• Roediger, H. L. (Ed.). (2008). Cognitive psychology of memory. Vol. 2 of Learning and memory: A comprehensive reference (J. Byrne, Ed.). Oxford: Elsevier.

  • Roediger, H. L., Dudai, Y., & Fitzpatrick, S. M. (Eds.). (2007). Science of memory: Concepts. Oxford: Oxford University Press.

  • Sternberg, R. J., Roediger, H. L., & Halpern, D. (Eds.) (2007). Critical thinking in psychology. New York: Cambridge University Press.

  • Elmes, D. G., Kantowitz, B. H., & Roediger, H. L. (2006). Research methods in psychology. Monterey, CA: Wadsworth. (8th Ed.).

  • Kantowitz, B. H., Roediger, H. L., & Elmes, D. G. (2005). Experimental psychology: Understanding psychological research. Monterey, CA: Wadsworth. (8th Ed.).

  • Darley, J. M., Zanna, M. P., & Roediger, H. L. (2004). The compleat academic: A career guide. Washington, D.C.: American Psychological Association Press.

  • Naveh-Benjamin, M., Moscovitch, M., & Roediger, H. L. (Eds.), (2002). Perspectives on human memory and cognitive aging: Essays in honour of Fergus I. M. Craik. Philadelphia: Psychology Press.

  • Roediger, H. L., Nairne, J. S., Neath, I., & Surprenant, A. M. (Eds.). (2001). The nature of remembering: Essays in honor of Robert G. Crowder. Washington, D.C.: American Psychological Association Press.

  • McDermott, K. B., & Roediger, H. L. (Eds.) (1997). Readings in psychology. St. Paul: West Publishing Co.

  • Roediger, H. L., Capaldi, E. D., Paris, S. G., Polivy, J. & Herman, C. P. (1996). Psychology. St. Paul, MN: West Publishing Co. (4th Ed.).

  • Roediger, H. L., & Craik, F. I. M. (Eds). (1989). Varieties of memory and consciousness: Essays in honour of Endel Tulving. Hillsdale, NJ: Erlbaum.

To jump to a specific year, please click a link below:

 

Stimuli  1970  1972  1973  1974  1975  1976  1977  1978  1979  

1980  1982  1983  1984  1985  1987  1989

1990  1991  1992  1993  1994  1995  1996  1997  1998  1999

2000  2001  2002  2003  2004  2005  2006  2007  2008  2009  2010  2011  2012  2013  2014 In Press

 

  • Blaxton, T. A. (1985). Investigating dissociations among memory measures: Support for a transfer appropriate processing framework. Unpublished doctoral dissertation, Washington University in St. Louis. [Stimuli]

  • Meade, M. L., & Roediger, H. L. (2002). Explorations in the social contagion of memory. Memory & Cognition, 30, 995-1009. [PDF] [Stimuli]

  • Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255. [PDF] [Stimuli]
  • Elmes, D. G., Adams, C. A., & Roediger, H. L. (1970). Cued forgetting in short-term memory: Response selection. Journal of Experimental Psychology, 86, 103-107. [PDF]

  • Roediger, H. L., & Stevens, M. C. (1970). The effects of delayed presentation of the object of aggression on pain-induced fighting. Psychonomic Science, 21, 55-56. [PDF]

  • Elmes, D. G., Roediger, H. L., Wilkinson, W. C., & Greener, W. I. (1972). Positive and negative part/whole transfer in free recall. Journal of Verbal Learning and Verbal Behavior, 11, 251-256. [PDF]

  • Roediger, H. L., & Crowder, R. G. (1972). Instructed forgetting: Rehearsal control or retrieval inhibition (repression)? Cognitive Psychology, 3, 244-254. [PDF]

  • Roediger, H. L. (1973). Inhibition in recall from cueing with recall targets. Journal of Verbal Learning and Verbal Behavior, 12, 261-269. [PDF]

  • Roediger, H. L. (1974). Inhibiting effects of recall. Memory & Cognition, 2, 261-269. [PDF]

  • Roediger, H. L. (1975). Current status of research on retrieval processes in memory. Polygraph, 4, 304-310. [PDF]

  • Roediger, H. L., & Crowder, R. G. (1975). The spacing of lists in free recall. Journal of Verbal Learning and Verbal Behavior, 14, 590-602. [PDF]

 

Back to top

  • Roediger, H. L., & Crowder, R. G. (1976). A serial position effect in recall of United States presidents. Bulletin of the Psychonomic Society, 8, 275-278. [PDF]

  • Roediger, H. L., & Crowder, R. G. (1976). Recall instructions and the suffix effect. American Journal of Psychology, 89, 115-125. [PDF]

  • Roediger, H. L., Knight, J. L., & Kantowitz, B. H. (1977). Inferring decay in short-term memory: The issue of capacity. Memory & Cognition, 5, 167-176. [PDF]

  • Roediger, H. L., Stellon, C., & Tulving, E. (1977). Inhibition from part-list cues and rate of recall. Journal of Experimental Psychology: Human Learning and Memory, 3, 174-188. [PDF]

  • Endler, N. S., Rushton, J. P., & Roediger, H. L. (1978). Productivity and scholarly impact of British, Canadian, and U.S. departments of psychology (1975). American Psychologist, 33, 1064-1082. [PDF]

  • Roediger, H. L. (1978). Recall as a self-limiting process. Memory & Cognition, 6, 54-63. [PDF]

  • Roediger, H. L., & Thorpe, L. A. (1978). The role of recall time in producing hypermnesia. Memory & Cognition, 6, 296-305. [PDF]

  • Rushton, J. P., & Roediger, H. L. (1978). An analysis of 80 psychology journals based on the Science Citation Index. American Psychologist, 33, 520-523. [PDF]

  • Roediger, H. L. (1979). Implicit and explicit memory models. Bulletin of the Psychonomic Society, 13, 339-342. [PDF]

  • Roediger, H. L., & Tulving, E. (1979). Exclusion of learned material from recall as a postretrieval operation. Journal of Verbal Learning and Verbal Behavior, 18, 601-615. [PDF]

  • Kantowitz, B. H., & Roediger, H. L. (1980). Information processing and memory. In G. M. Gazda and R. J. Corsini (Eds.), Comparative theories of learning (pp. 332-369). Itasca, IL: F. E. Peacock. [PDF]

  • Roediger, H. L. (1980). Memory metaphors in cognitive psychology. Memory & Cognition, 8, 231-246. [PDF]

  • Roediger, H. L. (1980). The effectiveness of four mnemonics in ordering recall. Journal of Experimental Psychology: Human Learning and Memory, 6, 558-567. [PDF]

  • Roediger, H. L., & Adelson, B. (1980). Semantic specificity in cued recall. Memory & Cognition, 8, 65-74. [PDF]

  • Roediger, H. L., & Schmidt, S. R. (1980). Output interference in the recall of categorized and paired associate lists. Journal of Experimental Psychology: Human Learning and Memory, 6, 91-105. [PDF]

 

Back to top

  • Roediger, H. L. (1982). Rejoinder to Erdelyi. Journal of Verbal Learning and Verbal Behavior, 21, 662-665. [PDF]

  • Roediger, H. L., & Neely, J. H. (1982). Retrieval blocks in episodic and semantic memory. Canadian Journal of Psychology, 36, 213-242. [PDF]

  • Roediger, H. L., & Payne, D. G. (1982). Hypermnesia: The role of repeated testing. Journal of Experimental Psychology: Learning, Memory and Cognition, 8, 66-72. [PDF]

  • Roediger, H. L., Payne, D., Gillespie, G. L., & Lean, D. S. (1982). Hypermnesia as determined by level of recall. Journal of Verbal Learning and Verbal Behavior, 21, 635-665. [PDF]

  • Neely, J. H., Schmidt, S. R., & Roediger, H. L. (1983). Inhibition from related primes in recognition memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 196-211. [PDF]

  • Roediger, H. L., Neely, J. H., & Blaxton, T. A. (1983). Inhibition from related primes in semantic memory retrieval: A reappraisal of Brown's (1979) paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 478-485. [PDF]

  • Roediger, H. L., & Payne, D. G. (1983). Superiority of free recall to cued recall with "strong" cues. Psychological Research, 45, 275-286. [PDF]

  • Kolers, P. A., & Roediger, H. L. (1984). Procedures of mind. Journal of Verbal Learning and Verbal Behavior, 23, 425-449. [PDF]

  • Roediger, H. L. (1984). Does current evidence from dissociation experiments favor the episodic/semantic distinction? Behavioral and Brain Sciences, 7, 252-254. [PDF]

  • Roediger, H. L. (1984). The use of interference paradigms as a criterion for separating memory stores. Behavioral and Brain Sciences,7, 78-79. [PDF]

  • Roediger, H. L. (1985). Remembering Ebbinghaus. [Retrospective review of the book On memory, by H. Ebbinghaus.] Contemporary Psychology, 30, 519-523. [PDF]

  • Roediger, H. L., & Blaxton, T. A. (1985). Testing psychological trivia. Bulletin of the Psychonomic Society, 23, 433-436. [PDF]
  • Roediger, H. L., & Payne, D. G. (1985). Recall criterion does not affect recall level or hypermnesia: A puzzle for generate/recognize theories. Memory & Cognition, 13, 1-7. [PDF]

 

Back to top

  • Durgunolu, A., & Roediger, H. L. (1987). Test differences in accessing bilingual memory. Journal of Memory and Language, 26, 377-391. [PDF]

  • Payne, D. G., & Roediger, H. L. (1987). Hypermnesia occurs in recall but not recognition. American Journal of Psychology,100, 145-166. [PDF]

  • Roediger, H. L. (1987). The role of journal editors in the scientific process. In D. N. Jackson & J. P. Rushton, (Eds.), Scientific excellence: Origins and assessment (pp. 222-252). New York: Sage. [PDF]

  • Roediger, H. L., & Blaxton, T. A. (1987). Effects of varying modality, surface features and retention interval on priming in word fragment completion. Memory & Cognition, 15, 379-388. [PDF]

  • Roediger, H. L., & Blaxton, T. A. (1987). Retrieval modes produce dissociations in memory for surface information. In D. S. Gorfein & R. R. Hoffman (Eds.), Memory and learning: The Ebbinghaus centennial conference (pp. 349-379). Hillsdale, N.J.: Erlbaum. [PDF]

  • Roediger, H. L., & Weldon, M. S. (1987). Reversing the picture superiority effect. In M. A. McDaniel & M. Pressley (Eds.), Imagery and related mnemonic processes: Theories, individual differences, applications (pp. 151-174). New York: Springer-Verlag. [PDF]

  • Weldon, M. S., & Roediger, H. L. (1987). Altering retrieval demands reverses the picture superiority effect. Memory & Cognition, 15, 269-280. [PDF]

  • Roediger, H. L., & Challis, B. H. (1989). Hypermnesia: Improvements in recall with repeated tests. In C. Izawa (Ed.), Current issues in cognitive processes: The Tulane Floweree symposium on cognition (pp. 175-199). Hillsdale, NJ: Erlbaum. [PDF]

  • Roediger, H. L., Srinivas, K., & Waddill, P. (1989). How much does guessing influence recall? Comment on Erdelyi, Finks, and Feigin-Pfau. Journal of Experimental Psychology: General, 118, 255-257. [PDF]

  • Roediger, H. L., Srinivas, K., & Weldon, M. S. (1989). Dissociations between implicit measures of retention. In S. Lewandowsky, J. C. Dunn, & K. Kirsner (Eds.), Implicit memory: Theoretical issues (pp. 67-84). Hillsdale, NJ: Erlbaum. [PDF]

  • Roediger, H. L., Weldon, M. S., & Challis, B. H. (1989). Explaining dissociations between implicit and explicit measures of retention: A processing account. In H. L. Roediger & F. I. M. Craik (Eds.), Varieties of memory and consciousness: Essays in honour of Endel Tulving (pp. 3-39). Hillsdale, NJ: Erlbaum. [PDF]

  • Weldon, M. S., Roediger, H. L., & Challis, B. H. (1989). The properties of retrieval cues constrain the picture superiority effect. Memory & Cognition, 17, 95-105. [PDF]

  • Aiken, L. S., West, S. G., Sechrest, L., Reno, R., Roediger, H. L., Scarr, S., Kazdin, A. E., & Sherman, S. J. (1990). Graduate training in statistics, methodology, and measurement in psychology: A survey of Ph.D. programs in North America. American Psychologist, 45, 721-734. [PDF]

  • Roediger, H. L. (1990). Implicit memory: A commentary. Bulletin of the Psychonomic Society, 28, 373-380. [PDF]

  • Roediger, H. L. (1990). Implicit memory: Retention without remembering. American Psychologist, 45, 1043-1056. [PDF]

  • Roediger, H. L, Rajaram, S., & Srinivas, K. (1990). Specifying criteria for postulating memory systems. In A. Diamond (Ed.), The development and neural bases of higher cognitive functions (pp. 572-595). New York: New York Academy of Sciences Press. [PDF]

  • Srinivas, K., & Roediger, H. L. (1990). Classifying implicit memory tests: Category association and anagram solution. Journal of Memory and Language, 29, 389-412. [PDF]

 

Back to top

  • Roediger, H. L. (1991). They read an article? A comment on the everyday memory controversy. American Psychologist, 46, 37-40. [PDF]

  • Roediger, H. L. (1992). Retrieval processes in memory. In L. R. Squire (Ed.), Encyclopedia of learning and memory (pp. 565-570). New York: Macmillan.

  • Roediger, H. L., & Challis, B. H. (1992). Effects of exact repetition and conceptual repetition on free recall and primed word fragment completion. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 3-14. [PDF]

  • Roediger, H. L., & McDermott, K. B. (1992). Depression and implicit memory: A commentary. Journal of Abnormal Psychology, 101, 587-591. [PDF]

  • Roediger, H. L., Weldon, M. S., Stadler, M. L., & Riegler, G. L. (1992). Direct comparison of two implicit memory tests: Word fragment and word stem completion. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 1251-1269. [PDF]

  • Srinivas, K., Roediger, H. L., & Rajaram, S. (1992). The role of syllabic and orthographic properties of letter cues in solving word fragments. Memory & Cognition, 20, 219-230. [PDF]

  • Watkins, M. J., & Roediger, H. L. (1992). Episodic memory. In S. Shapiro (Ed.), Encyclopedia of artificial intelligence (2nd ed., pp. 454-460). New York: Wiley. [PDF]

  • Wheeler, M. A., & Roediger, H. L. (1992). Disparate effects of repeated testing: Reconciling Ballard’s (1913) and Bartlett’s (1932) results. Psychological Science, 3, 240-245. [PDF]

  • Challis, B. H., & Roediger, H. L. (1993). The effect of proportion overlap and repeated testing on primed word fragment completion. Canadian Journal of Psychology, 47, 113-123. [PDF]

  • Rajaram, S., & Roediger, H. L. (1993). Direct comparison of four implicit memory tests. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 765-776. [PDF]

  • Roediger, H. L. (1993). Learning and memory: Progress and challenge. In D. E. Meyer & S. Kornblum (Eds.), Attention and performance XIV: A silver jubilee (pp. 509-528). Cambridge, MA: MIT Press. [PDF]

  • Roediger, H. L., & McDermott, K. B. (1993). Implicit memory in normal human subjects. In F. Boller & J. Grafman (Eds.), Handbook of neuropsychology, (Vol. 8, pp. 63-131). Amsterdam: Elsevier. [PDF]

  • Roediger, H. L., & Srinivas, K. (1993). Specificity of operations in perceptual priming. In P. Graf & M. E. J. Masson (Eds.), Implicit memory: New directions in cognition, development and neuropsychology (pp. 17-48). Hillsdale, NJ: Erlbaum. [PDF]

  • Roediger, H. L., & Wheeler, M. A. (1993). Hypermnesia in episodic and semantic memory: Response to Bahrick and Hall. Psychological Science, 4, 207-208. [PDF]

  • Roediger, H. L., Wheeler, M. A., & Rajaram, S. (1993). Remembering, knowing and reconstructing the past. In D. L. Medin (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 30, pp. 97-134). New York: Academic Press. [PDF]

  • Schneider, D. J., Roediger, H. L., & Khan, M. (1993) Diverse ways of accessing self-knowledge: Comment on Klein and Loftus. In T. S. Wyer and R. S. Srull (Eds.), The mental representation of trait and autobiographical knowledge about the self: Advances in social cognition (Vol. V, pp. 123-136). Hillsdale, NJ: Erlbaum. [PDF]
  • McDermott, K. B., & Roediger, H. L. (1994). Effects of imagery on perceptual implicit memory tests. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1379-1390. [PDF]

  • Roediger, H. L., Guynn, M. J., & Jones, T. C. (1994). Implicit memory: A tutorial review. In P. Eelen & G. d'Ydewalle (Eds.), Contributions to the Brussels international congress of psychology (pp. 67-94). Hillsdale, NJ: Erlbaum. [PDF]

  • Roediger, H. L., & McDermott, K. B. (1994). The problem of differing false alarm rates for the process dissociation procedure: Comment on Verfaellie and Treadwell (1993). Neuropsychology, 8, 284-288. [PDF]

  • Guynn, M. J., & Roediger, H. L. (1995). High-priority event instructions affect implicit and explicit memory tests. Psychological Research, 57, 192-202. [PDF]

  • Jones, T. C., & Roediger, H. L. (1995). The experiential basis of serial position effects. European Journal of Cognitive Psychology, 7, 65-80. [PDF]

  • Roediger, H. L., & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 803-814. [PDF]

  • Weldon, M. S., Roediger, H. L., Beitel, D. A., & Johnston, T. R. (1995). Perceptual and conceptual processes in implicit and explicit tests with picture fragment and word fragment cues. Journal of Memory and Language, 34, 268-285. [PDF]

 

Back to top

  • McDermott, K. B., & Roediger, H. L. (1996). Exact and conceptual repetition dissociate conceptual memory tests: Problems for transfer appropriate processing theory. Canadian Journal of Experimental Psychology, 50, 57-71. [PDF]

  • Roediger, H. L. (1996). Memory illusions. Journal of Memory and Language, 35, 76-100. [PDF]

  • Roediger, H. L. (1996). Prospective memory and episodic memory. In M. Brandimonte, G. O. Einstein, & M. A. McDaniel (Eds.), Prospective memory: Theory and applications (pp.149-155). Hillsdale, NJ: Erlbaum. [PDF]

  • Roediger, H. L., & Guynn, M. J. (1996). Retrieval processes. In E. L. Bjork & R. A. Bjork (Eds.), Human memory (pp. 197-236). San Diego: Academic Press. [PDF]

  • Roediger, H. L., Jacoby, D., & McDermott, K. B. (1996). Misinformation effects in recall: Creating false memories through repeated retrieval. Journal of Memory and Language, 35, 300-318. [PDF]

  • Roediger, H. L., & McDermott, K. B. (1996). False perceptions of false memories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 814-816. [PDF]

  • Schacter, D. L., Reiman, E., Curran, T., Yun, L. S., Bandy, D., McDermott, K. B., & Roediger, H. L. (1996). Neuroanatomical correlates of veridical and illusory recognition memroy: Evidence from positron emission tomography. Neuron, 17, 267-274. [PDF]

  • Rajaram, S., & Roediger, H. L. (1997). Remembering and knowing as states of consciousness during retrieval. In J. D. Cohen & J. W. Schooler (Eds.), Scientific approaches to consciousness (pp. 213-240). Hillsdale, NJ: Erlbaum. [PDF]

  • Robinson, K. J., & Roediger, H. L. (1997). Associative processes in false recall and false recognition. Psychological Science, 8, 231-237. [PDF]

  • Roediger, H. L. (1997). The future of cognitive psychology? In R. L. Solso (Ed.), The science of mind: The 21st century (pp. 175-198). Cambridge, MA: The MIT Press. [PDF]

  • Roediger, H. L. (1997). Teaching, research, and more: Psychologists in an academic career. In R. J. Sternberg (Ed.) Career paths in psychology (pp. 7-29). Washington, DC: America Psychological Association Press. [PDF]

  • Roediger, H. L. (1997). Two views of remembering. [Retrospective review of the book Remembering: A study in experimental and social psychology, by F. C. Bartlett]. Contemporary Psychology, 42, 488-492. [PDF]

  • Roediger, H. L., McDermott, K. B., & Goff, L. M. (1997). Recovery of true and false memories: Paradoxical effects of repeated testing. In M. A. Conway (Ed.), Recovered memories and false memories (pp. 118-149). Oxford, England: Oxford University Press. [PDF]

  • Goff, L. M., & Roediger, H. L. (1998). Imagination inflation for action events: Repeated imaginings lead to illusory recollections. Memory & Cognition, 26, 20-33. [PDF]

  • McDermott, K. B., & Roediger, H. L. (1998). Attempting to avoid illusory memories: Robust false recognition of associates persists under conditions of explicit warnings and immediate testing. Journal of Memory and Language, 39, 508-520. [PDF]

  • Rajaram, S., Srinivas, K., & Roediger, H. L. (1998). A transfer-appropriate processing account of context effects in word fragment completion. Journal of Experimental Psychology: Learning, Memory and Cognition, 24, 993-1004. [PDF]

  • Roediger, H. L., & Bergman, E. T. (1998). The controversy over recovered memories. Psychology, Public Policy and Law, 4, 1091-1109. [PDF]

  • Roediger, H. L., & Goff, L. M. (1998). Memory. In W. Bechtel & G. Graham (Eds), A companion to cognitive science (pp. 250-264). Oxford, UK: Blackwell Publishers.
  • Roediger, H. L., McDermott, K. B., & Robinson, K. J. (1998). The role of associative processes in producing false remembering. In M. A. Conway, S. Gathercole, & C. Cornoldi (Eds.), Theories of memory II (pp. 187-245). Hove, Sussex: Psychological Press. [PDF]
  • Stadler, M. A., & Roediger, H. L. (1998). The question of awareness in research on implicit learning. In M. A. Stadler & P. A. Frensch (Eds.), Handbook of implicit learning (pp. 105-132). Thousand Oaks, CA: Sage Publications. [PDF]

  • Balota, D. A., Cortese, M. J., Duchek, J. M., Adams, D. A., Roediger, H. L., McDermott, K. B., & Yerys, B. E. (1999). Veridical and false memories in healthy older adults and in dementia of the Alzheimers type. Cognitive Neuropsychology, 16, 361-384. [PDF]

  • Bergman, E., & Roediger, H. L. (1999). Can Bartlett’s repeated reproduction experiments be replicated? Memory & Cognition, 27, 937-947. [PDF] [Scoring Protocol]

  • Roediger, H. L. (1999). Hermann Ebbinghaus. In F. Keil (Ed.), MIT encyclopedia of cognitive science (pp. 251-253). Cambridge, MA: MIT Press.

  • Roediger, H. L. (1999). Retrieval experience: A new arena of psychological study. In B. H. Challis & B. M. Velichkovsky (Eds.), Stratification of consciousness and cognition (pp. 229-235). Amsterdam/Philadelphia: John Benjamin Publishing Company. [PDF]

  • Roediger, H. L., Buckner, R. L., & McDermott, K. B. (1999). Components of processing. In J. K. Foster & M. Jelicic (Eds.), Memory: Systems, process or function? (pp. 31-65). Oxford, UK: Oxford University Press. [PDF]

  • Roediger, H. L., & McDermott, K. B. (1999). False alarms about false memories. Psychological Review, 106, 406-410. [PDF]

  • Stadler, M. A., Roediger. H. L., & McDermott, K. B. (1999). Norms for word lists that create false memories. Memory & Cognition, 27, 494-500. [PDF]

  • McDermott, K. B., Jones, T. C., Petersen, S. E., Lageman, S. K., & Roediger, H. L. (2000). Retrieval success is accompanied by enhanced activation in anterior prefrontal cortex during recognition memory: An event-related fMRI study. Journal of Cognitive Neuroscience, 12, 965-976. [PDF]

  • Pilotti, M., Bergman, E. T., Gallo, D. A., Sommers, M., & Roediger, H. L. (2000). Direct comparison of auditory implicit memory tests. Psychonomic Bulletin & Review, 7, 347-353. [PDF]

  • Pilotti, M., Gallo, D. A. & Roediger, H. L. (2000). Effects of hearing words, imagining hearing words, and reading on auditory implicit memory tests. Memory & Cognition, 28, 1406-1418. [PDF]

  • Roediger, H. L. (2000). Sir Frederic Charles Bartlett: Experimental and applied psychologist. In G. A. Kimble and M. Wertheimer (Eds.), Portraits of pioneers in psychology (Vol. IV, pp. 149-161). Mahwah, NJ: Erlbaum. [PDF]

  • Roediger, H. L. (2000). Why retrieval is the key process to understanding human memory. In E. Tulving (Ed.), Memory, consciousness and the brain: The Tallinn conference (pp. 52-75). Philadelphia: Psychology Press. [PDF]

  • Roediger, H. L., & Bergman, E. T. (2000). Data collection: Laboratory research. In A. G. Kazdin (Ed.), Encyclopedia of psychology (pp. 432-434). New York: Oxford University Press.
  • Roediger, H. L., Bergman, E. T., & Meade, M. L. (2000). Repeated reproduction from memory. In A. Saito (Ed.), Bartlett, culture and cognition (pp. 115-134). London: Routledge. [PDF]
  • Roediger, H. L., & Gallo, D. A.(2000). False memory. In A. G. Kazdin (Ed.), Encyclopedia of psychology (pp. 315-317). New York: Oxford University Press.
  • Roediger, H. L., & McDermott, K. B. (2000). Distortions of memory. In F. I. M. Craik & E. Tulving (Eds.), The Oxford handbook of memory (pp. 149-164). Oxford, England: Oxford University Press. [PDF]
  • Roediger, H. L., & McDermott, K. B. (2000). Remembering between the lines: Creating false memories via associative inferences. Psychological Science Agenda, 13, 8-9. [PDF]
  • Roediger, H. L., & McDermott, K. B. (2000). Tricks of memory. Current Directions in Psychological Science, 9, 123-127. [PDF]
  • Roediger, H. L., & Meade, M. L. (2000). Learning: Cognitive approach: Human. In A. G. Kazdin (Ed.), Encyclopedia of psychology (pp. 8-11). New York: Oxgord University Press.
  • Roediger, H. L., & Meade, M. L. (2000). Memory processes. In K. Pawlik & M. R. Rosenzweig (Eds.), International handbook of psychology (pp. 117-135). London: Sage Publications. [PDF]

 

Back to top

  • Gallo, D. A., McDermott, K. B., Percer, J. M., & Roediger, H. L. (2001). Modality effects in false recall and false recognition. Journal of Experimental Psychology: Learning, Memory and Cognition, 27, 339-353. [PDF]

  • Gallo, D. A., Roediger, H. L., & McDermott, K. B. (2001). Associative false recognition occurs without strategic criterion shifts. Psychonomic Bulletin & Review, 8, 579-586. [PDF]

  • Roediger, H. L. (2001). Robert G. Crowder (1939-2000). American Psychologist, 56, 814-815. [PDF]

  • Roediger, H. L., Balota, D. A., & Watson, J. M. (2001). Spreading activation and the arousal of false memories. In H. L. Roediger, J. S. Nairne, I. Neath, & A. M. Surprenant (Eds.), The nature of remembering: Essays in honor of Robert G. Crowder (pp. 95-115). Washington, DC: American Psychological Association Press. [PDF]

  • Roediger, H. L., & Gallo, D. A. (2001). Reading journal articles in cognitive psychology. In S. Yantis (Ed). Visual perception: Key readings in cognition (pp. 405-415). Philadelphia: Psychology Press.

  • Roediger, H. L., Meade, M. L., & Bergman, E. (2001). Social contagion of memory. Psychonomic Bulletin & Review, 8, 365-371. [PDF]

  • Roediger, H. L., & Stadler, M. A. (2001). Robert G. Crowder and his intellectual heritage. In H. L. Roediger, J. S. Nairne, I. Neath, & A. M. Surprenant (Eds.), The nature of remembering: Essays in honor of Robert G. Crowder (pp. 3-16). Washington, DC: American Psychological Association Press. [PDF]

  • Roediger, H. L., Watson, J. M., McDermott, K. B., & Gallo, D. A. (2001). Factors that determine false recall: A multiple regression analysis. Psychonomic Bulletin & Review, 8, 385-407. [PDF]

  • Gallo, D. A., & Roediger, H. L. (2002). Variability among word lists in eliciting memory illusions: Evidence for associative activation and monitoring. Journal of Memory and Language, 47, 469-497. [PDF]

  • Meade, M. L., & Roediger, H. L. (2002). Explorations in the social contagion of memory. Memory & Cognition, 30, 995-1009. [PDF] [Stimuli]

  • Roediger, H. L. (2002). Education and cognitive psychology: Interview with Michael A. Shaughnessy. Educational Psychology Review, 14, 395-411. [PDF]

  • Roediger, H. L. (2002). Reconstructive memory. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences. Oxford, England: Elsevier.

  • Roediger, H. L., & Gallo, D. A. (2002). Levels of processing: Some unanswered questions. In M. Naveh-Benjamin, M. Moscovitch, & H. L. Roediger (Eds.), Perspectives on human memory and cognitive aging: Essays in honour of Fergus I. M. Craik (pp. 28-47) Philadelphia: Psychology Press. [PDF]

  • Roediger, H. L., & Gallo, D. A. (2002). Processes affecting accuracy and distortion in memory: An overview. In M. L. Eisen, G. S. Goodman, & J. A. Quas (Eds.), Memory and suggestibility in the forensic interview (pp. 3-28). Mahwah, N.J.: Erlbaum. [PDF]

  • Roediger, H. L., Gallo, D. A., & Geraci, L. (2002). Processing approaches to cognition: The impetus from the levels of processing framework. Memory, 10, 319-332. [PDF]

  • Roediger, H. L., Marsh, E. J., & Lee, S. C. (2002). Varieties of memory. In D. L. Medin & H. Pashler (Eds.), Stevens’ handbook of experimental psychology: Vol. 2 Memory and cognitive processes ( 3rd ed., pp. 1-41). New York: John Wiley & Sons. [PDF]

  • Gallo, D. A., & Roediger, H. L. (2003). The effects of association and aging on illusory recollection. Memory & Cognition, 31, 1036-1044. [PDF]

  • Marsh, E. J., Meade, M. L., & Roediger, H. L. (2003). Learning facts from fiction. Journal of Memory and Language, 49, 519-536. [PDF]

  • Roediger, H. L. (2003). Frederic Charles Bartlett (1886-1969). In L. Nadel (Ed.), Encyclopedia of cognitive science (Vol. 1, pp. 319-322). London: Nature Publishing Group.

  • Roediger, H. L. (2003). Reconsidering implicit memory. In J. S. Bowers & C. Marsolek (Eds.), Rethinking implicit memory (pp. 3-18). Oxford: Oxford University Press. [PDF]

  • Roediger, H. L., & Geraci, L. (2003). Conducting implicit memory research: A practical guide. In A. Wenzel and D. Rubin (Eds.), A guide to implementing cognitive methods with clinical populations. Washington, DC: American Psychological Association Press. [PDF]

  • Roediger, H. L., & Geraci, L. (2003). Implicit memory. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed., Vol. 5, pp. 1605-1609). New York: Macmillan.

  • Roediger, H. L., & Marsh, E. J. (2003). Episodic and autobiographical memory. In I. B. Weiner (Series Ed.),Handbook of psychology: Vol. 4 Experimental psychology (3rd ed., pp. 475-497). New York: Wiley. [PDF]

  • Roediger, H. L., & Meade, M. L. (2003). Retrieval processes in memory. In J. Byrne (Ed.), Encyclopedia of learning and memory (2nd ed., pp. 580-584). New York: Macmillan.
  • Roediger, H. L., & Nuetzal, E. (2003). Introduction to the special issue on idiodynamics: Papers in honor of Saul Rosenzweig. International Journal of Applied Psychoanalytic Studies, 5, 379-383.
  • Watson, J. S., Balota, D. A., & Roediger, H. L. (2003). Creating false memories with hybrid lists of semantic and phonological associates: Over-additive false memories produced by converging associative networks. Journal of Memory and Language, 49, 95-118. [PDF]

  • Wright, A. A., & Roediger, H. L. (2003). Interference processes in monkey auditory list memory. Psychonomic Bulletin & Review, 10, 696-702. [PDF]

  • Butler, K. M., McDaniel, M. A., Dornburg, C. C., Price, A. L., & Roediger, H. L. (2004). Age differences in veridical and false recall are not inevitable: The role of frontal lobe function. Psychonomic Bulletin & Review, 11, 921-925. [PDF]

  • Marsh, E. J., Dolan, P. O., Balota, D. A., & Roediger, H. L. (2004). Part-set cuing effects in younger and older adults. Psychology and Aging, 19, 134-144. [PDF]

  • Marsh, E. J., McDermott, K. B., & Roediger, H. L. (2004). Does test-induced priming play a role in the creation of false memories? Memory, 12, 44-55. [PDF]

  • Roediger, H. L., & Balota, D. A. (2004). Managing your career: The long view. In J. M. Darley, M. P. Zanna, & H. L. Roediger (Eds.), The compleat academic: A career guide (pp. 393-407). Washington, DC: American Psychological Association Press. [PDF]

  • Roediger, H. L., & Gallo, D. A. (2004). Associative memory illusions. In R. F. Pohl (Ed.), Cognitive illusions: A handbook on fallacies and biases in thinking, judgment and memory (pp. 309-326). Oxford: Oxford University Press. [PDF]

  • Roediger, H. L., McDermott, K. B., Pisoni, D. P., & Gallo, D. A. (2004). Illusory recollection of voices. Memory,12, 586-602. [PDF]

  • Zacks, J. M., & Roediger, H. L. (2004). Setting up a lab and beginning a program of research. In J. M. Darley, M. P. Zanna, & H. L. Roediger (Eds.), The compleat academic: A career guide (pp. 135-152). Washington, DC: American Psychological Association Press.

  • Marsh, E. J., Balota, D. A., & Roediger, H. L. (2005). Learning facts from fiction: The effects of healthy aging and early stage dementia of the Alzheimer’s type. Neuropsychology, 19,115-129. [PDF]

  • Roediger, H. L., & Amir, N. (2005). Implicit memory tasks: Retention without conscious recollection. In A. Wenzel & D. C. Rubin (Eds.), Cognitive methods and their application to clinical research (pp. 121-127). Washington DC: American Psychological Association Press. [PDF]

  • Roediger, H. L., & Gallo, D. A. (2005). Associative memory illusions. In R. F. Pohl (Ed.)Cognitive illusions: A handbook on fallacies and biases in thinking, judgment and memory (pp. 309-326). Oxford: Oxford University Press.

  • Roediger, H. L., & Geraci, L. (2005). Implicit memory tasks in cognitive research. In A. Wenzel & D.C. Rubin (Eds.), Cognitive methods and their application to clinical research (pp. 129-151). Washington DC: American Psychological Association Press. [PDF]

  • Roediger, H. L., & Karpicke, J. D. (2005). Learning and memory. In K. Kempf-Leonard (Ed.), Encyclopedia of social measurement (Vol. 2, pp. 479-486). Amsterdam: Elsevier. [PDF]

  • Roediger, H. L., & Marsh, E. J. (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 1155-1159. [PDF]

 

Back to top

  • Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger, H. L. (2006). Does expanded retrieval produce benefits over equal interval spacing? Explorations in healthy aging and early stage Alzheimer’s disease. Psychology and Aging, 21, 19-31. [PDF]

  • Bulevich, J. B., Roediger, H. L., Balota, D. A., & Butler, A. C. (2006). Failures to find suppression of episodic memories in the think/no-think paradigm. Memory & Cognition, 34, 1569-1577. [PDF]

  • Butler, A. C., Marsh, E. J., Goode, M. K., & Roediger, H. L. (2006). When additional multiple-choice lures aid versus hinder later memory. Applied Cognitive Psychology, 20, 941-956. [PDF]

  • Chan, C. K., McDermott, K. B., & Roediger, H. L. (2006). Retrieval induced facilitation: Initially nontested material can benefit from prior testing. Journal of Experimental Psychology: General, 135, 533-571. [PDF]

  • Meade, M. L., & Roediger, H. L. (2006). The effect of forced recall on illusory recollection in younger and older adults. American Journal of Psychology, 119, 433-462. [PDF]

  • Roediger, H. L. (2006). Reviewing book chapters. In R. J. Sternberg (Ed), Reviewing scientific works in psychology (pp. 89-100). Washington, DC: American Psychological Association Press.

  • Roediger, H. L., & Karpicke, J.D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210. [PDF]

  • Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255. [PDF] [Stimuli]

  • Volk, H. E., McDermott, K. B., Roediger, H. L., & Todd, R. D. (2006). Genetic influences on free and cued recall in long-term memory tasks. Twin Research and Human Genetics, 9, 623-631. [PDF]

  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281. [PDF]

  • Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527. [PDF]

  • Castel, A. D., McCabe, D. P., & Roediger, H. L. (2007). Illusions of competence and overestimations of associative memory for identical items: Evidence from judgments of learning and encoding fluency. Psychonomic Bulletin & Review, 14, 107-111. [PDF]

  • Castel, A. D., McCabe, D. P., Roediger, H. L., & Heitman, J. (2007). The dark side of expertise: Domain specific memory errors. Psychological Science, 18, 3-5. [PDF]

  • Dudai, Y., Roediger, H. L., & Tulving, E. (2007). Memory concepts. In, H. L. Roediger, Y. Dudai, & S. M. Fitzpatrick (Eds.), Science of memory: Concepts (pp. 1-9). New York: Oxford University Press. [PDF]

  • Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modulate the effect of testing on memory retention. The European Journal of Cognitive Psychology, 19, 528-558. [PDF]

  • Karpicke, J. D., & Roediger, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162. [PDF]

  • Karpicke, J. D., & Roediger, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory and Cognition, 33, 704-719. [PDF]

  • Marsh, E. J., Roediger, H. L., Bjork, R. A., & Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14, 194-199. [PDF]

  • McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206. [PDF]

  • Meade, M. L., Watson, J. M., Balota, D. A., & Roediger, H. L. (2007). The roles of spreading activation and retrieval mode in producing false recognition in the DRM paradigm. Journal of Memory and Language, 56, 305-320. [PDF]

  • Roediger, H. L. (2007). Teaching, research, and more: Psychologists in an academic career. In R. J. Sternberg (Ed.), Career paths in psychology (2nd ed., pp. 9-33). Washington, DC: American Psychological Association Press.

  • Roediger, H. L. (2007). Transfer: The ubiquitous concept. In, H. L. Roediger, Y. Dudai, & S. M. Fitzpatrick (Eds.), Science of memory: Concepts (pp. 277-282). New York: Oxford University Press. [PDF]

  • Roediger, H. L., & Geraci, L. (2007). Aging and the misinformation effect: A neuropsychological analysis. Journal of Experimental Psychology: Learning, Memory & Cognition, 33, 321-334. [PDF]

  • Roediger, H. L., & McCabe, D. P. (2007). Evaluating experimental research. In R. Sternberg, H. L. Roediger, & D. Halpern (Eds.), Critical thinking in psychology (pp. 15-36). New York: Cambridge University Press. [PDF]

  • Roediger, H. L., & McDaniel, M. A. (2007). Illusory recollections in older adults: Testing Mark Twain’s conjecture. In M. Garry & H. Hayne (Eds.), Do justice and let the sky fall: Elizabeth F. Loftus and her contributions to science, law, and academic freedom (pp. 105-136). Hillsdale, NJ: Erlbaum. [PDF]

  • Roediger, H. L., Rajaram, S., & Geraci, L. (2007). Three forms of consciousness in retrieving memories. In P. D. Zelazo, M. Moscovitch, & E. Thompson (Eds.), Cambridge handbook of consciousness (pp. 251-287). New York: Cambridge University Press. [PDF]

  • Szpunar, K. K., McDermott, K. B., & Roediger, H. L. (2007). Expectation of a final cumulative test enhances long-term retention. Memory & Cognition, 35, 1007-1013. [PDF]

  • Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876. [PDF]

  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928. [PDF]

  • Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604-616. [PDF]

  • Goode, M. K., Geraci, L., & Roediger, H. L. (2008). Superiority of variable to repeated practice in transfer on anagram solution. Psychonomic Bulletin & Review, 15, 662-666. [PDF]

  • Karpicke, J. D., McCabe, D. P., & Roediger, H. L. (2008). False memories are not surprising: The subjective experience of an associative memory illusion. Journal of Memory and Language, 58, 1065-1079. [PDF]

  • Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968. [PDF]

  • Larsen, D. P., Butler, A. C., & Roediger, H. L. (2008). Test-enhanced learning in medical education. Medical Education, 42, 959-966. [PDF]

  • Lyle, K. B., Logan, J. M., & Roediger, H. L. (2008). Eye movements enhance memory for individuals who are strongly right-handed and harm it for individuals who are not. Psychonomic Bulletin & Review, 15, 515-520. [PDF]

  • Lyle, K. B., McCabe, D. B., & Roediger, H. L. (2008). Handedness is related to memory via hemispheric interaction: Evidence from paired associate recall and source memory tasks. Neuropsychology, 22, 523-530. [PDF]

  • Roediger, H. L. (2008). The cognitive psychology of memory: Introduction. In J. H. Byrne (Series Ed.), Learning and memory: A comprehensive reference: Vol. 2. Cognitive psychology of memory (pp. 1-5). Oxford: Elsevier. [PDF]

  • Roediger, H. L. (2008). Relativity of remembering: Why the laws of memory vanished. Annual Review of Psychology, 59, 225-254. [PDF]

  • Roediger, H. L., Goode, M. K., & Zaromb, F.M. (2008). Free will and the control of action. In J. Baer, J. C. Kaufman, and R. F. Baumeister (Eds.), Are we free? Psychology and free will (pp. 205-225). New York: Oxford University Press. [PDF]

  • Roediger, H. L., & Wertsch, J. V. (2008). Creating a new discipline of memory studies. Memory Studies, 1, 9-22. [PDF]

  • Roediger, H. L., Zaromb, F. M., & Goode, M. K. (2008). A typology of memory terms. In J. H. Byrne (Series Ed.), Learning and memory: A comprehensive reference: Vol. 1. Learning theory and behavior (pp. 11-24). Oxford: Elsevier. [PDF]

  • Schacter, D. L., Dawes, R., Jacoby, L. L., Kahneman, D., Lempert, R., Roediger, H. L., & Rosenthal, R. (2008). Policy forum: Studying eyewitness investigations in the field. Law and Human Behavior, 32, 3-5. [PDF]

  • Szpunar, K. K., McDermott, K. B., & Roediger, H. L. (2008). Testing during study insulates against the buildup of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1392-1399. [PDF]

  • Weinstein, Y., Bugg, J. M., & Roediger, H. L. (2008). Can the survival recall advantage be explained by basic memory processes? Memory & Cognition, 36, 913-919. [PDF]

  • Wertsch, J. V., & Roediger, H. L. (2008). Collective memory: Conceptual foundations and theoretical approaches. Memory, 16, 318-326. [PDF]

  • Butler, A. C., Kang, S. H. K., & Roediger, H. L. (2009). Congruity effects between materials and processing tasks in the survival processing paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1477-1486. [PDF]

  • Butler, A. C., Zaromb, F. M., Lyle, K. B., & Roediger, H.L. (2009). Using popular films to enhance classroom learning: The good, the bad, and the interesting. Psychological Science, 20, 1161-1168. [PDF]

  • Fenn, K. M., Gallo, D. A., Margoliash, D., Roediger, H. L., & Nusbaum, H. C. (2009). Reduced false memory after sleep. Learning & Memory, 16, 509-513. [PDF]

  • Geraci, L., McDaniel, M. A., Manzano, I., & Roediger, H. L. (2009). The influence of age on memory for distinctive events. Memory & Cognition, 37, 175-180. [PDF]

  • Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471-479. [PDF]

  • Larsen, D. P., Butler, A. C., & Roediger, H. L. (2009). Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial. Medical Education, 43, 1174-1181. [PDF]
  • Marsh, E. J., Agarwal, P. K., & Roediger, H. L. (2009). Memorial consequences of answering SAT II questions. Journal of Experimental Psychology: Applied, 15, 1-11. [PDF]
  • McCabe, D. P., Roediger, H. L., McDaniel, M. A., & Balota, D. A. (2009). Aging reduces veridical remembering but increases false remembering: Neuropsychological test correlates of remember-know judgments. Neuropsychologia, 47, 2164-2173. [PDF]
  • Meade, M. L., & Roediger, H. L. (2009). Age differences in collaborative memory: The role of retrieval manipulations. Memory & Cognition, 37, 962-975. [PDF]
  • Roediger, H. L. (2009). Memory writ large. [Review of the book Marking the mind: A history of memory, by K. Danziger.], PsycCritiques: A journal of reviews, 54.[PDF]
  • Roediger, H. L., & Marsh, E. J. (2009). False memory. Scholarpedia. 4(8):3858.
  • Roediger H. L., Zaromb, F. M., & Butler, A.C. (2009). The role of repeated retrieval in shaping collective memory. In P. Boyer & J. V. Wertsch (Eds.), Memory in Mind and Culture (pp. 29-58). Cambridge: Cambridge University Press. [PDF]
  • Zaromb, F. M., & Roediger, H. L. (2009). The effects of "effort after meaning" on recall: Differences in within- and between-subjects designs. Memory & Cognition, 37, 447-463. [PDF]
  • Fazio, L. K., Agarwal, P. K., Marsh, E. J., & Roediger, H. L. (2010). Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & Cognition, 38, 407-418. [PDF]
  • Karpicke, J. D., & Roediger, H. L. (2010). Is expanding retrieval a superior method for learning text materials? Memory & Cognition, 38, 116-124. [PDF]
  • McCabe, D. P., Roediger, H. L., McDaniel, M. A., Balota, D. A., & Hambrick, D. Z. (2010). The relationship between working memory capacity and executive functioning: Evidence for a common executive attention construct. Neuropsychology, 24, 222-243. [PDF]
  • Roediger, H. L. (2010). Reflections on intersections between cognitive and social psychology: A personal exploration. European Journal of Social Psychology, 40, 189-205. [PDF]
  • Roediger, H. L., Agarwal, P. K., Kang, S. H. K, & Marsh, E. J. (2010). Benefits of testing memory: Best practices and boundary conditions. In G. M. Davies & D. B. Wright (Eds.), New frontiers in applied memory (pp. 13-49). Brighton, UK: Psychology Press. [PDF]
  • Roediger, H. L., & Finn, B. (2010). The pluses of getting it wrong. Scientific American Mind, 21(1), 38-41.[PDF]
  • Roediger, H. L., & Karpicke, J. D. (2010). Intricacies of spaced retrieval: A resolution. Successful remembering and successful forgetting: Essays in honor of Robert A. Bjork, 23-47.[PDF]
  • Roediger, H. L., Weinstein, Y., & Agarwal, P. K. (2010). Forgetting: Preliminary considerations. In S. Della Sala (Ed.), Forgetting (pp. 1-22). Hove, UK: Psychology Press. [PDF]
  • Roediger, H. L., & Zaromb, F. M. (2010). Memory for actions: How different? In L. Bäckman & L. Nyberg (Eds.), Aging, memory and the brain: Essays in honour of Lars-Göran Nilsson (pp. 24-52). Hove, UK: Psychology Press. [PDF]

  • Rose, N. S., Myerson, J., Roediger, H. L., & Hale, S. (2010). Similarities and differences between working memory and long-term memory: Evidence from the levels-of-processing span task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 471-483. [PDF]

  • Tse, C. S., Balota, D. A., & Roediger, H. L. (2010). The benefits and costs of repeated testing: On the learning of face-name pairs in older adults. Psychology and Aging, 25, 833-845. [PDF]
  • Weinstein, Y., & Roediger, H. L. (2010). Retrospective bias in test performance: Providing easy items at the beginning of a test makes students believe they did better on it. Memory & Cognition, 38, 366-376. [PDF]
  • Weinstein, Y., McDermott, K. B., & Roediger, H. L. (2010). A comparison of study strategies for passages: Re-reading, answering questions, and generating questions. Journal of Experimental Psychology: Applied, 16, 308-316. [PDF]
  • Zaromb, F. M., & Roediger, H. L. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38, 995-1008. [PDF]
  • Zaromb, F. M., Karpicke, J. D., & Roediger, H. L. (2010). Comprehension as a basis for metacognitive judgments: Effects of effort after meaning on recall and metacognition. Journal of Experimental Psychology: Learning, Memory, & Cognition, 36, 552-557. [PDF]
  • Agarwal, P. K., & Roediger, H. L. (2011). Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory, 19, 836-852. [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]]
  • McCabe, D. P., Roediger, H. L., & Karpicke, J. D. (2011). Automatic processing influences free recall: Converging evidence from the process dissociation procedure and remember-know judgments. Memory & Cognition, 39, 389-402. [PDF]
  • McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399-414. [PDF]
  • Nicolas, S., Collins, T., Gounden, Y., & Roediger, H. L. (2011). Natural suggestibility in children. Consciousness and Cognition, 20, 394-398. [PDF]
  • Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395. [PDF]
  • Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15, 20-27. [PDF]
  • Roediger, H. L., & Butler, A. C. (2011). Paradoxes of learning and memory. The Paradoxical Brain, Cambridge University Press, Cambridge, 151-176. [PDF]
  • Roediger, H. L., & Karpicke, J. D. (2011). Intricacies of spaced retrieval: A resolution. In A.S. Benjamin (Ed.), Successful remembering and successful forgetting: Essays in honor of Robert A. Bjork (pp. 23-48). New York: Psychology Press. [PDF]
  • Roediger, H. L., & McDermott, K. B. (2011). Remember when? Science, 333, 47-48. [PDF]
  • Roediger, H .L., McDermott, K. B., & McDaniel, M. A. (2011). Using testing to improve learning and memory. In M. A. Gernsbacher, R. Pew, L. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 65-74). New York: Worth Publishing Co. [PDF]
  • Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in education (pp. 1-36). Oxford: Elsevier. [PDF]
  • Savine, A. C., Scullin, M. K., & Roediger, H. L. (in press). Survival processing of faces. Memory & Cognition, 39, 1359-1373 [PDF]
  • Finn, B., Roediger, H. L., & Rosenzweig, E. (2012). Reconsolidation from negative emotional pictures: Is successful retrieval required? Memory & Cognition, 40, 1031-1045. [PDF]

  • Larsen, D. P., Butler, A. C., Lawson, A. L., & Roediger, H. L. (2012). The importance of seeing the patient: Test-enhanced learning with standardized patients and written tests improves clinical application of knowledge. Advances in Health Science Education, 1-17. [PDF]

  • Marsh, E. J., & Roediger, H. L. (2012). Episodic and autobiographical memory. In I. B. Weiner (Series Ed.),Handbook of psychology: Experimental psychology, Vol. 4. (pp. 472-494). New York, NY: Wiley.
  • Meade, M. L., Geraci, L., & Roediger, H. L. (2012). Neuropsychological status of older adults influences susceptibility to false memory.American Journal of Psychology, 125(4), 449-467. [PDF]
  • Roediger, H. L., & Arnold, K. M. (2012). The one-trial learning controversy and its aftermath: Remembering Rock (1957).American Journal of Psychology, 125, 127-143. [PDF]
  • Roediger, H. L., Finn, B., & Weinstein, Y. (2012). Applications of cognitive science to education. In S. Della Salla & M. Anderson (Eds.), Neuroscience in education: The good, the bad and the ugly, (pp. 128-151). Oxford: Oxford University Press. [PDF]
  • Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying Cognitive Psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1, 242-248. [PDF]
  • Roediger, H. L., & Pyc, M.A. (2012). Applying cognitive psychology to education: Complexities and prospects.Journal of Applied Research in Memory and Cognition, 1, 263-265. [PDF]
  • Roediger, H. L., & Smith, M. A.( 2012). The "pure-study" learning curve: The learning curve without cumulative testing. Memory & Cognition, 40, 989-1002. [PDF]
  • Roediger, H. L., Wixted, J. H., & DeSoto, K. A. (2012). The curious complexity between confidence and accuracy in reports from memory. In L. Nadel & W. Sinnott-Armstrong (Eds.), Memory and law (pp. 84-118). Oxford: Oxford University Press. [PDF]

  • Weinstein, Y. & Roediger, H. L. (2012). The effect of question order on evaluations of test performance: How does the bias evolve? Memory & Cognition, 40 , 727-735. [PDF]
  • Finn, B., & Roediger, H. L. (2013). Interfering effects of retrieval in learning new information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(6), 1665-1681.[PDF]
  • Larsen, D. P., Butler, A. C., & Roediger, H. L. (2013). Comparative effects of test-enhanced learning and self-explanation on long-term retention. Medical Education47(7), 674-682. [PDF]
  • McDaniel, M. A., Thomas, R. C., Agarwal, P. K, & Roediger, H. L. (2013) Quizzing in middle-school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360-372. [PDF]
  • Nestojko, J.F., Finley, J.R., & Roediger, H.L. (2013). Extending cognition to external agents. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 24(4), 321-325.[PDF]
  • Putnam, A. L., Roediger, H. L. (2013). Does response mode affect amount recalled or the magnitude of the testing effect? Memory & Cognition, 41(1),36-48. [PDF]
  • Roediger, H. L. (2013). Applying cognitive psychology to education: Translational educational science. Psychological Science in the Public Interest, 14(1),1-3. [PDF]
  • Roediger, H. L., & Butler, A.C . (2013). Retrieval practice (testing) effect. In H. L. Pashler (Ed.),Encyclopedia of the Mind (pp. 660-661). Los Angeles, CA: Sage Publishing Co. [PDF]
  • Roediger, H. L., & McDermott, K. B. (2013). Two types of event memory.Proceedings of the National Academy of Sciences110(52), 20856-20857. [PDF]
  • Smith, M. A., Roediger, H .L., & Karpicke, J. D. (2013). Covert retrieval practice benefits retention as much as overt retrieval practice. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(6), 1712-1725. [PDF]
  • McDermott, K. B., Agarwal, P. K., D’Antonio, L., Roediger, H. L., & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied, 20(1), 3-21. [PDF]
  • Putnam, A. L., Ozubko, J. D., MacLeod, C. M., & Roediger, H. L. (2014). The production effect in paired-associate learning: Benefits for item and associative information. Memory & Cognition, 42, 409-420. [PDF]
  • Pyc, M. A., Agarwal, P. K., & Roediger, H. L. (2014). Test-enhanced learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum. American Psychological Association Society for the Teaching of Psychology. [PDF]
  • Roediger, H. L., & DeSoto, K. A. (2014). Confidence and memory: Assessing positive and negative correlations. Memory, 22(1), 76-91. [PDF]
  • Zaromb, F., Butler, A. C., Agarwal, P. K., & Roediger, H. L. (2014). Collective memories of three wars in United States history in younger and older adults. Memory & Cognition (42), 383-399. [PDF]

 


  • DeSoto, K. A., & Roediger, H. L. (in press). Positive and negative correlations between confidence andaccuracy for the same events in recognition of categorized lists. Psychological Science. [PDF]
  • Pyc, M. A., Balota, D. A., McDermott, K. B., Tully, T., & Roediger, H. L. (in press). Between-list lag effects in recall depend on retention interval. Memory & Cognition. [PDF]
  • Roediger, H. L., & DeSoto, K. A. (in press). The psychology of reconstructive memory. In J. Wright (Ed.), International Encyclopedia of the Social and Behavioral Sciences, 2e. Oxford, UK: Elsevier. [PDF]

 

Back to top


© 2012 Washington University in St. Louis
One Brookings Drive, St. Louis, MO 63130-4899