H L Roediger

Summary

Affiliation: Washington University School of Medicine
Country: USA

Publications

  1. pmc Aging reduces veridical remembering but increases false remembering: neuropsychological test correlates of remember-know judgments
    David P McCabe
    Department of Psychology, Colorado State University, Fort Collins, CO 80523 1876, USA
    Neuropsychologia 47:2164-73. 2009
  2. pmc Policy forum: studying eyewitness investigations in the field
    Daniel L Schacter
    Department of Psychology, Harvard University, William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA
    Law Hum Behav 32:3-5. 2008
  3. pmc Illusory recollection of voices
    Henry L Roediger
    Department of Psychology, Washington University, St Louis, MO 63130 4899, USA
    Memory 12:586-602. 2004
  4. ncbi Processing approaches to cognition: the impetus from the levels-of-processing framework
    Henry L Roediger
    Department of Psychology, Washington University, St Louis, MO 63105, USA
    Memory 10:319-32. 2002
  5. ncbi The positive and negative consequences of multiple-choice testing
    Henry L Roediger
    Department of Psychology, Washington University in St Louis, MO 63130 4899, USA
    J Exp Psychol Learn Mem Cogn 31:1155-9. 2005
  6. ncbi Factors that determine false recall: a multiple regression analysis
    H L Roediger
    Department of Psychology, Washington University, St Louis, Missouri 63130 4899, USA
    Psychon Bull Rev 8:385-407. 2001
  7. ncbi Social contagion of memory
    H L Roediger
    Department of Psychology, Washington University, St Louis, Missouri 63130 4899, USA
    Psychon Bull Rev 8:365-71. 2001
  8. ncbi Test-enhanced learning: taking memory tests improves long-term retention
    Henry L Roediger
    Department of Psychology, Washington University, Campus Box 1125, One Brookings Dr, St Louis, MO 63130, USA
    Psychol Sci 17:249-55. 2006
  9. ncbi Direct comparison of auditory implicit memory tests
    M Pilotti
    Department of Psychology, Washington University, St Louis, MO 63130 4899, USA
    Psychon Bull Rev 7:347-53. 2000
  10. ncbi Associative false recognition occurs without strategic criterion shifts
    D A Gallo
    Department of Psychology, Washington University, St Louis, Missouri 63130, USA
    Psychon Bull Rev 8:579-86. 2001

Detail Information

Publications55

  1. pmc Aging reduces veridical remembering but increases false remembering: neuropsychological test correlates of remember-know judgments
    David P McCabe
    Department of Psychology, Colorado State University, Fort Collins, CO 80523 1876, USA
    Neuropsychologia 47:2164-73. 2009
    ..We discuss various explanations for these findings and conclude that any comprehensive explanation of recollective experience will need to account for the processes underlying both remember hits and false alarms...
  2. pmc Policy forum: studying eyewitness investigations in the field
    Daniel L Schacter
    Department of Psychology, Harvard University, William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA
    Law Hum Behav 32:3-5. 2008
    ..We explain why the confound has severe consequences for assessing the real-world implications of this study...
  3. pmc Illusory recollection of voices
    Henry L Roediger
    Department of Psychology, Washington University, St Louis, MO 63130 4899, USA
    Memory 12:586-602. 2004
    ..These findings indicate that source attributions can be sensitive to voice information provided either at study or at test, even though this information is irrelevant for related lures...
  4. ncbi Processing approaches to cognition: the impetus from the levels-of-processing framework
    Henry L Roediger
    Department of Psychology, Washington University, St Louis, MO 63105, USA
    Memory 10:319-32. 2002
    ..We end by pointing to future directions for processing approaches...
  5. ncbi The positive and negative consequences of multiple-choice testing
    Henry L Roediger
    Department of Psychology, Washington University in St Louis, MO 63130 4899, USA
    J Exp Psychol Learn Mem Cogn 31:1155-9. 2005
    ..Multiple-choice testing may inadvertently lead to the creation of false knowledge...
  6. ncbi Factors that determine false recall: a multiple regression analysis
    H L Roediger
    Department of Psychology, Washington University, St Louis, Missouri 63130 4899, USA
    Psychon Bull Rev 8:385-407. 2001
    ..The results fit well within the theoretical framework postulating that both semantic activation of the critical item and strategic monitoring processes influence the probability of false recall and false recognition in this paradigm...
  7. ncbi Social contagion of memory
    H L Roediger
    Department of Psychology, Washington University, St Louis, Missouri 63130 4899, USA
    Psychon Bull Rev 8:365-71. 2001
    ..g., the toaster). As with other forms of social influence, false memories are contagious; one person's memory can be infected by another person's errors...
  8. ncbi Test-enhanced learning: taking memory tests improves long-term retention
    Henry L Roediger
    Department of Psychology, Washington University, Campus Box 1125, One Brookings Dr, St Louis, MO 63130, USA
    Psychol Sci 17:249-55. 2006
    ..Testing is a powerful means of improving learning, not just assessing it...
  9. ncbi Direct comparison of auditory implicit memory tests
    M Pilotti
    Department of Psychology, Washington University, St Louis, MO 63130 4899, USA
    Psychon Bull Rev 7:347-53. 2000
    ..The primary new finding is the demonstration that auditory memory tests, both explicit and implicit, differ in their sensitivity to the perceptual information encoded during study...
  10. ncbi Associative false recognition occurs without strategic criterion shifts
    D A Gallo
    Department of Psychology, Washington University, St Louis, Missouri 63130, USA
    Psychon Bull Rev 8:579-86. 2001
    ..False memories in the DRM paradigm are not caused by such liberal criterion shifts...
  11. ncbi Learning facts from fiction: effects of healthy aging and early-stage dementia of the Alzheimer type
    Elizabeth J Marsh
    Department of Psychology, Washington University, St Louis, MO, USA
    Neuropsychology 19:115-29. 2005
    ..Benefits of story reading depended on activation of the semantic network, whereas costs of story reading were more dependent on episodic memory processes...
  12. pmc The relationship between working memory capacity and executive functioning: evidence for a common executive attention construct
    David P McCabe
    Department of Psychology, Colorado State University, Fort Collins, CO 80523 1876, USA
    Neuropsychology 24:222-43. 2010
    ..We conclude that tests of working memory capacity and executive function share a common underlying executive attention component that is strongly predictive of higher level cognition...
  13. ncbi Norms for word lists that create false memories
    M A Stadler
    Department of Psychology, University of Missouri, Columbia 65202, USA
    Mem Cognit 27:494-500. 1999
    ..Possible reasons for these wide differences in effectiveness of the lists are discussed. These norms serve as a useful benchmark for designing experiments about false recall and false recognition in this paradigm...
  14. ncbi Modality effects in false recall and false recognition
    D A Gallo
    Department of Psychology, Washington University in St Louis, Missouri 63130, USA
    J Exp Psychol Learn Mem Cogn 27:339-53. 2001
    ..The modality effect on false remembering is a function of both encoding and retrieval factors...
  15. doi Testing during study insulates against the buildup of proactive interference
    Karl K Szpunar
    Department of Psychology, Washington University in St Louis, St Louis, MO 63130, USA
    J Exp Psychol Learn Mem Cogn 34:1392-9. 2008
    ..These findings highlight a unique benefit of testing and have important implications for study strategies...
  16. ncbi Relativity of remembering: why the laws of memory vanished
    Henry L Roediger
    Department of Psychology, Washington University in St Louis, Missouri 63130, USA
    Annu Rev Psychol 59:225-54. 2008
    ..These same points are probably true of psychological research in most, if not all, domains...
  17. doi Test-enhanced learning in medical education
    Douglas P Larsen
    Department of Neurology, Washington University in St Louis, St Louis, Missouri 63110, USA
    Med Educ 42:959-66. 2008
    ..However, research in cognitive psychology has shown that tests can also directly affect learning by promoting better retention of information, a phenomenon known as the testing effect...
  18. doi The effect of type and timing of feedback on learning from multiple-choice tests
    Andrew C Butler
    Department of Psychology, Campus Box 1125, Washington University in St Louis, St Louis, MO 63130 4899, USA
    J Exp Psychol Appl 13:273-81. 2007
    ..This research suggests that delaying the presentation of feedback after a test is beneficial to learning because of the spaced presentation of information...
  19. doi Collective memory: conceptual foundations and theoretical approaches
    James V Wertsch
    Department of Anthropology, Washington University, St Louis, MO 63130, USA
    Memory 16:318-26. 2008
    ..g., narrative forms) and similar content...
  20. doi Correcting a metacognitive error: feedback increases retention of low-confidence correct responses
    Andrew C Butler
    Department of Psychology, Washington University in St Louis, St Louis, MO 63139 4899, USA
    J Exp Psychol Learn Mem Cogn 34:918-28. 2008
    ..Of more importance, feedback also doubled the retention of correct low-confidence responses, relative to providing no feedback. The function of feedback is to correct both memory errors and metacognitive errors...
  21. ncbi Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
    Andrew C Butler
    Department of Psychology, Washington University, St Louis, Missouri 63139 4899, USA
    Mem Cognit 36:604-16. 2008
    ..e., lure responses from the initial multiple-choice test) on a delayed cued recall test. Educators should provide feedback when using multiple-choice tests...
  22. doi The effects of "effort after meaning" on recall: differences in within- and between-subjects designs
    Franklin M Zaromb
    Department of Psychology, Washington University, St Louis, Missouri 63130 4899, USA
    Mem Cognit 37:447-63. 2009
    ..The dissociative effects of experimental design on sentence recall and order reconstruction suggest that effort after meaning might enhance memory for study items at the cost of impairing memory for temporal order information...
  23. doi Using popular films to enhance classroom learning: the good, the bad, and the interesting
    Andrew C Butler
    Washington University in St Louis, St Louis, MO 63130 4899, USA
    Psychol Sci 20:1161-8. 2009
    ..The specific warning substantially reduced this misinformation effect. Teachers should use popular history films with caution and should warn students about major inaccuracies in the films...
  24. doi Congruity effects between materials and processing tasks in the survival processing paradigm
    Andrew C Butler
    Department of Psychology, Washington University in St Louis, St Louis, MO 63130, USA
    J Exp Psychol Learn Mem Cogn 35:1477-86. 2009
    ..When congruity was controlled in a mixed list design, the survival processing advantage disappeared...
  25. pmc Similarities and differences between working memory and long-term memory: evidence from the levels-of-processing span task
    Nathan S Rose
    Department of Psychology, Washington University in St Louis, St Louis, MO 63130, USA
    J Exp Psychol Learn Mem Cogn 36:471-83. 2010
    ....
  26. doi Comprehension as a basis for metacognitive judgments: effects of effort after meaning on recall and metacognition
    Franklin M Zaromb
    Department of Psychology, Washington University in St Louis, St Louis, MO 63130 4899, USA
    J Exp Psychol Learn Mem Cogn 36:552-7. 2010
    ..Making learning conditions more difficult, thus requiring students to engage more cognitive effort, often leads to enhanced retention...
  27. doi Retrospective bias in test performance: Providing easy items at the beginning of a test makes students believe they did better on it
    Yana Weinstein
    Department of Psychology, Washington University, St Louis, Missouri, USA
    Mem Cognit 38:366-76. 2010
    ..Our results provide evidence that students' evaluations of performance after a test are prone to retrospective memory biases...
  28. doi A comparison of study strategies for passages: rereading, answering questions, and generating questions
    Yana Weinstein
    Department of Psychology, Washington University, St Louis, MO 63130, USA
    J Exp Psychol Appl 16:308-16. 2010
    ..Generating questions took at least twice as long as answering questions in all three experiments, so although it is a viable alternative to answering questions in the absence of materials, it is less time-efficient...
  29. doi The critical role of retrieval practice in long-term retention
    Henry L Roediger
    Department of Psychology, Box 1125, Washington University, One Brookings Drive, St Louis, MO 63130 4899, USA
    Trends Cogn Sci 15:20-7. 2011
    ..The power of retrieval practice in consolidating memories has important implications for both the study of memory and its application to educational practice...
  30. ncbi Expectation of a final cumulative test enhances long-term retention
    Karl K Szpunar
    Department of Psychology, Washington University, St Louis, Missouri 63130, USA
    Mem Cognit 35:1007-13. 2007
    ..The results clearly illustrate how an expectation of a cumulative test might influence long-term retention, which may have important implications for educational practice...
  31. ncbi Generalizing test-enhanced learning from the laboratory to the classroom
    Mark A McDaniel
    Department of Psychology, Washington University, St Louis, Missouri 63130 4899, USA
    Psychon Bull Rev 14:200-6. 2007
    ..In addition, frequent testing probably has the indirect positive effects of keeping students motivated and leading them to space out periods of study...
  32. ncbi Explorations in the social contagion of memory
    Michelle L Meade
    Department of Psychology, Washington University, St Louis, Missouri 63130 4899, USA
    Mem Cognit 30:995-1009. 2002
    ..Collectively, the data support the claim that false memories may be transmitted between people and reveal critical factors that modulate the social contagion of memories...
  33. ncbi Age differences in veridical and false recall are not inevitable: the role of frontal lobe function
    Karin M Butler
    Department of Psychology, University of New Mexico, Albuquerque, NM 87131, USA
    Psychon Bull Rev 11:921-5. 2004
    ..More important, our findings indicate that declines in veridical recall and increases in false recall are not an inevitable consequence of aging...
  34. ncbi Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease
    David A Balota
    Department of Psychology, Washington University, St Louis, MO 63130, USA
    Psychol Aging 21:19-31. 2006
    ..There was again no evidence of a difference between expanded and equal-interval conditions in final cued recall. Discussion focuses on the potential benefits and costs of expanded retrieval on a theoretical and applied level...
  35. ncbi Aging and the misinformation effect: a neuropsychological analysis
    Henry L Roediger
    Department of Psychology, Washington University in St Louis, St Louis, MO 63130 4899, USA
    J Exp Psychol Learn Mem Cogn 33:321-34. 2007
    ..The results support a source-monitoring account of aging and illusory recollection...
  36. doi Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial
    Douglas P Larsen
    Department of Neurology, Washington University in St Louis, Missouri 63110, USA
    Med Educ 43:1174-81. 2009
    ..Laboratory studies in cognitive psychology with relatively brief final recall intervals suggest that repeated retrieval in the form of tests may result in better retention of information compared with repeated study...
  37. ncbi Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material
    Jason C K Chan
    Department of Psychology, Washington University, St Louis, MO 63130 4899, USA
    J Exp Psychol Gen 135:553-71. 2006
    ..These results have implications for educational practice and the theoretical developments of the testing effect, associative memory, and retrieval inhibition...
  38. ncbi Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention
    Jeffrey D Karpicke
    Department of Psychology, Washington University, St Louis, MO 63130, USA
    J Exp Psychol Learn Mem Cogn 33:704-19. 2007
    ..Expanding the interval between repeated tests had little effect on long-term retention in 3 experiments...
  39. ncbi Exact and conceptual repetition dissociate conceptual memory tests: problems for transfer appropriate processing theory
    K B McDermott
    Department of Psychology, Rice University, Houston, TX 77005 1892, USA
    Can J Exp Psychol 50:57-71. 1996
    ..Results demonstrate that conceptual memory tests can be dissociated and present problems for Roediger's (1990) transfer appropriate processing account of dissociations between explicit and implicit tests...
  40. ncbi The memorial consequences of multiple-choice testing
    Elizabeth J Marsh
    Department of Psychology, Duke University, Durham, North Carolina 27708 0086, USA
    Psychon Bull Rev 14:194-9. 2007
    ..Such persistence appears due to faulty reasoning rather than to an increase in the familiarity of lures. Even though students may learn false facts from multiple-choice tests, the positive effects of testing outweigh this cost...
  41. ncbi Part-set cuing effects in younger and older adults
    Elizabeth J Marsh
    Department of Psychology, Washington University in St Louis, St Louis, MO, USA
    Psychol Aging 19:134-44. 2004
    ..Across experiments, older adults showed robust part-set cuing effects, and sometimes, they were disproportionately impaired by cues...
  42. ncbi Does test-induced priming play a role in the creation of false memories?
    Elizabeth J Marsh
    Washington University, St Louis, MO, USA
    Memory 12:44-55. 2004
    ..Surprisingly, test-induced priming of the critical item does not seem to play a large role in this memory illusion...
  43. ncbi Illusions of competence and overestimation of associative memory for identical items: evidence from judgments of learning
    Alan D Castel
    Department of Psychology, University of California, Los Angeles, California 90095 1563, USA
    Psychon Bull Rev 14:107-11. 2007
    ..We conclude that overconfidence for identical pairs reflects an assessment of item similarity when JOLs are made, despite associative strength being a better predictor of later retrieval...
  44. ncbi Failures to find suppression of episodic memories in the think/no-think paradigm
    John B Bulevich
    Washington University, St Louis, Missouri, USA
    Mem Cognit 34:1569-77. 2006
    ..None of our experiments showed reliable suppression effects with either the same or independent-probe tests. Suppression is apparently not a robust experimental phenomenon in the think/no-think paradigm...
  45. ncbi Superiority of variable to repeated practice in transfer on anagram solution
    Michael K Goode
    Washington University, St Louis, Missouri 63130 4899, USA
    Psychon Bull Rev 15:662-6. 2008
    ..Shea and Kohl's (1991) hypothesis, arguing that varied practice may lead to greater elaborative processing than does repeated practice, provides one account of the results...
  46. doi Reduced false memory after sleep
    Kimberly M Fenn
    Department of Psychology, Michigan State University, East Lansing, Michigan 48824, USA
    Learn Mem 16:509-13. 2009
    ..These experiments are the first to show that false memories can be reduced following sleep, and they extend the benefits of sleep to include increased accuracy of episodic memory...
  47. ncbi The effect of forced recall on illusory recollection in younger and older adults
    Michelle L Meade
    University of Illinois at Urbana Champaign, USA
    Am J Psychol 119:433-62. 2006
    ..This effect is exaggerated in older adults, probably because of their greater source monitoring difficulties. Both dual process and source monitoring theories provide insight into these findings...
  48. ncbi The effects of associations and aging on illusory recollection
    David A Gallo
    Psychology Department, Harvard University, Cambridge, Massachusetts 02138, USA
    Mem Cognit 31:1036-44. 2003
    ..To account for these and other results, we propose that associative activation drives an attribution process that binds subjectively detailed features to a false memory...
  49. doi Handedness is related to memory via hemispheric interaction: evidence from paired associate recall and source memory tasks
    Keith B Lyle
    Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40292, USA
    Neuropsychology 22:523-30. 2008
    ..An nSR advantage was more robust for middle-aged than older subjects and, consistent with the hemispheric interaction theory, was found only on the tasks that depend on hemispheric interaction...
  50. ncbi Can the survival recall advantage be explained by basic memory processes?
    Yana Weinstein
    Department of Psychology, University College London, London, England
    Mem Cognit 36:913-9. 2008
    ..Recall in the grasslands scenario was unaffected by a self-reference manipulation. The findings are consistent with an evolutionary account that attributes the recall advantage to adaptive memory biases...
  51. doi The critical importance of retrieval for learning
    Jeffrey D Karpicke
    Department of Psychological Sciences, Purdue University, West Lafayette, IN 47907, USA
    Science 319:966-8. 2008
    ..The results demonstrate the critical role of retrieval practice in consolidating learning and show that even university students seem unaware of this fact...
  52. ncbi The dark side of expertise: domain-specific memory errors
    Alan D Castel
    University of California, Los Angeles, CA 90095 1563, USA
    Psychol Sci 18:3-5. 2007
  53. ncbi Genetic influences on free and cued recall in long-term memory tasks
    Heather E Volk
    Doctoral Program in Public Health Studies, Saint Louis University School of Public Health, Saint Louis, Missouri, USA
    Twin Res Hum Genet 9:623-31. 2006
    ..Verbal intelligence is etiologically different from LTM indicating that these two abilities utilize different brain functions...
  54. ncbi Interference processes in monkey auditory list memory
    Anthony A Wright
    Department of Neurobiology and Anatomy, University of Texas Health Science Center, Houston, Texas 77225, USA
    Psychon Bull Rev 10:696-702. 2003
    ..The results point to the critical nature of interference processes in the understanding of serial position functions...
  55. ncbi Eye movements enhance memory for individuals who are strongly right-handed and harm it for individuals who are not
    Keith B Lyle
    Department of Psychological and Brain Sciences, University of Louisville, Louisville, Kentucky 40292, USA
    Psychon Bull Rev 15:515-20. 2008
    ..These results partially support the hemispheric interaction account, but demand an amendment to explain the harmful effects of eye movements for nSR individuals...