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My research strives to provide answers to two related questions that are central to human cognition: What are the processes that regulate memory, and how are these regulatory mechanisms used to control learning? To investigate these issues, I have focused on how people’s metacognitive processes guide the progression of their learning and the strength of their memories. I have focused considerable attention on different types of biases that frequently arise during judgment making. With an eye toward developing a more optimal approach to learning, my approach has been to isolate and understand the variables that transform how metacognitive evaluations are made so as to rectify biases and enhance the efficacy of memory regulation.
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B.A., University of Massachusetts, Amherst, MA, 1999, Psychology and Spanish
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M.A., Columbia University, New York, NY, 2004
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M.Phil., Columbia University, New York, NY, 2005
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Ph.D., Columbia University, New York, NY, 2007
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Click here to download Bridgid Finn's curriculum vitae. |
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Finn, B. & Metcalfe, J. (2007). The role of memory for past test in the underconfidence with practice effect. Journal of Experimental Psychology, Learning, Memory & Cognition, 33, 238-244. [PDF]
- Finn, B. (2008). Framing effects on metacognitive monitoring and control. Memory & Cognition, 36, 813-821.
[PDF]
- Finn, B., & Metcalfe, J. (2008). Judgments of learning are influenced by memory for past test. Journal of Memory and Language, 58, 19-34. [PDF]
- Metcalfe, J. & Finn, B. (2008). Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin and Review, 15, 174-179. [PDF]
- Metcalfe, J. & Finn, B. (2008). Familiarity and retrieval processes in delayed judgments of learning. Journal of Experimental Psychology, Learning, Memory & Cognition, 34, 1084-1097. [PDF]
- Metcalfe, J., Kornell, N. & Finn, B. (in press). Delayed versus immediate feedback in children's and adults' vocabulary learning. Memory & Cognition.
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