Phone: (970) 491-5389
Office Location: 245 BHSCI
Web Page: http://psy.psych.colostate.edu/psylist/detail.asp?Num=19
PhD: Purdue University, 1996
Area of Specialization: human learning and memory, retrieval processes, educational applications of learning and memory principles
Teaching Courses: PSY 452 Cognitive Psychology; PSY 152 Science of Learning; PSY 252 Mind, Brain, & Behavior; PSY 600F Advanced Psychology - Human Learning and Memory
Monday- | Tuesday- | Wednesday- 10:00-11:00 am | Thursday- | Friday- | By Appointment- X
Current Research: My research program centers on basic encoding and retrieval processes in human learning and memory. One particular focus is on how the act of retrieval enhances subsequent memory, as observed in the testing effect. I am particularly drawn to learning and memory phenomena with direct applications to teaching and student learning. My work therefore has both a theoretical and applied orientation.
Rowland, C. A., & DeLosh, E. L. (2015). Mnemonic benefits of retrieval practice at short retention intervals. Memory, 23, 403-419.
Rowland, C. A., Littrell-Baez, M. K., Sensenig, A. E., & DeLosh, E. L. (2014). Testing effects in mixed versus pure list designs. Memory & Cognition, 42, 912-921.
Rowland, C. A, & DeLosh, E. L. (2014). Benefits of testing for non-tested information: Retrieval-induced facilitation of episodically bound material. Psychonomic Bulletin & Review, 21, 1516-1523.
Rowland, C. A., Bates, L. E, & DeLosh, E. L. (2013). On the reliability of retrieval-induced forgetting. Frontiers in Cognition, 5, 1-10.
Sensenig, A. E., Littrell-Baez, M. K., & DeLosh, E. L. (2011). Testing effects for common versus proper names. Memory, 19, 664-673.
Applied Memory Lab: My lab group conducts research on various topics in the area of applied learning and memory. Questions center on basic learning and memory principles, but with an eye toward phenomena that may be applied in educational settings to enhance teaching and student learning. As an example, my students and I have published a number of papers in recent years on the so-called testing effect, the finding that memory tests may enhance subsequent memory for tested information. This benefit of testing, consistently observed in the well-controlled conditions of the lab, also extends to educational settings. Tests not only assess what students have learned, but also enhance learning for tested material. With this in mind, several applied projects in my lab have examined the effectiveness of practice quizzes, instructor questioning, and study-strategy instruction on student performance. The take-home message? Don't just read and re-read. Don't just study and re-study. Instead, take some of that time you would've devoted to re-reading or re-studying, and use it to engage in practice testing. Or get together with classmates and test each other. Research in well-controlled laboratory conditions as well as real-world classroom environments shows that you can expect this practice testing to enhance your learning of the information and boost later test performance.
Former Doctoral Students:
Julie Bugg, Assistant Professor, Washington University in St. Louis
Shana Carpenter, Associate Professor, Iowa State University
Megan Littrell-Baez, Research Associate, University of Colorado, Boulder
Paul Merritt, Assistant Teaching Professor, Georgetown University
Christopher Rowland, Assistant Professor, Eckerd College
Amanda Sensenig, Assistant Professor, Goshen College
Nancy Zook, Senior Lecturer (Associate Professor), University of the West of England (UK)
Location: Behavioral Science 252
Testing Effect (i.e., Test-Enhanced Learning):
Effects of Testing on Non-Tested Information:
Retrieval-Induced Forgetting vs. Facilitation:
Testing and the Mastery Quiz Model:
Elaborative Processing: The Processing and Generation of Examples: