I am interested in studying various factors of human memory and learning. I'm currently working on a project that looks at how response modality (writing something down vs. responding verbally) influences memory for items in testing situations.

• B.A., Earlham College, Richmond, IN, 2007, Psychology (with honors)
• M.A., Washington University, St. Louis, MO, 2011
• Ph.D., Washington University, St. Louis, MO, 2014

Click here to download Adam Putnam's curriculum vitae.

Adam L. Putnam
Washington University in St. Louis
One Brookings Drive, Campus Box 1125
St. Louis, MO 63130
Email: adam.putnam@wustl.edu
Lab Phone: (314) 935-8731

• Peshkam, A., Putnam, A., Mensink, M., & Rapp, D.N. (2007, May). The effects of prereading instructions on readers' encoding of irrelevant text. Paper presented at the 79th annual meeting of the Midwestern Psychological Association, Chicago, IL.

• Peshkam, A., Putnam, A., Mensink, M., & Rapp, D.N. (2007, July). The effects of prereading instructions on readers' encoding of irrelevant text. Poster presented at the 17th annual meeting of the Society for Text and Discourse, Glasgow, Scotland.

• Rapp, D.N., Peshkam, A., Mensink, M., & Putnam, A. (2008, March). Can pre-reading instructions reduce the allure of seductive details? Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

• Peshkam, A., Mensink, M. C., Putnam, A. L., & Rapp, D. N. (in press). Warning readers to avoid irrelevant information: When being vague might be valuable. Contemporary Educational Psychology.

• Putnam, A.L. (2010, June). Modality of response and the testing effect. Paper presented at the Show Me Mental Life Conference, St. Louis, Missouri.

• 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]