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research.html
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<!DOCTYPE HTML>
<html>
<head>
<meta name="Description" content="About the Research">
<meta name="Keywords" content="Research, contextual cues, memory and metamemory, subjective experience, learning, feeling of knowing, confidence, accessibility, contextual cues, subjective experience,, objective performance, research, individual differences, study of memory, metacognitive, accuracy, theoretical constructs of memory, Alzheimer's disease, frontal and medial temporal functioning, reading comprehension ability, subjectivity, Metamemory Across the Lifespan, Eyewitness Memory, Retrieval Enhanced Suggestibility, Memory Accuracy">
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<title>About the Research</title>
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<body>
<div class="container" id="ap">
<div class="content">
<div id="apDiv">
<ul id="MenuBar1" class="MenuBarHorizontal">
<li><a href="index.html">Home</a></li>
<li><a href="biography.html">Biography</a></li>
<li><a href="thelab.html">The Lab</a></li>
<li><a href="research.html">Research</a></li>
<li><a href="publications.html">Publications </a></li>
<li><a href="contact.html">Contact </a></li>
<li><a href="links.html">Links </a></li>
<li><a href="opportunities.html">Opportunity</a></li>
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<p class="content style3">I can never remember my license plate number or the countless user names and passwords that I have established on my computer. I could commit this information to memory, but it would require effort – effort that I am unwilling to expend. I, like many people, am a lazy, negligent, and careless encoder, and as such, I rely on external support (such as Microsoft Outlook, iPhone, and Post-It Notes). In my defense, I feel that this allows me to reserve valuable cognitive resources so that I may successfully solve more complex daily problems. However, there are situations where we are required to accurately retrieve information from memory. For example, it is important that we not only remember <em>to</em> take our medication, but also to remember that we have <em>already </em>taken our medication. Similarly, it is not only important that we remember that we drove to work, but also where we parked the car. There are also less frequent situations for which inaccurate memories have more serious repercussions. For example, it is important for an eyewitness to accurately recount what she remembers of the crime. </p>
<p class="content style3">Inaccuracies in all of these situations can have negative consequences. An older adult may repeatedly take a prescription medication. I may wander the parking lot in search of my car. A witness might give highly confident yet inaccurate testimony resulting in wrongful conviction. <em>My research focuses on improving memory accuracy so that when those situations do arise, the reconstruction of an event can be as faithful to the original encoding as possible. </em></p>
<p class="content style3">We frequently learn more about memory from its failures rather than its successes. As such, my research has delved into the various contexts that result in episodic memory failures. I take the theoretical perspective that memory decisions are inferential in nature. An episodic event is not represented as a single unit, but rather a distribution of elements that can be differentially accessed at retrieval. Accessibility to those elements influences both memory and metamemorial decisions. By influencing the accessibility of specific elements, or attributes, I am able to bias retrieval. The result is memory and metamemorial failures. My research focuses on three specific situations related to retrieval bias: bias resulting from accessible encoded attributes; bias resulting from automatic processing at encoding and/or retrieval; controlling bias by improving retrieval monitoring. </p>
<p class="content"><span class="style3"> Experimentally, I manipulate the accessibility of specific attributes, or sources of information, that are likely used to make memory and metamemorial retrieval decisions. For example, I direct participants to study material in specific ways, or influence their encoding orientation. I also force participants to respond to all questions, influencing retrieval processes. I measure memory through direct measures, such as recall and recognition, and indirect measures such as reaction time. I measure metamemory (monitoring and control of memory) through predictions of learning, predictions of retrieval, and confidence judgments. The array of techniques and measures used allow me to better understand retrieval biases. I have begun to assess the conditions that are most likely to result in memory biases, and the ways in which people can reduce biased responding, and improve memory. Finally, I take an individual differences approach in my investigation, comparing older adults (65 -85) to younger adults (18 – 24), and examine how changes in executive functioning may impact the positive role of metamemory in improving memory accuracy.</span><br>
</p>
<p class="content">Specific Areas of Interest: Metamemory Across the Lifespan, Eyewitness Memory,<br>
Retrieval Enhanced Suggestibility, Memory Accuracy</p>
</div>
<p> </p>
<div class="content" id="apDiv3">The Research</div>
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