
Jude Weinstein-JonesInstitute for Health and Recovery
Jude Weinstein-Jones
PhD
About
60
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Introduction
My research interests lie in improving the accuracy of memory performance and the judgments students make about their cognitive functions.
Additional affiliations
October 2008 - December 2012
January 2013 - present
Publications
Publications (60)
Psychological scientists have many roles, one of which is, arguably, to communicate their research findings to a broader audience. Twitter and blogging offer relatively inexpensive options for this type of outreach. Engagement in these outreach efforts can lead to career enhancement, but also comes at a cost. We examined a sample of 327 psychologic...
In the past decade, a new field has formed around the concept of mind-wandering, or task-unrelated thought. The state of mind-wandering is typically contrasted with being on task, or paying attention to the task at hand, and is related to decrements in performance on cognitive tasks. The most widely used method for collecting mind-wandering data –...
Retrieval practice improves retention of information on later tests. A question remains: when should retrieval occur during learning – interspersed throughout study, or at the end of each study period? In a lab experiment, an online experiment, and a classroom study, we aimed to determine the ideal placement (interspersed vs. at-the-end) of retriev...
Students are often encouraged to generate and answer their own questions on to-be-remembered material, because this interactive process is thought to enhance memory. But does this strategy actually work? In three experiments, all participants read the same passage, answered questions, and took a test to get accustomed to the materials in a practice...
Weinstein and Roediger (Memory & Cognition 38:366-376, 2010) found that manipulating the order of questions on a general knowledge quiz resulted in differing evaluations of performance at the end of the quiz: Irrespective of their actual performance, participants were consistently more optimistic about their performance when questions were given in...
Any music educator understands the importance of a solid music education. Research has shown that learning and performing music provides cognitive and neuroscientific benefits, such as enhanced speech processing, verbal and visual memory, working memory, mathematical skills, processing speed, and reasoning performance. Considering these cognitive a...
Critical thinking features in university syllabi, programmes and classes both in the UK and US and is considered one of the primary learning outcomes of higher education. Yet empirically we still know very little about how critical thinking is taught in practice or the extent to which teaching practice is informed by academic research. Further work...
The way in which information is presented can influence students’ judgments of learning (JOLs). Carpenter, Wilford, Kornell, and Mullaney (2013), found that students reported higher JOLs after viewing a fluent lecturer (good speaker) versus a disfluent lecturer, whereas actual learning performance was unaffected by lecturer fluency.
The current res...
For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are lear...
The fields of cognitive psychology and behavior analysis have undertaken separate investigations into effective learning strategies. These studies have led to several recommendations from both fields regarding teaching techniques that have been shown to enhance student performance. While cognitive psychology and behavior analysis have studied stude...
The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice,...
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Psychological scientists have many roles, one of which is, arguably, to communicate their research findings to a broader audience. Twitter and blogging offer relatively inexpensive options for this type of outreach. Engagement in these outreach efforts can lead to career enhancement, but also comes at a cost. We examined a sample of 327 psychologic...
The last decade has seen a dramatic rise in the number of studies that utilize the probe-caught method of collecting mind-wandering reports. This method involves stopping participants during a task, presenting them with a thought probe, and asking them to choose the appropriate report option to describe their thought-state. In this experiment we ma...
This Excel macro-enabled spreadsheet allows teachers to specify the number of topics they will be teaching, the number of class meetings they have planned, and the number of quiz questions they want to create for each topic. The spreadsheet will then generate two lists: one list of topics to be taught for each class, and one list of quiz questions...
The last decade has seen a dramatic rise in the number of studies that utilize the probe-caught method of collecting mind-wandering reports. This method involves stopping participants during a task, presenting them with a thought probe, and asking them to choose the appropriate report option to describe their thought-state. In this experiment we ma...
Question difficulty order has been shown to affect students’ global postdictions of test performance. We attempted to eliminate the bias by letting participants experience the question order manipulation multiple times. In all three experiments, participants answered general knowledge questions and self-evaluated their performance. In Experiment 1,...
Psychological scientists have made significant advances in applying cognitive research to education. Here, we provide a concise, teacher-ready overview of four evidence-based teaching strategies: (1) providing visual examples; (2) teaching students to explain and to do; (3) spaced practice; and (4) frequent quizzing. Converging evidence from contro...
When questions on a test start out hard and get easier, students are more pessimistic about their performance than when the same test questions are presented in the opposite order. Here we demonstrate that this illusion also affects the subjective experience of studying. When learning general knowledge facts starting from very hard to very easy, st...
Retrieving a list after studying it serves to eliminate proactive interference (PI) on subsequent lists. Can retrieval of unrelated information do the same? Pastötter, Schicker, Niedernhuber, and Bäuml (2011, JEP:LMC) reported that semantic generation between studied word lists successfully eliminated PI. In a series of 3 experiments, I failed to f...
Prior research has associated BPD with sleep problems, but the relationship has been explored primarily in small clinical samples of younger adults. Findings from our lab have demonstrated that borderline symptoms remain present in later middle age and are associated with several negative life outcomes. A representative community sample of older ad...
This report is concerned with the prevalence of symptoms of specific personality disorders in a representative community sample and draws attention to the importance of different sources of diagnostic information. We recruited a sample of 1,630 people between the ages of 55 and 64 to participate in a study regarding personality and health. Using ca...
We examined the hypothesis that interpolated testing in a multiple list paradigm protects against proactive interference by sustaining test expectancy during encoding. In both experiments, recall on the last of 5 word lists was compared between 4 conditions: a tested group who had taken tests on all previous lists, an untested group who had not tak...
We propose that we encode and store information as a function of the particular ways we have used similar information in the past. More specifically, we contend that the experience of retrieval can serve as a powerful cue to the most effective ways to encode similar information in comparable future learning episodes. To explore these ideas, we did...
Recent research has examined how often mind-wandering occurs about past vs. future events. However, mind-wandering may also be atemporal, although previous investigations of this possibility have not yielded consistent results. Indeed, it is unclear what proportion of mind-wandering is atemporal, and also how an atemporal response option would affe...
Over the past five years, the St. Louis Personality and Aging Network (SPAN) has been collecting data on personality in later life with an emphasis on maladaptive personality, social integration, and health outcomes in a representative sample of 1630 adults aged 55-64 living in the St. Louis area. This program has confirmed the importance of consid...
Divorce is associated with a multitude of outcomes related to health and well-being. Data from a representative community sample (N = 1,241) of St. Louis residents (ages 55-64) were used to examine associations between personality pathology and divorce in late midlife. Symptoms of the 10 DSM-IV personality disorders were assessed with the Structure...
We report an extension of the procedure devised by Weinstein and Shanks (Memory & Cognition 36:1415-1428, 2008) to study false recognition and priming of pictures. Participants viewed scenes with multiple embedded objects (seen items), then studied the names of these objects and the names of other objects (read items). Finally, participants complet...
We examined the relationship between personality pathology and the frequency of self-reported psychological and physical partner aggression in a community sample of 872 adults aged 55-64. Previous research suggests that antisocial and borderline personality disorder (PD) symptoms are associated with partner aggression. Controlling for gender, educa...
This chapter discusses five topics from cognitive psychology that can be directly applied to the classroom and/or to students' study strategies outside of class. These include: retrieval practice through testing, which enhances learning more than restudying does; spaced periods of study of the same topic relative to massed study of that topic; the...
Retrieval practice has been shown to protect against the negative effects of previously learned information on the learning of subsequent information, while increasing retention of new information. We report three experiments investigating the impact of retrieval practice on false recall in a multiple list paradigm. In three different experimental...
Learning face-name pairings at a social function becomes increasingly more difficult the more individuals one meets. This phenomenon is attributable to proactive interference--the negative influence of prior learning on subsequent learning. Recent evidence suggests that taking a memory test can alleviate proactive interference in verbal list learni...
This study examined the construct-related validity of an assessment centre (AC) developed by a national distribution company for the selection and development of lower-grade managers. In five locations throughout Britain, 487 individuals were observed on nine dimensions, each of which was measured through six distinct exercises. Multitrait-multimet...
Recognition of pictures is typically extremely accurate, and it is thus unclear whether the reconstructive nature of memory can yield substantial false recognition of highly individuated stimuli. A procedure for the rapid induction of false memories for distinctive colour photographs is proposed. Participants studied a set of object pictures follow...
Participants studied lists of semantic associates that converged on a non-presented critical word (e.g., sleep; Deese, 1959; Roediger & McDermott, 1995) and took a two-alternative forced choice test. At test, each critical non-presented word was paired with a studied word from the same list. The test was administered either immediately or 7 days af...
We examined the effect of three variables (test list structure, report option, and framing) on retrospective bias in global evaluations of test performance (postdictions). Participants answered general knowledge questions and estimated correctness of their performance after each block. The ordering of the questions within a block affected bias: Par...
Of all the common afflictions from which humankind suffers, forgetting is probably the most common. Each of us, every day, forgets something we wish we could remember. It might be something we have done, something we intended to do, a fact, a name of a person or restaurant, and so on ad infinitum. As we age, our incidents of forgetting increase and...
In this thesis, a new procedure is proposed which achieves the rapid induction of false recognition memory for rich pictorial stimuli. Chapter 2 presents the basic three-step procedure in which participants study some pictures, imagine others in response to words, and perform a picture recognition test. Imagining pictures leads to a false alarm rat...
Using a new procedure, we investigate whether imagination can induce false memory by creating a perceptual representation. Participants studied pictures and words with and without an imagery task and at test performed both a direct recognition test and an indirect perceptual identification test on pictorial stimuli. Corrected false recognition rate...
Nairne, Thompson, and Pandeirada (2007) demonstrated a striking phenomenon: Words rated for relevance to a grasslands survival scenario were remembered better than identical words encoded under other deep processing conditions. Having replicated this effect using a novel set of words (Experiment 1), we contrasted the schematic processing and evolut...