week or so prior at a party. How does the memory system process that information? The nature of the test cue and environment, and decision-making processes are vital to how recognition decisions are made. These factors are important to study in my research program.

In a related vein, when we falsely claim that a stimulus was experienced, we have produced a false memory. Thus, another aspect of my research in recognition memory is how the memory system produces errors.

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

Prospective memory is comprised of two components: (1) a retrospective component that stores one's commitments, activities, plans, etc., and (2) a prospective component that reviews the contents of the retrospective component in order to reprioritize, re-plan, and schedule task completion. Clearly, then, prospective remembering involves more than just memory, including the availability of attentionalresources when an intention should be fulfilled. My work in PM addresses how attentional resources are allocated to remembering intentions as compared to performing regular ongoing daily activities.

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.

Sean M. Lane, Associate Professor
Sean Lane
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.

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:

1) Eyewitness identification and beliefs about eyewitness memory

2) Experience-based (implicit) learning

3) Education, Learning and Teacher Expertise

4) Impact of retrieval on subsequent memory performance

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

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.

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

I presently teach:

PSYC 4033 Memory and Forgetting

PSYC 4111 Intermediate Statistics

PSYC 7754 Psycholinguistics

HNRS 3033 Psychological Methods

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.

Megan H. Papesh, Assistant Professor
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.

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:

• The role of encoding strength in memory retrieval, and the psychophysiological markers of recognition memory.

• The role of eye movements in learning and retrieval from implicit and explicit memory.

• Own- and other-race face perception/recognition, and the mediating cognitive processes.

• How do individuals match faces to photograph IDs under various levels of internal and external pressure?

• How do eye movements reveal memory in the absence of conscious awareness?

• How do you know that you don’t know something?

• What are the retrieval dynamics of recognizing familiar words, faces, and sentences?


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