Robert A Nash
Biographic Data
| ID | 3657641 |
|---|---|
| NAME | Robert A Nash |
| GIVEN NAMES | Robert A |
| FAMILY NAME | Nash |
| SIGNATURE | NASH R A |
| AFFILIATIONS | Aston University |
| ORCID | 0000-0002-2284-2001 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 30 |
| WORKS AS AUTHOR | 22 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Assessing the impact of hybrid school visits in initial teacher education
Universities’ policies on feedback speed do not meaningfully predict students’ satisfaction with assessment and feedback
It is widely believed that an essential property of feedback’s effectiveness is its timeliness, and students frequently report untimely feedback as a significant source of dissatisfaction in their studies. Most UK universities have responded by implementing institutional policies that stipulate a time-period within which students should receive feedback on the assessments they submit. These policies serve to enhance the student experience, but co…
Are memorability judgements suggestible
How do we determine whether something that we do not remember actually occurred? People rely partially on judging memorability: when non-remembered events seem memorable, we infer that they did not happen, but when those events seem unmemorable, we might infer instead that they were forgotten. In five online experiments (total N = 1544) we examined whether memorability judgements are susceptible to false suggestions. Participants encoded pictures…
Time and memory distrust shape the dynamics of recollection and belief-in-occurrence
The current study examined how people’s metamemory judgments of recollection and belief-in-occurrence change over time. Furthermore, we examined to what extent these judgments are affected by memory distrust – the subjective appraisal of one’s memory functioning – as measured by the Memory Distrust Scale (MDS) and the Squire Subjective Memory Scale (SSMQ). Participants (N = 234) studied pictorial stimuli and were tested on some of these stimuli l…
Effects of cueing multiple memories of eating on people’s judgments about their diet
Past research shows that recalling a single positive health-related experience, such as exercising, can encourage people's subsequent healthy behaviours. In contrast, we reasoned that attempting to recall many healthy experiences might elicit a metacognitive experience of difficulty that would lead people to perceive themselves as less healthy, and perhaps to make other health-related judgments based on this perception. In two pre-registered expe…
Preference for cheap-and-easy memory verification strategies is strongest among people with high memory distrust
When choosing strategies for verifying one’s memory, people are more influenced by the perceived cost of using a strategy than by its likelihood of yielding reliable information (i.e., cheap-strategy bias). The current preregistered study investigated whether people with high memory distrust are less likely to exhibit this bias than their low memory distrust counterparts. Participants (N = 535) imagined a scenario in which they witnessed an accid…
False remembering in real life
This special issue honours James Ost's (1973-2019) contributions to our understanding of false and distorted remembering. In our editorial, we introduce some of James' distinctive research themes including the experiences of people who retract "recovered" memories, social (e.g., co-witness and interviewer influence) and personality influences on false remembering, the nature of false remembering itself (e.g., different types of false memories; fa…
Front-of-pack health imagery on both ‘healthy’ and ‘unhealthy’ foods leads people to misremember seeing health claims
Misremembering Brexit
Exposure to fake news stories can result in false memories for the events portrayed, and this effect can be enhanced if the stories conform to the reader's ideological position. We exposed 1299 UK residents to fabricated news stories about Brexit. 44% of participants reported a false memory for at least one fabricated story, with a higher rate of false memories for stories that reflected poorly on the opposing side. This effect of ideological con…
Educators’ perceptions of responsibility-sharing in feedback processes
Many policies and processes in higher education reinforce a conception of feedback as being the transmission of information, thus placing primary responsibility on educators for delivering this information ‘well’ whilst neglecting the essential responsibilities of learners. In this study, 216 university educators described the responsibilities of students, and of educators themselves, in the feedback process. We analysed their responses using bot…
Front-of-pack images can boost the perceived health benefits of dietary products
The effect of exposure to food odours on recall of low and high calorie food images
Supporting Learners' Agentic Engagement With Feedback
Responsibility-Sharing in the Giving and Receiving of Assessment Feedback
Many argue that effective learning requires students to take a substantial share of responsibility for their academic development, complementing the responsibilities taken by their educators. Yet this notion of responsibility-sharing receives minimal discussion in the context of assessment feedback, where responsibility for enhancing learning is often framed as lying principally with educators. Developing discussion on this issue is critical: man…
Anti-inflammatory properties of an extract of M. ilicifolia in the human intestinal epithelial Caco-2 cell line
It'd be useful, but I wouldn't use it
For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students’ use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students’ difficulties with …
What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology
Feedback is a key concern for higher education practitioners, yet there is little evidence concerning the aspects of assessment feedback information that higher education students prioritise when their lecturers’ time and resources are stretched. One recent study found that, in such circumstances, students actually perceive feedback information itself as a luxury rather than a necessity. We first re-examined that finding by asking undergraduates …
Eyewitness Testimony
On the persuadability of memory
The observation of parallels between the memory distortion and persuasion literatures leads, quite logically, to the appealing notion that people can be 'persuaded' to change their memories. Indeed, numerous studies show that memory can be influenced and distorted by a variety of persuasive tactics, and the theoretical accounts commonly used by researchers to explain episodic and autobiographical memory distortion phenomena can generally predict …
A critical evaluation of importance–performance analysis
Why do doctored images distort memory
An investigation into customer satisfaction levels in the budget accommodation sector in Scotland
A critical evaluation of importance–performance analysis
It'd be useful, but I wouldn't use it
For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students’ use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students’ difficulties with …
An investigation into customer satisfaction levels in the budget accommodation sector in Scotland
Front-of-pack images can boost the perceived health benefits of dietary products
On the persuadability of memory
The observation of parallels between the memory distortion and persuasion literatures leads, quite logically, to the appealing notion that people can be 'persuaded' to change their memories. Indeed, numerous studies show that memory can be influenced and distorted by a variety of persuasive tactics, and the theoretical accounts commonly used by researchers to explain episodic and autobiographical memory distortion phenomena can generally predict …
An investigation into customer satisfaction levels in the budget accommodation sector in Scotland
Why do doctored images distort memory
A critical evaluation of importance–performance analysis
Eyewitness Testimony
On the persuadability of memory
The observation of parallels between the memory distortion and persuasion literatures leads, quite logically, to the appealing notion that people can be 'persuaded' to change their memories. Indeed, numerous studies show that memory can be influenced and distorted by a variety of persuasive tactics, and the theoretical accounts commonly used by researchers to explain episodic and autobiographical memory distortion phenomena can generally predict …
What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology
Feedback is a key concern for higher education practitioners, yet there is little evidence concerning the aspects of assessment feedback information that higher education students prioritise when their lecturers’ time and resources are stretched. One recent study found that, in such circumstances, students actually perceive feedback information itself as a luxury rather than a necessity. We first re-examined that finding by asking undergraduates …
Supporting Learners' Agentic Engagement With Feedback
Responsibility-Sharing in the Giving and Receiving of Assessment Feedback
Many argue that effective learning requires students to take a substantial share of responsibility for their academic development, complementing the responsibilities taken by their educators. Yet this notion of responsibility-sharing receives minimal discussion in the context of assessment feedback, where responsibility for enhancing learning is often framed as lying principally with educators. Developing discussion on this issue is critical: man…
Anti-inflammatory properties of an extract of M. ilicifolia in the human intestinal epithelial Caco-2 cell line
It'd be useful, but I wouldn't use it
For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students’ use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students’ difficulties with …
The effect of exposure to food odours on recall of low and high calorie food images
Front-of-pack images can boost the perceived health benefits of dietary products
Misremembering Brexit
Exposure to fake news stories can result in false memories for the events portrayed, and this effect can be enhanced if the stories conform to the reader's ideological position. We exposed 1299 UK residents to fabricated news stories about Brexit. 44% of participants reported a false memory for at least one fabricated story, with a higher rate of false memories for stories that reflected poorly on the opposing side. This effect of ideological con…
Educators’ perceptions of responsibility-sharing in feedback processes
Many policies and processes in higher education reinforce a conception of feedback as being the transmission of information, thus placing primary responsibility on educators for delivering this information ‘well’ whilst neglecting the essential responsibilities of learners. In this study, 216 university educators described the responsibilities of students, and of educators themselves, in the feedback process. We analysed their responses using bot…
False remembering in real life
This special issue honours James Ost's (1973-2019) contributions to our understanding of false and distorted remembering. In our editorial, we introduce some of James' distinctive research themes including the experiences of people who retract "recovered" memories, social (e.g., co-witness and interviewer influence) and personality influences on false remembering, the nature of false remembering itself (e.g., different types of false memories; fa…
Front-of-pack health imagery on both ‘healthy’ and ‘unhealthy’ foods leads people to misremember seeing health claims
Effects of cueing multiple memories of eating on people’s judgments about their diet
Past research shows that recalling a single positive health-related experience, such as exercising, can encourage people's subsequent healthy behaviours. In contrast, we reasoned that attempting to recall many healthy experiences might elicit a metacognitive experience of difficulty that would lead people to perceive themselves as less healthy, and perhaps to make other health-related judgments based on this perception. In two pre-registered expe…
Preference for cheap-and-easy memory verification strategies is strongest among people with high memory distrust
When choosing strategies for verifying one’s memory, people are more influenced by the perceived cost of using a strategy than by its likelihood of yielding reliable information (i.e., cheap-strategy bias). The current preregistered study investigated whether people with high memory distrust are less likely to exhibit this bias than their low memory distrust counterparts. Participants (N = 535) imagined a scenario in which they witnessed an accid…
Time and memory distrust shape the dynamics of recollection and belief-in-occurrence
The current study examined how people’s metamemory judgments of recollection and belief-in-occurrence change over time. Furthermore, we examined to what extent these judgments are affected by memory distrust – the subjective appraisal of one’s memory functioning – as measured by the Memory Distrust Scale (MDS) and the Squire Subjective Memory Scale (SSMQ). Participants (N = 234) studied pictorial stimuli and were tested on some of these stimuli l…
Universities’ policies on feedback speed do not meaningfully predict students’ satisfaction with assessment and feedback
It is widely believed that an essential property of feedback’s effectiveness is its timeliness, and students frequently report untimely feedback as a significant source of dissatisfaction in their studies. Most UK universities have responded by implementing institutional policies that stipulate a time-period within which students should receive feedback on the assessments they submit. These policies serve to enhance the student experience, but co…
Are memorability judgements suggestible
How do we determine whether something that we do not remember actually occurred? People rely partially on judging memorability: when non-remembered events seem memorable, we infer that they did not happen, but when those events seem unmemorable, we might infer instead that they were forgotten. In five online experiments (total N = 1544) we examined whether memorability judgements are susceptible to false suggestions. Participants encoded pictures…
Assessing the impact of hybrid school visits in initial teacher education
Psychology (18 works) · Social Psychology (11 works) · Cognitive psychology (10 works) · Recall (8 works) · Memory Processes and Influences (7 works) · Political science (7 works) · Computer Science (6 works) · False Memory (5 works) · Pedagogy (5 works) · Student Assessment and Feedback (5 works)