When we encounter novel information, the stimuli can prompt retrieval of prior studied episodes. In fact, meeting new people can remind us of people we know, songs can remind us a certain time in our life, and physics problems can remind us of already-solved examples.

Our research examines how studying related pieces of information influences memory for those pieces, enables generalization, and impairs contextual memory.

Here are several examples of our studies in this area.

Tullis, J. G., & Benjamin, A. S. (2021). The negative reminding effect: Reminding impairs memory for contextual information. Journal of Memory and Language, 121, 104284.

Tullis, J. G., & Goldstone, R. (2016). Comparison versus reminding. Cognitive Research: Principles and Implications, 1:20.

Tullis, J. G., Benjamin, A. S., & Ross, B. H. (2014). The reminding effect: Presentation of associates enhances memory for related words in a list. Journal of Experimental Psychology: General, 143, 1526-1540.

Students' abilities to judge and control their learning affect how effectively and efficiently they learn. We investigate how students assess their learning, how students make choices about what strategies they use during study, and how we can improve self-regulated learning.

Here are several examples of our studies in this area.

Peng, Y., & Tullis, J. G. (2021). Dividing attention impacts metacognitive control more than monitoring. Psychonomic Bulletin & Review, 28, 2064-2074.

Tullis, J. G. & Maddox, G. (2020). The use of self-testing varies by grade and domain. Metacognition and Learning, 15, 129-154.

Tullis, J. G., Finley, J. R., & Benjamin, A. S. (2013). Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval. Memory & Cognition, 41, 492-442.

We can expand our cognition by offloading some aspects of it onto the environment. In our research, we examine how we can take advantage of external tools and technology to improve our learning.

We have several ongoing projects examining how students can utilize generative Artificial Intelligence to bolster learning.

Here are several examples of our published studies in this area.

Tullis, J. G., & Fraundorf, S. H. (2022). Selecting effectively contributes to the mnemonic benefits of self-generated cues. Memory & Cognition, 50, 765-781.

Zhang, D., & Tullis, J. G. (2021). Personal reminders: Self-generated reminders boost memory more than normatively related ones. Memory & Cognition, 49, 645-659.