title

My research is concerned with retrieval processes in human memory, or how knowledge is recovered from memory. The topics below represent present lines of investigation:

Applying cognitive psychology to enhance education

The genesis of false memories

Dissociations between implicit and explicit measures of retention

For more information about my current and past research interests, click here or on the Research link above.

 
  • B.A., Washington & Lee University, Lexington, VA, 1969 (magna cum laude)

  • Ph.D., Yale University, New Haven, CT, 1973

 

Click here to download Henry Roediger's curriculum vita.

    Henry L. Roediger, III
    Washington University in St. Louis
    One Brookings Drive, Campus Box 1125
    St. Louis, MO 63130
    Email: roediger@wustl.edu
    Lab Phone: (314) 935-8731

For a complete list of publications by Henry Roediger, please click here.
  • Fazio, L. K., Agarwal, P. K., Marsh, E. J., & Roediger, H. L. (in press). Memorial consequences of multiple-choice testing persist over one week. Memory & Cognition.
  • Karpicke, J. D. & Roediger, H. L. (in press). Is expanding retrieval a superior method for learning text materials? Memory & Cognition.
  • McCabe, D. P., Roediger, H. L., McDaniel, M. A., Balota, D. A., & Hambrick, D. Z. (in press). The relationship between working memory capacity and executive functioning: Evidence for a common executive attention construct. Neuropsychology. [PDF]
  • Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (in press). 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. New York: Worth Publishing Co. [PDF]
  • Roediger, H. L., Weinstein, Y., & Agarwal, P. K. (in press). Forgetting: Preliminary considerations. In S. Della Sala, (Ed.), Forgetting. Brighton, U.K.: Psychology Press.
  • Venn, K. M., Gallo, D. A., Margoliash, D., Roediger, H. L., & Nusbaum, H. C. (in press). Reduced false memory after sleep. Learning and Memory.
  • Weinstein, Y., & Roediger, H. L. (in press). Retrospective bias in test performance: Providing easy items at the beginning of a test makes students believe they did better on it. Memory & Cognition. [PDF]
  • Zaromb, F. M., Karpicke, J. D., & Roediger, H. L. (in press). Comprehension as a basis for metacognitive judgments: Effects of effort after meaning on recall and metacognition. Journal of Experimental Psychology: Learning, Memory, & Cognition. [PDF]
© 2007 Washington University in St. Louis
One Brookings Drive, St. Louis, MO 63130-4899