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Chris
Wahlheim |
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My research
interests are in the areas of aging, memory, natural concept learning, and
metacognition. My work on aging has focused on differences in the
susceptibility to the effects of interference on memory performance,
diminishing the effects of interference through experience, and differences
in remindings and their consequences for memory performance. In addition, my
work on natural concept learning has focused on enhancing generalization
through testing, spacing, and variability of instances. Finally, I have
examined the metacognitive accuracy of participants in each of the above
mentioned areas. Currently, I am following up on earlier investigations of
remindings by exploring their role in repetition lag effects and temporal
judgments. Click here
to download Chris Wahlheim’s curriculum vitae |
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Contact information |
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Email: cnwahlhe@wustl.edu Phone:
314-935-4115 Office:
Psychology Building Room 435D |
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Publications |
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Wahlheim, C. N., & Jacoby, L. L. (2013). Remembering change: The
critical role of recursive reminding in proactive effects of memory. Memory & Cognition. doi:
10.3758/s13421-013-0246-9 Wahlheim, C.
N., Finn, B, & Jacoby, L. L. (2012). Metacognitive judgments of repetition and
variability effects in natural concept learning: Evidence for variability
neglect. Memory & Cognition, 40, 703-716 Wahlheim, C. N.
(2011). Predicting
memory performance under conditions of proactive interference: Immediate and
delayed judgments of learning. Memory & Cognition, 39, 827-838. Wahlheim, C.
N., Dunlosky, J., & Jacoby, L. L. (2011). Spacing enhances the
learning of natural concepts: An investigation of mechanisms, metacognition,
and aging. Memory & Cognition, 39,
750-763. Wahlheim, C.
N., & Jacoby, L. L. (2011).
Experience with proactive interference diminishes its effects: Mechanisms of
change. Memory & Cognition, 39, 185-195. Jacoby, L. L.,
Wahlheim, C. N., & Coane, J. H. (2010). Test-enhanced learning of natural
concepts: Effects on recognition memory, classification, and metacognition. Journal of Experimental Psychology: Learning,
Memory, and Cognition, 36,
1441-1451. Jacoby, L. L.,
Wahlheim, C. N., Rhodes, M. G., Daniels, K. A., & Rogers, C. S.
(2010). Learning to
diminish the effects of proactive interference: Reducing false memory for
young and older adults. Memory &
Cognition, 38, 819-828. |
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