My research focuses on how humans learn and remember information. In particular, I’m interested in how memory research can be applied to real world issues, such as improving education.  My master’s thesis focused on how various forms of responding to test questions (such as speaking, writing, and just thinking about the answer) can enhance memory.  For my dissertation I’m examining how being reminded of something can enhance memory in a political context, or how voters may potentially remember that  a politician has flip-flopped on a controversial issue.

  • 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, (Expected, 2015)


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
    Lab Phone: (314) 935-8731

  • Putnam, A. L., Wahlheim, C. N., & Jacoby, L. L. (2014). Memory for flip-flopping: Detection and recollection of political contradictions. Memory & Cognition. DOI: 10.3758/s13421-014-0419-9 [PDF]
  • Putnam, A. L. Ozubko, J. D., MacLeod, C. M. & Roediger, H. L. (2013). The production effect in paired associate learning. Memory and Cognition. [PDF]
  • Putnam, A. L., & Roediger, H. L. (2012). Does response mode affect amount recalled or the magnitude of the testing effect? Memory & Cognition. DOI: 10.3758/s13421-012-0245-x [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]
  • Peshkam, A., Mensink, M. C., Putnam, A. L., & Rapp, D. N. (2011). Warning readers to avoid irrelevant information: When being vague might be valuable. Contemporary Educational Psychology, 36, 219-231. [PDF]

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