Henry L Roediger
Biographic Data
| ID | 3423359 |
|---|---|
| NAME | Henry L Roediger |
| GIVEN NAMES | Henry L |
| FAMILY NAME | Roediger |
| SIGNATURE | ROEDIGER H L |
| AFFILIATIONS | Washington University in St. Louis |
| ORCID | 0000-0002-3314-2895 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 94 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Endel Tulving (1927–2023)
This article presents an obituary for Endel Tulving. Tulving's educational and professional careers are summarized. His work in the field of human memory is detailed. It is noted that Tulving's look at the field of verbal learning in the late 1950s persuaded him that the dominant associative tradition missed many important aspects of human memory. His research found that at the time of retrieval, memory for the original event may be successfully …
Do Recall and Recognition Lead to Different Retrieval Experiences
The relation between recall and recognition has been debated in various contexts, and researchers have asked whether these tasks lie on a single continuum depending on the type of retrieval cues or whether they represent distinctly different processes. In the current experiment, we considered the continuity hypothesis, which states that recall and recognition are different only in cue information available, and we asked whether retrieval experien…
National Memories: Constructing Identity in Populist Times
Themes for future research on memory, mind and media
We describe three areas of inquiry that we foresee as being important in future studies of collective memory, mind, and media. The first is the power of narratives, usually provided by collectives, which can be explicit and conscious or implicit and unconscious. A second important theme during this period of populism and nationalism is the study of the self-centredness (or egocentricity) of groups, especially nations believing their past is speci…
Applying confidence accuracy characteristic plots to old/new recognition memory experiments
Confidence-accuracy characteristic (CAC) plots were developed for use in eyewitness identification experiments, and previous findings show that high confidence indicates high accuracy in all studies of adults with an unbiased lineup. We apply CAC plots to standard old/new recognition memory data by calculating response-based and item-based accuracy, one using false alarms and the other using misses. We use both methods to examine the confidence-a…
Solving a Mystery in Levels-of-Processing Research: The Word-First Paradigm
In the standard levels-of-processing (LOP) paradigm, subjects are presented with a question directing them to attend to surface features (case), phonetic features (rhyme), or semantic features (category) of an upcoming word. Answering the question greatly affects recall and recognition for the word, and this outcome is attributed to differing LOP of the word. Craik (1977) reasoned that if the words appeared before the questions (i.e., the word-fi…
Three facets of collective memory
Collective memory refers to the memories that individuals have as members of the groups to which they belong, whether small (family, school) or large (political party, nation). Membership in some groups can form a strong part of a person's individual identity. Collective memory is history as people remember it; it is not formal history, because the "memories" of a group are often contradicted by historical fact. Although collective memory is held…
American origins: Political and religious divides in US collective memory
Origin stories are particularly influential collective memories, establishing a society in the minds of its members. National collective memories are frequently conceived as being shared by all members of the country, but subnational groups may differ in their images of the group’s past. Surveying 2000 Americans, we examined political and religious differences in foundational events selected for America’s origins. While there was considerable agr…
Elizabeth Deutsch Capaldi Phillips (1945–2017)
Presents an obituary for Elizabeth Deutsch Capaldi Phillips (1945-2017). Always known as Betty, she was an important contributor to the scientific literature and a force in higher education. Beginning as an assistant professor at Purdue University in 1969, Betty rose through the ranks and served as head of the Department of Psychological Sciences (1983-1988) and assistant dean of the Graduate School (1982-1986). Academic administration suited her…
Reconstructive Memory, Psychology of
Initial eyewitness confidence reliably predicts eyewitness identification accuracy
Eyewitness memory is widely believed to be unreliable because (a) high-confidence eyewitness misidentifications played a role in over 70% of the now more than 300 DNA exonerations of wrongfully convicted men and women, (b) forensically relevant laboratory studies have often reported a weak relationship between eyewitness confidence and accuracy, and (c) memory is sufficiently malleable that, not infrequently, people (including eyewitnesses) can b…
Make It Stick: The Science of Successful Learning
Drawing on cognitive psychology and other fields, Make It Stick offers techniques for becoming more productive learners, and cautions against study habits and practice routines that turn out to be counterproductive. The book speaks to students, teachers, trainers, athletes, and all those interested in lifelong learning and self-improvement.
Episodic and Autobiographical Memory
Episodic memory can be defined as memory for events, with the requirement that one is retrieving information from a specific time and place, whereas autobiographical memory refers to one's personal history, including memory for experienced events as well as personal knowledge. Some researchers have treated these terms as synonyms, writing about “episodic or autobiographical memory.” Although these concepts are related, they refer to distinct psyc…
The critical role of retrieval practice in long-term retention
Natural suggestibility in children
The influence of suggestibility on memory
Reflections on intersections between cognitive and social psychology: A personal exploration
I appreciate the opportunity offered by the editor to reflect on the relationship between cognitive and social psychology. This topic has interested me my entire professional life, because I was admitted to graduate school to study social psychology and then eventually migrated to cognitive psychology. The organization of this paper is as follows: I first relate my (somewhat puzzling) personal experiences that led me to wonder about relations bet…
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
Basic research on human learning and memory has shown that practising retrieval of information (by testing the information) has powerful effects on learning and long-term retention. Repeated testing enhances learning more than repeated reading, which often confers limited benefit beyond that gained from the initial reading of the material. Laboratory research also suggests that students lack metacognitive awareness of the mnemonic benefits of tes…
Memory in Mind and Culture
This text introduces students, scholars, and interested educated readers to the issues of human memory broadly considered, encompassing both individual memory, collective remembering by societies, and the construction of history. The book is organised around several major questions: How do memories construct our past? How do we build shared collective memories? How does memory shape history? This volume presents a special perspective, emphasising…
The Critical Importance of Retrieval for Learning
Learning is often considered complete when a student can produce the correct answer to a question. In our research, students in one condition learned foreign language vocabulary words in the standard paradigm of repeated study-test trials. In three other conditions, once a student had correctly produced the vocabulary item, it was repeatedly studied but dropped from further testing, repeatedly tested but dropped from further study, or dropped fro…
Collective memory: Conceptual foundations and theoretical approaches
In order to outline the conceptual landscape that frames discussions of collective memory, three oppositions are proposed: collective memory versus collective remembering; history versus collective memory; and individual memory versus collective remembering. From this perspective collective remembering is viewed as an active process that often involves contention and contestation among people rather than a static body of knowledge that they posse…
Experimental Psychology
Creating a new discipline of memory studies
The multidisciplinary field of memory studies combines intellectual strands from many domains, including (but not limited to) anthropology, education, literature, history, philosophy, psychology and sociology. Our article has four parts. We first consider definitions of memory and note that the single term itself is not particularly useful. Rather, scholars must specify the type or variety of memory under investigation. Second, we consider the br…
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Taking a memory test not only assesses what one knows, but also enhances later retention, a phenomenon known as the testing effect. We studied this effect with educationally relevant materials and investigated whether testing facilitates learning only because tests offer an opportunity to restudy material. In two experiments, students studied prose passages and took one or three immediate free-recall tests, without feedback, or restudied the mate…
The Power of Testing Memory: Basic Research and Implications for Educational Practice
A powerful way of improving one's memory for material is to be tested on that material. Tests enhance later retention more than additional study of the material, even when tests are given without feedback. This surprising phenomenon is called the testing effect, and although it has been studied by cognitive psychologists sporadically over the years, today there is a renewed effort to learn why testing is effective and to apply testing in educatio…
Implicit memory: Retention without remembering
Creating a new discipline of memory studies
The multidisciplinary field of memory studies combines intellectual strands from many domains, including (but not limited to) anthropology, education, literature, history, philosophy, psychology and sociology. Our article has four parts. We first consider definitions of memory and note that the single term itself is not particularly useful. Rather, scholars must specify the type or variety of memory under investigation. Second, we consider the br…
Initial eyewitness confidence reliably predicts eyewitness identification accuracy
Eyewitness memory is widely believed to be unreliable because (a) high-confidence eyewitness misidentifications played a role in over 70% of the now more than 300 DNA exonerations of wrongfully convicted men and women, (b) forensically relevant laboratory studies have often reported a weak relationship between eyewitness confidence and accuracy, and (c) memory is sufficiently malleable that, not infrequently, people (including eyewitnesses) can b…
Three facets of collective memory
Collective memory refers to the memories that individuals have as members of the groups to which they belong, whether small (family, school) or large (political party, nation). Membership in some groups can form a strong part of a person's individual identity. Collective memory is history as people remember it; it is not formal history, because the "memories" of a group are often contradicted by historical fact. Although collective memory is held…
American origins: Political and religious divides in US collective memory
Origin stories are particularly influential collective memories, establishing a society in the minds of its members. National collective memories are frequently conceived as being shared by all members of the country, but subnational groups may differ in their images of the group’s past. Surveying 2000 Americans, we examined political and religious differences in foundational events selected for America’s origins. While there was considerable agr…
Themes for future research on memory, mind and media
We describe three areas of inquiry that we foresee as being important in future studies of collective memory, mind, and media. The first is the power of narratives, usually provided by collectives, which can be explicit and conscious or implicit and unconscious. A second important theme during this period of populism and nationalism is the study of the self-centredness (or egocentricity) of groups, especially nations believing their past is speci…
Reflections on intersections between cognitive and social psychology: A personal exploration
I appreciate the opportunity offered by the editor to reflect on the relationship between cognitive and social psychology. This topic has interested me my entire professional life, because I was admitted to graduate school to study social psychology and then eventually migrated to cognitive psychology. The organization of this paper is as follows: I first relate my (somewhat puzzling) personal experiences that led me to wonder about relations bet…
An evaluation of 80 psychology journals based on the Science Citation Index
An evaluation of 80 psychology journals based on the Science Citation Index
Graduate training in statistics, methodology, and measurement in psychology: A survey of PhD programs in North America
A survey of all PhD programs in psychology in the United States and Canada assessed the extent to which advances in statistics, measurement, and method- ology have been incorporated into doctoral training. In all, 84% of the 222 departments responded. The statistical and methodological curriculum has advanced little in 20 years; measurement has experienced a substantial decline. Typical first-year courses serve well only those students who undert…
Implicit memory: Retention without remembering
They read an article? A commentary on the everyday memory controversy
They read an article? A commentary on the everyday memory controversy
Creating false memories: Remembering words not presented in lists.
Two experiments (modeled after J. Deese's 1959 study) revealed remarkable levels of false recall and false recognition in a list learning paradigm. In Experiment 1, subjects studied lists of 12 words (e.g., bed, rest, awake); each list was composed of associates of 1 nonpresented word (e.g., sleep). On immediate free recall tests, the nonpresented associates were recalled 40 % of the time and were later recognized with high confidence. In Experim…
The controversy over recovered memories
The authors discuss 4 issues in this commentary: (a) the assumptions and evidence used to support he case for dissociated and recovered memories (noting that the evidence isweak and the assumptions internally inconsistent as well as contradictory to a mass of experimental evidence about human memory); (b) the process by which dissociated memories are said to be recovered (events that were originally very poorly encoded as fragmentary, kinesthetic…
Factors that determine false recall: A multiple regression analysis
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Taking a memory test not only assesses what one knows, but also enhances later retention, a phenomenon known as the testing effect. We studied this effect with educationally relevant materials and investigated whether testing facilitates learning only because tests offer an opportunity to restudy material. In two experiments, students studied prose passages and took one or three immediate free-recall tests, without feedback, or restudied the mate…
The Power of Testing Memory: Basic Research and Implications for Educational Practice
A powerful way of improving one's memory for material is to be tested on that material. Tests enhance later retention more than additional study of the material, even when tests are given without feedback. This surprising phenomenon is called the testing effect, and although it has been studied by cognitive psychologists sporadically over the years, today there is a renewed effort to learn why testing is effective and to apply testing in educatio…
Creating a new discipline of memory studies
The multidisciplinary field of memory studies combines intellectual strands from many domains, including (but not limited to) anthropology, education, literature, history, philosophy, psychology and sociology. Our article has four parts. We first consider definitions of memory and note that the single term itself is not particularly useful. Rather, scholars must specify the type or variety of memory under investigation. Second, we consider the br…
The Critical Importance of Retrieval for Learning
Learning is often considered complete when a student can produce the correct answer to a question. In our research, students in one condition learned foreign language vocabulary words in the standard paradigm of repeated study-test trials. In three other conditions, once a student had correctly produced the vocabulary item, it was repeatedly studied but dropped from further testing, repeatedly tested but dropped from further study, or dropped fro…
Collective memory: Conceptual foundations and theoretical approaches
In order to outline the conceptual landscape that frames discussions of collective memory, three oppositions are proposed: collective memory versus collective remembering; history versus collective memory; and individual memory versus collective remembering. From this perspective collective remembering is viewed as an active process that often involves contention and contestation among people rather than a static body of knowledge that they posse…
Experimental Psychology
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
Basic research on human learning and memory has shown that practising retrieval of information (by testing the information) has powerful effects on learning and long-term retention. Repeated testing enhances learning more than repeated reading, which often confers limited benefit beyond that gained from the initial reading of the material. Laboratory research also suggests that students lack metacognitive awareness of the mnemonic benefits of tes…
Memory in Mind and Culture
This text introduces students, scholars, and interested educated readers to the issues of human memory broadly considered, encompassing both individual memory, collective remembering by societies, and the construction of history. The book is organised around several major questions: How do memories construct our past? How do we build shared collective memories? How does memory shape history? This volume presents a special perspective, emphasising…
Reflections on intersections between cognitive and social psychology: A personal exploration
I appreciate the opportunity offered by the editor to reflect on the relationship between cognitive and social psychology. This topic has interested me my entire professional life, because I was admitted to graduate school to study social psychology and then eventually migrated to cognitive psychology. The organization of this paper is as follows: I first relate my (somewhat puzzling) personal experiences that led me to wonder about relations bet…
The critical role of retrieval practice in long-term retention
Natural suggestibility in children
The influence of suggestibility on memory
Episodic and Autobiographical Memory
Episodic memory can be defined as memory for events, with the requirement that one is retrieving information from a specific time and place, whereas autobiographical memory refers to one's personal history, including memory for experienced events as well as personal knowledge. Some researchers have treated these terms as synonyms, writing about “episodic or autobiographical memory.” Although these concepts are related, they refer to distinct psyc…
Make It Stick: The Science of Successful Learning
Drawing on cognitive psychology and other fields, Make It Stick offers techniques for becoming more productive learners, and cautions against study habits and practice routines that turn out to be counterproductive. The book speaks to students, teachers, trainers, athletes, and all those interested in lifelong learning and self-improvement.
Reconstructive Memory, Psychology of
Initial eyewitness confidence reliably predicts eyewitness identification accuracy
Eyewitness memory is widely believed to be unreliable because (a) high-confidence eyewitness misidentifications played a role in over 70% of the now more than 300 DNA exonerations of wrongfully convicted men and women, (b) forensically relevant laboratory studies have often reported a weak relationship between eyewitness confidence and accuracy, and (c) memory is sufficiently malleable that, not infrequently, people (including eyewitnesses) can b…
Psychology (30 works) · Cognitive psychology (19 works) · Computer Science (16 works) · Memory Processes and Influences (16 works) · Cognition (13 works) · Recall (12 works) · Cognitive science (9 works) · Social Psychology (8 works) · Sociology (8 works) · Neuroscience (7 works)