Lab

The Educational Psychology Lab is directed by Associate Professor Christopher A. Was. The Laboratory features four IBM PC compatible data collection computers, as well as office space for research assistants. Reaction time experiments are programmed using the E-Prime experimental authoring system.

Research conducted in the Educational Psychology Lab has involved models of working memory, executive function, and long-term semantic priming processes in comprehension.

Recent Research From the Educational Psychology Lab

  • Was, C. A. (2010). The persistence of content-specific memory operations: Priming effects following a 24-hour delay.Psychonomic Bulletin and Review, 17(3), 362-368..
  • Was, C. A., (in press). Individual differences in reading are more than just working memory: The case for available long-term memory. Manuscript accepted for publication in Individual Differences Research.
  • Was, C. A. Al-Harthy, I., Stack-Oden, M., & Isaacson, R. M. (2009). Academic Identity Status and the Relationship to Achievement Goal Orientation. Electronic Journal of Research in Educational Psychology, 7(2), 627-652.
  • Was, C. A. (2009). The Persistence of Procedural Memory for Content-Specific Prior Memory Operations. In N . A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 365-370). Austin, Tx: Cognitive Science Society.
  • Was, C. A., & Isaacson, R. M. (2008). The Development of a Measure of Academic Identity Status. Journal of Research in Education, 18, 94-105.
  • Was, C. A. (2007). Further Evidence that Not All Executive Functions are Equal. Advances in Cognitive Psychology, 3(3), 399-407.
  • Was, C. A., & Woltz, D. J. (2007) Reexamining the relationship between working memory and comprehension: The role of available long-term memory.  Journal of Memory and Language, 56(1), 86-102.
  • Was, C. A., Bilman-Paternite, J. S., & Wooley, R. (2008) Increased Availability of Arithmetic Facts Following Working Memory Processing. In B. Love, K. McRae, & V. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1480-1485).Austin, TX: Cognitive Science Society.
  • Was, C. A., & Woltz, D. J. (2006). Partially unique variance in reading accounted for by working memory and semantic priming. In R. Sun (Ed.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (p. 2628). Austin, TX: Cognitive Science Society.

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