Nicholas J Cepeda

Biographic Data

ID5759147
NAMENicholas J Cepeda
GIVEN NAMESNicholas J
FAMILY NAMECepeda
SIGNATURECEPEDA N J
AFFILIATIONSYork University
VERIFIEDNo
TOTAL WORKS6
TOTAL CITATIONS28
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2001
LATEST PUBLICATION YEAR2013
H-INDEX1

  • Laptop multitasking hinders classroom learning for both users and nearby peers

    Open AccessFaria Sana, Tina Weston et al.ARTICLEComputers & Education2013

    Laptops are commonplace in university classrooms. In light of cognitive psychology theory on costs associated with multitasking, we examined the effects of in-class laptop use on student learning in a simulated classroom. We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compa…

  • Diminished But Not Forgotten

    Patricia M Simone, Matthew C Bell et al.ARTICLEThe Journals of Gerontology…2012References: 2

    These results suggest that spacing benefited the long-term memory of older adults, however the effect was diminished and qualitatively different from that of younger adults

  • Short-Term Music Training Enhances Verbal Intelligence and Executive Function

    Open AccessSylvain Moreno, Ellen Bialystok et al.ARTICLEPsychological Science2011

    Researchers have designed training methods that can be used to improve mental health and to test the efficacy of education programs. However, few studies have demonstrated broad transfer from such training to performance on untrained cognitive activities. Here we report the effects of two interactive computerized training programs developed for preschool children: one for music and one for visual art. After only 20 days of training, only children…

  • Spacing Effects in Learning

    Open AccessNicholas J Cepeda, Edward Vul et al.ARTICLEPsychological Science2008

    To achieve enduring retention, people must usually study information on multiple occasions. How does the timing of study events affect retention? Prior research has examined this issue only in a spotty fashion, usually with very short time intervals. In a study aimed at characterizing spacing effects over significant durations, more than 1,350 individuals were taught a set of facts and—after a gap of up to 3.5 months—given a review. A final test …

  • Distributed practice in verbal recall tasks

    Nicholas J Cepeda, Harold Pashler et al.ARTICLEPsychological Bulletin2006

    The authors performed a meta-analysis of the distributed practice effect to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles. Effects of spacing (consecutive massed presentations vs. spaced learning episodes) and lag (less spaced vs. more spaced learning episodes) were examined, as were expanding interstud…

  • Changes in executive control across the life span

    Nicholas J Cepeda, Arthur F Kramer et al.ARTICLEDevelopmental Psychology2001Cited by: 28References: 53

    A study was conducted to examine changes in executive control processes over the life span. More specifically, changes in processes responsible for preparation and interference control that underlie the ability to flexibly alternate between two different tasks were examined. Individuals (N = 152) ranging in age from 7 to 82 years participated in the study. A U-shaped function was obtained for switch costs (i.e., the time required to switch betwee…