Publications

 

Garlitch, S. M., & Wahlheim, C. N. (in press). The role of reminding in retroactive effects of memory for older and younger adults. Psychology & Aging. (OSF Link)

 

Wahlheim, C. N., & Garlitch, S. M. (in press). Adult age differences in the use of temporal and semantic context in dual-list free recall. Psychology & Aging. (OSF Link

Gouravajhala, R., Wahlheim, C. N., & McDaniel, M. A. (in press). Individual and age differences in block-by-block dynamics of category learning strategies. Quarterly Journal of Experimental Psychology. (OSF Link)

Wahlheim, C. N., Alexander, T. R., & Kane, M. J. (2019). Interpolated retrieval effects on list isolation: Individual differences in working memory capacity. Memory & Cognition, 47, 619-642. (OSF Link)

Wahlheim, C. N., Smith, W. G., & Delaney, P. F. (2019). Reminders can enhance or impair episodic memory updating: A memory-for-change perspective. Memory, 27, 849-867. (OSF Link)

Wahlheim, C. N., & Zacks, J. M. (2019). Memory guides the processing of event changes in older and younger adults. Journal of Experimental Psychology: General, 148, 30-50. (OSF Link)

Wahlheim, C. N., & Zacks, J. M. (2018). Individual variation in memory and cognition. Journal of Applied Research in Memory and Cognition, 7, 514-517.

Wahlheim, C. N., Ball, B. H., & Richmond, L. L. (2017). Adult age differences in production and monitoring in dual-list free recall. Psychology & Aging, 32, 338-353.

Wahlheim, C. N., & DeSoto, K. A. (2017). Study preferences for exemplar variability in self-regulated category learning. Memory, 25, 231-243.

Wahlheim, C. N., Richmond, L. L., Huff, M. J., & Dobbins, I. G. (2016). Characterizing adult age differences in the initiation and organization of retrieval: A further investigation of retrieval dynamics in dual-list free recall. Psychology & Aging, 31, 786-797.

 

Wahlheim, C. N., McDaniel, M. A., & Little, J. L. (2016). Category learning strategies in younger and older adults: Rule-abstraction and memorization. Psychology & Aging, 31, 346-357. 

Wahlheim, C. N., & Huff, M. J. (2015). Age differences in the focus of retrieval: Evidence from dual-list free recall. Psychology & Aging, 30, 768-780.

Jacoby, L. L., Wahlheim, C. N., & Kelley, C. (2015). Memory consequences of looking back to notice change: Retroactive and proactive facilitation. Journal of Experimental Psychology: Learning, Memory, & Cognition, 41, 1282-1297.

Finley, J. R., Roediger, H. L., Hughes, A. D., Wahlheim, C. N., & Jacoby, L. L. (2015). Simultaneous versus sequential presentation in testing recognition memory for faces. American Journal of Psychology, 128, 173-195.

Wahlheim, C. N. (2015). Testing can counteract proactive interference by integrating competing information. Memory & Cognition, 43, 27-38.

Putnam, A. L., Wahlheim, C. N., & Jacoby, L. L. (2014). Memory for flip-flopping: Detection and recollection of political contradictions. Memory & Cognition, 42, 1198-1210.

 

Wahlheim, C. N. (2014). Proactive effects of memory in young and older adults: The role of change recollection. Memory & Cognition, 42, 950-964.

 

Wahlheim, C. N., Maddox, G. B., & Jacoby, L. L. (2014). The role of reminding in the effects of spaced repetitions on cued recall: Sufficient but not necessary. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 94-105.  

Jacoby, L. L., & Wahlheim, C. N. (2013). On the importance of looking back: The role of recursive remindings in recency judgments and cued recall. Memory & Cognition, 41, 625-637.

Jacoby, L. L., Wahlheim, C. N., & Yonelinas, A. P. (2013). The role of detection and recollection of change in list discrimination. Memory & Cognition, 41, 638-649.

Tauber, S. K., Dunlosky, J., Rawson, K. A., Wahlheim, C. N., & Jacoby, L. L. (2013). Self-regulated learning of a natural category: Do people interleave or block exemplars during study? Psychonomic Bulletin & Review, 20, 356-363.

 

Wahlheim, C. N., & Jacoby, L. L. (2013). Remembering change: The critical role of recursive remindings in proactive effects of memory. Memory & Cognition, 41, 1-15.

 

Wahlheim, C. N., Finn, B., & Jacoby, L. L. (2012). Metacognitive judgments of repetition and variability effects in natural concept learning: Evidence for variability neglect. Memory & Cognition, 40, 703-716.

Wahlheim, C. N. (2011). Predicting memory performance under conditions of proactive interference: Immediate and delayed judgments of learning. Memory & Cognition, 39, 827-838.

Wahlheim, C. N., Dunlosky, J., & Jacoby, L. L. (2011). Spacing enhances the learning of natural concepts: An investigation of mechanisms, metacognition, and aging. Memory & Cognition, 39, 750-763.

Wahlheim, C. N., & Jacoby, L. L. (2011). Experience with proactive interference diminishes its effects: Mechanisms of change. Memory & Cognition, 39, 185-195.

Jacoby, L. L., Wahlheim, C. N., & Coane, J. H. (2010). Test-enhanced learning of natural concepts: Effects on recognition memory, classification, and metacognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1441-1451.

 

Jacoby, L. L., Wahlheim, C. N., Rhodes, M. G., Daniels, K. A., & Rogers, C. S. (2010).  Learning to diminish the effects of proactive interference: Reducing false memory for young and older adults. Memory & Cognition, 38, 819-828.