My program of research is aimed at understanding the cognitive and metacognitive processes that regulate learning and memory. I have explored these processes by examining the role that metacognition plays in memory regulation and studying the encoding and retrieval mechanisms involved in memory formation.


  • B.A., University of Massachusetts, Amherst, MA, 1999, Psychology and Spanish
  • M.A., Columbia University, New York, NY, 2004
  • M.Phil., Columbia University, New York, NY, 2005
  • Ph.D., Columbia University, New York, NY, 2007


Click here to download Bridgid Finn's curriculum vitae.

Selected Publications:

  • 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]
  • Finn, B., & Metcalfe, J. (2010). Scaffolding feedback to maximize long-term error correction. Memory & Cognition, 38, 951-961.[PDF]
  • Finn, B. (2010). Ending on a high note: Adding a better end to difficult study. Journal of Experimental Psychology: Learning, Memory and Cognition, 36, 1548-1553. [PDF]
  • Miele, D., Finn, B., Molden, D. (2011). Does easily learned mean easily remembered? It depends on your beliefs about intelligence. Psychological Science, 22, 320-324.[PDF]
  • Finn, B. & Roediger, H.L. (2011). Enhancing retention through reconsolidation: Negative emotional arousal following retrieval enhances later recall. Psychological Science, 22, 781-786. [PDF]

© 2007 Washington University in St. Louis
One Brookings Drive, St. Louis, MO 63130-4899