Publications

 

BOOKS


McDaniel, M. A., & Pressley, M.  (Eds.) (1987).  Imagery and related mnemonic processes:  Theories, individual differences, and applications.  New York:  Springer-Verlag.


Cornoldi, C., & McDaniel, M. A. (Eds.) (1991).  Imagery and cognition.  New York:  Springer-Verlag.


Brandimonte, M., Einstein, G. O., & McDaniel, M. A. (Eds.) (1996).  Prospective memory: Theory and applications, Mahwah, NJ: Erlbaum.


Einstein, G. O., & McDaniel, M. A. (2004). Memory fitness: A guide for successful aging. New Haven, Conn: Yale University Press.


McDaniel, M. A., & Einstein, G. O. (2007). Prospective memory: An overview and synthesis of an emerging field. Thousand Oaks, CA: Sage Publications.


Kliegel, M., McDaniel, M. A., & Einstein, G. O. (Eds.) (2008). Prospective memory: Cognitive, neuroscience, developmental, and applied perspectives. Mahwah, NJ, Erlbaum.


Brown, P. C., Roediger, H. L., III., & McDaniel, M. A. (2014). Make it stick: The science of           

    successful learning. Cambridge, MA: Harvard University Press.




ARTICLES


In press


Brantmeier, C., Callender, A., Yu, & McDaniel, M. A. (in press). Textual enhancements and

comprehension with adult readers of English in China. Reading in a Foreign Language.


Gingerich, K. L., Bugg, J. M., Doe, S. R., Rowland, C. A., Richards, T. L., Tompkins, S. A.,

McDaniel, M. A. (in press). Active processing via write-to-learn assignments: Learning

and retention benefits in introductory psychology. Teaching of Psychology.


Little, J., & McDaniel, M. A. (in press). Individual differences in category learning:

Memorization versus rule-abstraction. Memory & Cognition.


Little, J., & McDaniel, M. A. (in press). Metamemory monitoring and control following retrieval

for text. Memory & Cognition.


Nguyen, K., & McDaniel, M. A. (in press). The picture complexity effect: Another list

composition paradox. Journal of Experimental Psychology: Learning, Memory, and

Cognition.


Waldum, E. R., Dufault, C., & McDaniel, M. A. (in press). Prospective memory training:

Outlining a new approach. Journal of Applied Gerontology.




2014


Agarwal, P. K, D’Antonio, L., Roediger, H. L., III, McDermott, K. B, & McDaniel, M.A.

        (2014). Classroom-based programs of retrieval practice reduce middle school and high school

        students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3, 131-139.


Cahill, M. J., Hynes, K. M., Trousil, R., Brooks, L. A., McDaniel, M. A., Repice, M. D., Zhao, J.

        & Frey, R. J. (2014). A multi-year, multi-instructor evaluation of a large-class

        interactive-engagement curriculum. Physics Review Special Topics – Physics Education

        Research, 10, 020101. doi:10.1103/PhysRevSTPER.10. 020101


Guynn, M. J., McDaniel, M. A., Strosser, G. L., Ramirez, J. M., Castleberry, E. H., & Arnett, K.

        H. (2014). Relational and item-specific influences on generate-recognize processes in

        recall. Memory & Cognition, 42,198-211.


Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the

        test … or testing to teach: Exams requiring higher order thinking skills encourage greater

        conceptual understanding. Educational Psychology Review, 26, 307-329.


McDaniel, M. A., Binder, E. F., Bugg, J. M., Waldum, E. R., Dufault, C., Meyer, A., Johanning,

        J., Zheng, J., Schechtman, K. B., Kudelka, C. (2014). Effects of cognitive training with

        and without aerobic exercise in cognitively-demanding everyday activities. Psychology

        and Aging, 29, 717-730.


McDaniel, M. A., Cahill, M. J., Robbins, M., & Wiener, C. (2014). Individual differences in

        learning and transfer: Stable tendencies for learning exemplars versus abstracting rules.

        Journal of Experimental Psychology: General, 143, 668-693.


McDermott, K. B., Agarwal, P K., D’Antonio, L., Roediger, H. L., III, & McDaniel, M. A.

        (2014). Both multiple-choice and short-answer quizzes enhance later exam performance

        in middle and high school classes. Journal of Experimental Psychology: Applied, 20, 3-

        21.


Oksanen K. M., Waldum E. R., McDaniel M.A., Braver, T.S. (2014) Neural mechanisms of

        time-based prospective memory: Evidence for transient monitoring. PLoS ONE 9(3):

        e92123. doi:10.1371/journal.pone.0092123


Wooldridge, C. L., Bugg, J. M., McDaniel, M. A., & Liu, Y. (2014). The testing effect with

        authentic educational materials: A cautionary note. Journal of Applied Research in

        Memory and Cognition, 3, 214-221.




2013


Brantmeier, C., Callender, A., & McDaniel, M. A. (2013). The role of gender, embedded

        questions, and domain specific readings with learners of Spanish. Hispania, 96, 562-578.


Bugg, J. M., Scullin, M. K., & McDaniel, M. A. (2013). Strengthening encoding via

        implementation intention formation increases prospective memory commission errors.

        Psychonomic Bulletin & Review, 20, 522-527.


Foster, E. R., Rose, N. S., McDaniel, M. A., & Rendell, P. G. (2013). Prospective memory in

        Parkinson Disease during a virtual week: Effects of both prospective and retrospective

        demands. Neuropsychology, 27, 170-181.


Geraci, L., McDaniel, M. A., & Miller, T. M. (2013). The bizarreness effect: Evidence for

        the critical influence of retrieval processes. Memory & Cognition, 41, 1228-1237.


Lee, Ji Hae, & McDaniel, M. A. (2013). Discrepancy-plus-search processes in prospective

        memory retrieval. Memory & Cognition, 41, 443-451.


McDaniel, M. A., Fadler, C. L., & Pashler, H. (2013). Effects of spaced versus massed

        training in function learning. Journal of Experimental Psychology: Learning, Memory,

        and Cognition, 39, 1417-1432.


McDaniel, M. A., LaMontagne, P., Beck, S. M., Scullin, M. K., & Braver, T. S. (2013).

        Dissociable neural routes to successful prospective memory. Psychological Science, 24,

        1791-1800.


McDaniel, M. A., Thomas, R. C., Agarwal, P. K, McDermott, K. B, & Roediger, H. L., III

        (2013). Quizzing in middle school science: Successful transfer performance on classroom

        exams. Applied Cognitive Psychology, 27, 360-372.


Scullin, M. K., Gordon, B. A., Shelton, J. T., Lee, J. H., Head, D., & McDaniel, M. A. (2013).

        Evidence for a detrimental relationship between hypertension history, prospective

        memory, and prefrontal cortex white matter in cognitively-normal older adults.

        Cognitive, Affective, and Behavioral Neuroscience, 13, 405-416.


Scullin, M. K., McDaniel, M. A., Shelton, J. T. (2013). The dynamic multiprocess framework:

        Evidence from prospective memory with contextual variability. Cognitive Psychology,

        67, 55-71.


Shelton, J. T., Cahill, M. J., Mullet, H. G., Scullin, M. K., Einstein, G. O., & McDaniel, M. A.

        (2013). Resource depletion does not influence prospective memory in college students.

        Consciousness and Cognition, 22, 1223-1230.


Thomas, A. K., & McDaniel, M. A. (2013). The interaction between frontal functioning and

        encoding processes in reducing false memories. Aging, Neuropsychology, and Cognition,

        20, 443-470.


Thomas, R. C., & McDaniel, M. A. (2013). Testing and feedback effects on front-end control

        over later retrieval. Journal of Experimental Psychology: Learning, Memory, and

        Cognition, 39, 437-450.


2012

Bugg, J. M., & McDaniel, M. A. (2012). Selective benefits of question self-generation and answering for remembering expository text. Journal of Educational Psychology, 104, 922-931. PDF


McDaniel, M. A., & Bugg, J. M. (2012). Memory training interventions: What has been forgotten? Journal of Applied Research in Memory and Cognition. PDF


McDaniel, M. A., Wildman, K. M., Anderson, J.L. (2012). Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study. Journal of Applied Research in Memory and Cognition. PDF


Scullin, M. K., Bugg, J. M., McDaniel, M. A. (2012). Whoops, I did it again: Commission errors in prospective memory. Psychology and Aging, 27, 46-53. PDF




2011

Brantmeier, C., Callender, A. A., & McDaniel, M. A. (2011). The effects of embedded questions and elaborative interrogation questions on reading comprehension with advanced second language learners. Reading in a Foreign Language, 23, 187-207.


Bugg, J. M., McDaniel, M. A., Scullin, M. K., & Braver, T. (2011).  Revealing list-level control in the stroop task by uncovering its benefits and a cost. Journal of Experimental Psychology: Human Perception and Performance, 37, 1595-1606. PDF


Gordon, B. A., Shelton, J. T., Bugg, J. M., McDaniel, M. A., & Head, D. (2011). Structural correlates of prospective memory. Neuropsychologia, 49, 3795-3800. PDF


Kang, S.H.K., McDaniel, M. A., & Pashler, H. (2011). Effects of testing on learning of

        functions. Psychonomic Bulletin & Review. PDF


McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L., III

        (2011). Test-Enhanced Learning in a Middle School Science Classroom: The Effects

        of Quiz Frequency and Placement. Journal of Educational Psychology. PDF


McDaniel, M. A., Cahill, M., Bugg, J. M., & Meadow, N. G. (2011). Dissociative effects of

        orthographic distinctiveness in pure and mixed lists: An item-order account. Memory &

        Cognition. PDF


McDaniel, M. A., & Einstein, G. O. (2011). The neuropsychology of prospective

        memory in normal aging: A componential approach. Neuropsychologia. PDF


McDaniel, M. A.,  Shelton, J. T., Breneiser, J. E., Moynan, S. & Balota, D.A. (2011).

        Focal and nonfocal prospective memory performance in very mild dementia: A

        signature decline. Neuropsychologia. PDF


Parker, S., Garry, M., Einstein, G. O., & McDaniel, M. A. (2011). A sham drug improves a demanding prospective memory task. Memory, 19, 606-612.


Roediger, H. L., III, Agarwal, P. K., McDaniel, M. A., & McDermott, K. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395. PDF


Scullin, M. K., Bugg, J. M., McDaniel, M. A., & Einstein, G. O. (2011). Prospective

        memory and aging: Preserved spontaneous retrieval, but impaired deactivation, in

        older adults. Memory & Cognition. PDF


Shelton, J.  T., McDaniel, M. A., Scullin, M. K., Cahill, M. J., Singer, J. S., & Einstein, G. O. (2011). Cognitive exertion and subsequent intention execution in older adults. Journal of Gerontology, 66, 143-150.  PDF




2010

Aberle, I., Rendell, P. G., Rose, N. S., McDaniel, M. A., & Kliegel, M. (2010). The age prospective memory paradox: Young adults may not give their best outside of the lab. Developmental Psychology, 46, 1444-1453. PDF


Butler, K. M., McDaniel, M. A., McCabe, D. P., & Dornburg, C. C. (2010). The influence of distinctive processing manipulations on older adults’ false memory. Aging, Neuropsychology, and Cognition, 17, 129-159. PDF


Einstein, G. O., &  McDaniel, M. A. (2010). Prospective memory and what costs do not reveal about retrieval processes: A reply to Smith, Hunt, McVay, and McConnell (2007). Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1082-1088. PDF


McCabe, D. P., Roediger, H. L., III, McDaniel, M. A., Balota, D. & Hambrick, J. (2010). The relationship between working memory capacity and executive functioning: Evidence for a common executive attention construct. Neuropsychology, 24, 222-243. PDF


McDaniel, M. A., & Scullin, M. K. (2010). Implementation Intention Encoding Does

        Not Automatize Prospective Memory Responding. Memory & Cognition. PDF


Rose, N., Rendell, P. G., McDaniel, M. A., Aberle, I., & Kliegel, M. (2010). Age and individual differences in prospective memory during a “Virtual Week”: The roles of working memory, vigilance, task regularity, and cue focality. Psychology and Aging, 25, 595-605. PDF


Scullin, M. K., McDaniel, M. A., & Einstein, G. O. (2010). Control of cost in prospective memory: Evidence for spontaneous retrieval processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 190-203. PDF


Scullin, M. K., & McDaniel, M. A., Shelton, J. T., & Lee, J. H. (2010). Focal/nonfocal 

        cue effects in prospective memory: Monitoring difficulty or different retrieval    

        processes? Journal of Experimental Psychology: Learning, Memory, & Cognition., 36,    

        736-749. PDF


Scullin, M. K., McDaniel, M. A. (2010). Remembering to Execute a Goal: Sleep On It! Psychological Science, 21, 1028-1035. PDF




2009

Callender, A. A., & McDaniel, M. A. (2009). The limited benefits of rereading educational texts. Contemporary Educational Psychology, 34, 30-41.


Foster, E. R., McDaniel, M. A., Repovs, G., & Hershey, T. (2009). Prospective memory in Parkison Disease across laboratory and everyday life measures. Neuropsychology, 23, 347- 358. PDF


Geraci, L., McDaniel, M. A., Manzano, I., & Roediger, H. L., III. (2009). The influence of age on memory for distinctive events. Memory & Cognition, 37, 175-180.


McCabe, D. P., Roediger, H. L., III, McDaniel, M. A., & Balota, D. A. (2009). Aging Reduces Veridical Remembering but Increases False Remembering: Neuropsychological Test Correlates of Remember-Know Judgments. Neuropsychologia, 47, 2164-2173.


McCauley, S. R., McDaniel, M. A., Pedroza, C., Chapman, S. B., & Levin, H. S. (2009). Incentive effects and event-based prospective memory performance in children and adolescents with traumatic brain injury.  Neuropsychology, 23, 201-209.


McDaniel, M. A., Bugg, J. M., Ramuschkat, G. M., Kliegel, M., & Einstein, G. O. (2009). Repetition errors in habitual prospective memory: Elimination of age differences via complex actions or appropriate resource allocation. Aging, Neuropsychology, and Cognition,16, 563-588.


McDaniel, M. A., Dimperio, E., Griego, J. A., & Busemeyer, J. R. (2009). Predicting transfer

        performance: A comparison of competing function learning models. Journal of

        Experimental Psychology: Learning, Memory, & Cognition, 35, 173-195. PDF


McDaniel, M. A., Howard, D., & Einstein, G. O. (2009). The read-recite-review study

        strategy: Effective and portable. Psychological Science, 20, 516-522. PDF


Pashler, H., McDaniel, M. A., Rohrer, D., & Bjork, R. (2009). Learning styles: A critical review of concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.


Scullin, M., Einstein, G. O., & McDaniel, M. A. (2009). Evidence for spontaneous retrieval of suspended but not finished prospective memories. Memory & Cognition, 37, 425-433.




2008

Bugg, J. M., DeLosh, E. L., & McDaniel, M. A. (2008) Improving students' study habits by demonstrating the mnemonic benefits of semantic processing. Teaching of Psychology, 35, pp. 96-98.


McDaniel, M. A., & Bugg, J. M. (2008). Instability in memory phenomena: A common puzzle and a unifying explanation.  Psychonomic Bulletin & Review, 15, 237-255.


McDaniel, M. A., & Callender, A. A. (2008). Cognition, memory, and education. In J. Byrne et al. (Eds.). Learning and Memory: A Comprehensive Reference. Oxford, UK: Elsevier. PDF


McDaniel, M. A., Howard, D. C., & Butler, K. (2008). Implementation intentions facilitate prospective memory under high attention demands. Memory & Cognition, 36, 716-724.


McDaniel, M. A., Lyle, K. B., Butler, K. M., & Dornburg, C. C. (2008). Age-related deficits in reality monitoring of action memories.  Psychology and Aging, 23, 646-656.




2007

Callender, A. A., & McDaniel, M. A. (2007). The benefits of embedded question adjuncts for low and high structure builders. Journal of Educational Psychology, 99, 1-10. PDF 


Guynn, M. J., & McDaniel, M. A. (2007). Target preexposure eliminates the effect of distraction on event-based prospective memory. Psychonomic Bulletin and Review, 14, 484-488. PDF


Kliegel, M., Martin, M, McDaniel, M. A., Einstein, G. O., & Moor, C. (2007). Realizing complex delayed intentions in young and old adults: The role of planning aids. Memory & Cognition, 35,1735-1746.


Kliegel, M., Martin, M, McDaniel, M. A., & Phillips, L. H. (2007). Adult age differences in errand planning: The role of task familiarity and cognitive resources. Experimental Aging Research, 33,145-161.


Martin, T., McDaniel, M. A., Guynn, M. J., Houck, J., Woodruff, C. Pearson-Bish, J., Moses, S. N., Kičić, D., & Tesche, C. D. (2007). Brain regions and their dynamics in prospective memory retrieval: A MEG study. International Journal of Psychophysiology, 64, 247-258.


McDaniel, M. A., Anderson, J, L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494-513. PDF


McDaniel, M. A., & Einstein, G. O. (2007). Spontaneous retrieval in prospective memory. In: The Foundations of Remembering: Essays in Honor of Henry L. Roediger, III, pp. 227-242. New York: Psychology Press. PDF


Rendell, P., McDaniel, M. A., Forbes, R., & Einstein, G. O. (2007).Age-related effects in prospective memory are modulated by ongoing task complexity and relation to target cue. Aging, Neuropsychology, and Cognition, 14, 236-256.


Thomas, A. K., & McDaniel, M. A. (2007). The negative cascade of incongruent generative study-test processing in memory and metacomprehension. Memory & Cognition, 35, 668 - 678.


Thomas, A. K., & McDaniel, M. A. (2007). Metacomprehension for educationally relevant materials: Dramatic effects of encoding--retrieval interactions. Psychonomic Bulletin and Review, 14, 212-218. PDF




2006

Breneiser, J. E., & McDaniel, M. A. (2006). Discrepancy processes in prospective memory retrieval. Psychonomic Bulletin & Review, 13, 837-841.


Dornburg, C. C., & McDaniel, M. A. (2006). The cognitive interview enhances long-term free recall of older adults. Psychology and Aging, 21, 196-200.


Finstad, K., Bink, M., McDaniel, M. A., & Einstein, G. O. (2006). Breaks and task switches in prospective memory. Applied Cognitive Psychology, 20, 705-712.


Merritt, P., DeLosh, E., & McDaniel, M. A. (2006). Effects of word frequency on individual - item and serial order retention: Tests of the order encoding view. Memory & Cognition, 34, 1615-1627.




2005

Driscoll, I., McDaniel, M. A., & Guynn, M. J. (2005). Apolipoprotein E and prospective memory in normal aging adults. Neuropsychology, 19, 28-34. PDF


Einstein, G. O., & McDaniel, M. A. (2005). Prospective memory: Multiple retrieval processes. Current Directions in Psychological Science, 14, 286-290.


Einstein, G. O., McDaniel,  M. A., Thomas, R., Mayfield, S., Shank, H., Morrisette, N., & Breneiser, J. (2005). Multiple processes in prospective memory retrieval: Factors determining monitoring versus spontaneous retrieval. Journal of Experimental Psychology: General, 134, 327-342.


Macklin, C. B., & McDaniel, M. A. (2005). The bizarreness effect: Dissociation between item and source memory. Memory, 13, 682-689.


McDaniel, M. A., & Busemeyer, J. R. (2005). The conceptual basis of function learning and extrapolation: Comparison of rule and associative based models. Psychonomic Bulletin & Review, 12, 24-42.


McDaniel, M. A., Dornburg, C. C., & Guynn, M. J. (2005). Disentangling encoding versus retrieval explanations of the bizarreness effect: Implications for distinctiveness. Memory & Cognition, 33, 270-279.




2004

Butler, K. M., McDaniel, M. A., Dornburg, C. C., Price, A. L. & Roediger, H. L., III (2004). Age differences in veridical and false recall are not inevitable: The role of frontal lobe function. Psychonomic Bulletin & Review, 11, 921-925.


Hochstein, D. D., McDaniel, M. A., & Nettleton, S. (2004). Recognition of vocabulary in children and adolescents with cerebral palsy: A comparison of two speech coding schemes. Augmentative and Alternative Communication, 20, 45-62.


Kliegel, M., Martin, M., McDaniel, M. A., & Einstein, G. O. (2004). Importance effects in event-based prospective memory tasks. Memory, 12, 553-561.


McDaniel, M. A., Einstein, G. O., Graham, T., & Rall, E. (2004). Delaying execution of intentions: Overcoming the costs of interruptions. Applied Cognitive Psychology, 18, 533-547.


McDaniel, M. A., Guynn, M. J., Einstein, G. O., & Breneiser, J. (2004). Cue-Focused and Reflexive-Associative Processes in Prospective Memory Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 605-614.


McNamara, D. S., &  McDaniel, M. A. (2004). Suppressing irrelevant information: Knowledge activation or inhibition? Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 465-482.




2003

Hochstein, D., McDaniel, M. A., Nettleton, S., & Neufeld, K. H. (2003). The fruitfulness of a nomothetic approach to investigating AAC: Comparing two speech encoding schemes across cerebral palsied and nondisabled children. American Journal of Speech-Language Pathology, 12, 110-120.


Martin, M., Kliegel, M., & McDaniel, M. A. (2003). The involvement of executive functions in prospective memory performance of adults. International Journal of Psychology, 38, 195-206.


McDaniel, M. A., Einstein, G. O., Stout, A. C., & Morgan, Z. (2003). Aging and maintaining intentions over delays: Do it or lose it. Psychology and Aging, 18, 823-835.


McDaniel, M.A., Maier, S.F., Einstein, G.O. (2003). Brain-specificnutrients: A memory cure? Nutrition, 19, 957-975. [republished from Psychological Sciences in the Public Interest by decision of Editor in Chief of Nutrition]




2002

Amrhein, P. C., McDaniel, M. A., & Waddill, P. (2002). Revisiting the picture superiority effect in symbolic comparison: Do pictures provide privileged access? Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 843-857.


Kliegel, M., Martin, M., McDaniel, M.A. & Einstein, G.O. (2002). Complex prospective memory and executive control of working memory: A process model. Psychologische Beitrage, 44, 303-318.


McDaniel, M. A., Hines, R. J., & Guynn, M. J. (2002).  When text difficulty benefits less- skilled readers.  Journal of Memory and Language, 46, 544-561


McDaniel, M.A., Maier, S.F., Einstein, G.O. (2002). Brain-specific nutrients: A memory cure? Psychological Science in the Public Interest, 3, 11-37.


Schmalhofer, F., McDaniel, M. A., & Keefe, D.  (2002).  A unified model for predictive and bridging inferences. Discourse Processes, 33, 105-132.


Einstein, G. O., McDaniel, M. A., Williford, C. L., Pagan, J., & Dismukes, K. (2003). Forgetting of intentions in demanding situations is rapid. Journal of Experimental Psychology: Applied, 9, 147-162.




2001

Kliegel, M., Martin, M., McDaniel, M. A., & Einstein, G. O.  (2001).  Varying the importance of a prospective memory task: Differential effects across time- and event-based prospective memory.  Memory, 9, 1-11.


McDaniel, M. A., Neufeld, K. H., & Damico-Nettleton, S. (2001). Many-to-one and one-to-many associative learning in a naturalistic task. Journal of Experimental Psychology: Applied, 7, 182-194.


McDaniel, M. A., Schmalhofer, F., & Keefe, D.  (2001).  What is minimal about predictive inferences?  Psychonomic Bulletin & Review, 8, 840-846.




2000

Donnelly, C. M., & McDaniel, M. A.  (2000).  Analogy with knowledgeable learners: When analogy confers benefits and exacts costs.  Psychonomic Bulletin & Review, 7, 537-543.


Einstein, G. O., McDaniel, M. A., Manzi, M., Cochran, B., & Baker, M.  (2000).  Prospective   memory and aging: Forgetting intentions over short delays.  Psychology and Aging, 15, 671-683.


Kliegel, M., McDaniel, M. A., & Einstein, G. O.  (2000).  Plan formation, retention, and execution in prospective memory: A new approach and age-related effects.  Memory & Cognition, 28, 1041-1049.


McDaniel, M. A., DeLosh, E. L., & Merritt, P. S.  (2000).  Order information and distinctiveness: Recall of common versus bizarre material.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 26, 1045-1056.


McDaniel, M. A., & Einstein, G. O. (2000). Strategic and automatic processes in prospective

        memory retrieval: A multiprocess framework. Applied Cognitive Psychology, 14,

        S127-S144. PDF


McDaniel, M. A., Waddill, P. J., Finstad, K., & Bourg, T.  (2000).  The effects of text-based interest on attention and recall.  Journal of Educational Psychology, 92, 492-502.




1999

Guynn, M. J., & McDaniel, M. A.  (1999).  Generate-sometimes recognize: Sometimes not. Journal of Memory and Language, 41, 398-415.


McDaniel, M. A., Glisky, E. L., Rubin, S. R., Guynn, M J., & Routhieaux, B. C.  (1999). Prospective Memory: A neuropsychological study.  Neuropsychology, 13, 103-110.




1998

Einstein, G. O., McDaniel, M. A., Smith, R. E., & Shaw, P.  (1998).  Habitual prospective memory and aging: Remembering intentions and forgetting actions.  Psychological Sciences, 9, 284-288.


Engelkamp, J., Biegelmann, U., & McDaniel, M. A.  (1998).  Relational and item-specific information: Trade off and redundancy.  Memory, 6, 307-333.


Guynn, M. J., McDaniel, M. A., & Einstein, G. O.  (1998).  Prospective memory: When reminders fail.  Memory and Cognition, 26, 287-298.


McDaniel, M. A., Robinson-Riegler, B., & Einstein, G. O.  (1998).  Prospective remembering:  Perceptually-driven or conceptually-driven processes?  Memory and Cognition, 26, 121-134.


McDaniel, M. A., Moore, B., & Whiteman, H.  (1998).  Dynamic changes in hypermnesia across early and late tests: A relational/item-specific account.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 173-185.


Waddill, P. J., & McDaniel, M. A.  (1998).  Distinctiveness effects in recall: Differential processing or privileged retrieval?  Memory and Cognition, 26, 108-120.





1997

Busemeyer, J., McDaniel, M. A., & Byun, E.  (1997).  The abstraction of intervening concepts from experience with multiple input-output causal environments.  Cognitive Psychology, 32, 1-48.


DeLosh, E. L., Busemeyer, J. R., & McDaniel, M. A.  (1997).  Extrapolation: The sine qua non for function learning.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 968-986.


Einstein, G. O., & McDaniel, M. A.  (1997).  Age and mind wandering: Reduced inhibition in older adults.  Experimental Aging Research, 23, 343-354.


Einstein, G. O., Smith, R. E., McDaniel, M. A., & Shaw, P.  (1997).  Aging and prospective memory: The influence of increased task demands at encoding and retrieval.  Psychology and Aging, 12, 479-488.




1996

DeLosh, E. L., & McDaniel, M. A.  (1996).  The role of order information in free recall: Application to the word-frequency effect.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1136-1146.


McDaniel, M. A., & Donnelly, C. M.  (1996).  Learning with analogy and elaborative interrogation.  Journal of Educational Psychology, 88, 508-519.




1995

Blischak, D. M., & McDaniel, M. A.  (1995).  Effects of picture size and placement on memory for words.  Journal of Speech and Hearing Research.


Einstein, G. O., McDaniel, M. A., Richardson, S. L., Guynn, M. J., & Cunfer, A. R. (1995).  Aging and prospective memory: Examining the influences of self-initiated retrieval processes.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 996- 1007.


McDaniel, M. A., Einstein, G. O., Delosh, E., May, C., & Brady, P.   (1995).  The bizarreness effect: It's not surprising, it's complex.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 422-435.




1994

McDaniel, M. A., Blischak, D. M., & Challis, B.  (1994).  The effects of test expectancy on processing and memory of prose.  Contemporary Educational Psychology, 19, 230-248.


McDaniel, M. A., Hines, R. J., Waddill, P. J., & Einstein, G. O. (1994).  What makes folk tales unique:  Content familiarity, causal structure, scripts, or superstructures?  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 20, 169-184.


Robinson-Riegler, B., & McDaniel, M. A. (1994).  Further constraints on the bizarreness effect: Elaboration at encoding.  Memory & Cognition, 22, 702-712.


Schweickert, R., McDaniel, M. A., & Riegler, G. (1994).  Effects of generation on immediate memory span and delayed unexpected free recall.  Quarterly Journal of Experimental Psychology, 47A, 781-804.




1993

Busemeyer, J. R., Myung, J. J., & McDaniel, M. A. (1993).  Cue competition effects:  Empirical tests of adaptive network learning models.  Psychological Sciences, 4, 190-195.


Busemeyer, J. R., Myung, J. J., & McDaniel, M. A. (1993).  Cue competition effects:  Theoretical implications for adaptive network learning models.  Psychological Sciences, 4, 196-202.


Choi, S., McDaniel, M. A., & Busemeyer, J. R. (1993).  Incorporating prior biases in network models of conceptual rule learning. Memory & Cognition, 21, 413-423.


Donnelly, C. M., & McDaniel, M. A. (1993).  Use of analogy in learning scientific concepts.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 19, 975-987.


Hunt, R. R., & McDaniel, M. A. (1993).  The enigma of organization and distinctiveness.  Journal of Memory and Language, 32, 421-445.


Keefe, D. E., & McDaniel, M. A. (1993).  The time course and durability of predictive inferences.  Journal of Memory and Language, 32, 446-463.


McDaniel, M. A., & Einstein, G. O. (1993).  The importance of cue familiarity and distinctiveness in prospective memory.  Memory, 1, 23-41.


Conway, M. A., Anderson, S. J., Larsen, S. F., Donnelly, C. M., McDaniel, M. A., McClelland, A. G. R., Rawles, R. E., & Logie, R. H. (1994).  The formation of flashbulb memories.  Memory & Cognition, 22, 326-343.




1992

Glenberg, A. M., & McDaniel, M. A. (1992).  Mental models, pictures, and text:  Integration of spatial and verbal information.  Memory & Cognition, 20, 458-460.


Waddill, P. J., & McDaniel, M. A. (1992).  Pictorial enhancement of text memory:  Limitations imposed by picture type and comprehension skill.  Memory & Cognition, 20, 472-482.




1991

McDaniel, M. A., & Fisher, R. P. (1991).  Tests and test feedback as learning sources.  Contemporary Educational Psychology, 16, 192-201.


Einstein, G. O., Holland, L. J., McDaniel, M. A., & Guynn, M. J. (1992).  Age-related deficits in prospective memory:  The influence of task complexity.  Psychology and Aging, 7, 471-478.




1990

Einstein, G. O., & McDaniel, M. A. (1990).  Normal aging and prospective memory.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 16, 717-726.


Einstein, G. O., McDaniel, M. A., Owen, P. D., & Cote, N. C. (1990).  Encoding and recall of texts:  The importance of material appropriate processing.  Journal of Memory and Language, 29, 566-581.


Lyman, B. J., & McDaniel, M. A. (1990).  Memory for odors and odor names:  Modalities of elaboration and imagery.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 16, 656-664.


McDaniel, M. A., Einstein, G. O., & Waddill, P. J. (1990).  Material-appropriate processing:  Implications for remediating recall deficits in learning disabled students.  Learning Disability Quarterly, 13, 258-268.


McDaniel, M. A., Riegler, G. L., & Waddill, P. J. (1990).  Generation effects in free recall:  Further support for a three-factor theory.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 16, 789-798.


McDaniel, M. A., & Schlager, M. S. (1990).  Discovery learning and transfer of problem solving skills.  Cognition and Instruction, 7, 129-159.


McDaniel, M. A., & Waddill, P. J. (1990).  Generation effects for context words:  Implications for item-specific and multifactor theories.  Journal of Memory and Language, 29, 201-211.


Pressley, M., Tannebaum, R., McDaniel, M. A., & Wood, E. (1990).  What happens when university students try to answer prequestions that accompany textbook materials?  Contemporary Educational Psychology, 15, 27-35.


Stadler, M. A., & McDaniel, M. A. (1990).  On imaging and seeing:  Repetition priming and interactive views of imagery.  Psychological Research, 52, 366-370.




1989

Einstein, G. O., McDaniel, M. A., & Lackey, S. (1989).  Bizarre imagery, interference, and distinctiveness.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 15, 137-146.


McDaniel, M. A., Anderson, D. C., Einstein, G. O., & O'Halloran, C. M. (1989).  Modulation of environmental reinstatement effects through encoding strategies.  American Journal of Psychology, 102, 523-548.


McDaniel, M. A., & Einstein, G. O. (1989).  Material appropriate processing:  A contextualist approach to reading and studying strategies.   Educational Psychology Review, 1, 113-145.


McDaniel, M. A., Kowitz, M. D., & Dunay, P. K.  (1989).  Altering memory through recall:  The effects of cue-guided retrieval processing.  Memory & Cognition, 17, 423-434.


McDaniel, M. A., & Pressley, M.  (1989).  Keyword and context instruction of new vocabulary meanings:  Effects on text comprehension and memory.  Journal of Educational Psychology, 81, 204-213.


McDaniel, M. A., Ryan, E. B., & Cunningham, C. J. (1989).  Encoding difficulty and memory enhancement for young and old readers.  Psychology and Aging, 4, 333-338.




1988

McDaniel, M. A., Dunay, P. K., Lyman, B. J., & Kerwin, M. L. E.  (1988).  Effects of elaboration and relational distinctiveness on sentence memory.  American Journal of Psychology, 101, 357-369.


McDaniel, M. A., Einstein, G. O., & Lollis, T.  (1988).  Qualitative and Quantitative considerations in encoding difficulty effects.  Memory & Cognition, 16, 8-14.


McDaniel, M. A., Waddill, P. J., & Einstein, G. O. (1988).  A contextual account of the generation effect:  A three-factor theory.  Journal of Memory and Language, 27, 521-536.


Pressley, M., Symons, S., McDaniel, M. A., Snyder, B. L., & Turnure, J. E. (1988).  Elaborative interrogation facilitates acquisition of confusing facts.  Journal of Educational Psychology, 80, 268-278.


Waddill, P. J., McDaniel, M. A., & Einstein, G. O. (1988).  Illustrations as adjuncts to prose:  A text-appropriate processing approach.  Journal of Educational Psychology, 80, 457-464.




1987

McDaniel, M. A., & Kerwin, M. L. E.  (1987).  Long-term prose retention:  Is an organizational schema sufficient?  Discourse Processes, 10, 237-252.


McDaniel, M. A., Lapsley, D. K., & Milstead, M.  (1987).  Testing the generality and automaticity of self-reference encoding with release from proactive interference.  Journal of Experimental Social Psychology, 23, 269-284.


McDaniel, M. A., Pressley, M., & Dunay, P. K.  (1987).  Long term retention of vocabulary after keyword and context learning.  Journal of Educational Psychology, 79, 87-89.


McDaniel, M. A., & Tillman, V. P.  (1987).  Discovering a meaning versus applying the keyword method:  Effects on recall.  Contemporary Educational Psychology, 12, 156-175.


Pressley, M., McDaniel, M. A., Turnure, J. E., Wood, E., & Ahmad, M. (1987).  Generation and precision of elaboration:  Effects on intentional and incidental learning.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 13, 291-300.




1986

Lyman, B. J., & McDaniel, M. A.  (1986).  Effects of encoding strategy on long-term memory for odors.  Quarterly Journal of Experimental Psychology, 38A, 753-765.  (Reprinted in P. T. Smith and R. A. Boakes [Eds.], Human and animal memory [pp. 227-239].  Hillsdale, N.J.:  Erlbaum).


McDaniel, M. A., & Einstein, G. O.  (1986).  Bizarre imagery as an effective mnemonic aid:  The importance of distinctiveness.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 12, 54-65.


McDaniel, M. A., Einstein, G. O., Dunay, P. K., & Cobb, R.  (1986).  Encoding difficulty and memory:  Toward a unifying theory.  Journal of Memory and Language, 25, 645-656.


Pryor, J. B., McDaniel, M. A., & Kott, T. L.  (1986).  The influence of the level of schema abstractness upon the processing of social information.  Journal of Experimental Social Psychology, 22, 312-327.




1985

McDaniel, M. A., & Masson, M. E. J.  (1985).  Altering memory representations through retrieval.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 11, 371-385.



1984

Einstein, G. O., McDaniel, M. A., Bowers, C. A., & Stevens, D. T. (1984).  Memory for prose:  The influence of relational and proposition-specific processing.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 10, 133-143.


McDaniel, M. A.  (1984).  The role of elaborative and schema processes in story memory.  Memory & Cognition, 12, 46-51.


McDaniel, M. A., & Pressley, M.  (1984).  Putting the keyword method in context.  Journal of Educational Psychology, 76, 598-609.


McDaniel, M. A., & Kearney, E. M.  (1984).  Optimal learning strategies and their spontaneous use:  The importance of task appropriate processing.  Memory & Cognition, 12, 361-373.




1983

McCombs, B. L., & McDaniel, M. A.  (1983).  Individualizing through treatment matching:  A necessary but not sufficient approach.  Education, Communication & Technology Journal, 31, 213-225.




1981

Masson, M. E. J., & McDaniel, M. A.  (1981).  The role of organizational processes in long-term retention.  Journal of Experimental Psychology:  Human Learning and Memory, 7, 100-110.


McCombs, B. L., & McDaniel, M. A.  (1981).  On the design of adaptive treatments for individualized instructional systems.  Educational Psychologist, 6, 11-22.


McDaniel, M. A.  (1981).  Syntactic complexity and elaborative processing.  Memory & Cognition, 9, 487-495.



1970s

Maier, S. F., Coon, D. J., McDaniel, M. A., Jackson, R. L., & Grau, J. (1979). The time course of learned helplessness, inactivity and nociceptive deficits in rats.  Learning and Motivation, 10, 467-487.


McDaniel, M. A., Friedman, A., & Bourne, L. E., Jr.  (1978). Remembering the levels of information in words.  Memory & Cognition, 6, 156-164.


McDaniel, M. A., & Masson, M. E.  (1977). Long-term retention:  When incidental semantic processing fails.  Journal of Experimental Psychology:  Human Learning and Memory, 3, 270-281.





NON-REFEREED JOURNAL ARTICLES

McDaniel, M. A.  (1986).  A comparative science of learning and memory?  [Review of L-G Nilsson and T. Archer's (Eds.) Perspectives on learning and memory].  Contemporary Psychology, 31, 766-767.


McDaniel, M. A., & Einstein, G. O. (1989).  Sentence complexity eliminates the mnemonic advantage of bizarre imagery.  Bulletin of the Psychonomic Society, 27, 117-120.


McDaniel, M. A., Challis, B., & Sadowski, R. (1991).  "Test expectancy, study strategies, and recall of prose."  ERIC publication of paper presented at the American Educational Research Meeting (Abstract also appeared in Resources in Education).


McDaniel, M. A., & Einstein, G. O. (1991).  Reading a series of similar texts:  Testing a schema-based learning theory.  Bulletin of the Psychonomic Society, 29, 297-300.


Einstein, G. O., & McDaniel, M. A. (1992).  Aging and remembering to remember.  Experimental Aging Research, 17, 95.


McDaniel, M. A. (1992).  Prose retention. In L. Squire (Ed.), Encyclopedia of Learning and Memory (pp. 545-548).  Macmillan.


McDaniel, M. A.  (1996).  Rocky Mountain Psychological Association: Report of the Sixty-Sixth Annual Meeting.  American Psychologist, 1324-1326.


McDaniel, M. A., & Einstein, G. O.  (2001).  Prospective memory, psychology of.  International Encyclopedia of the Social and Behavioral Sciences (pp. 12241-12244).  Amsterdam: Elsevier Science Ltd.


McDaniel, M. A., Maier, S. F., & Einstein, G. O. (2003). The other “brain boosters”. Scientific American, 288, 72.


McDaniel, M. A. (2004). Improving student learning: Moving from the memory laboratory to the classroom. Conference proceedings of Integrating Research into Undergraduate Education: The Value (pp. 41-44). Stony Brook, NY: The Reinvention Center.


Roediger, H. L. III., McDaniel, M. A., & McDermott, K. (2006). Test enhanced learning. Observer, 19, 28.


McDaniel, M. A. (2007). Applying cognitive psychology to education: Editorial. Psychonomic Bulletin & Review, 14, 185-186.


Brick, J., & McDaniel, M. A. (2011). Test-enhanced learning. N. Seel (Ed.), Encyclopedia of the Sciences of Learning, New York: Springer.



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