Graduate Student Advisee:
- Jessica Macaluso
- Ph.D., University of Illinois at Urbana-Champaign
Education & Training
- NSF Graduate Research Fellowship (2007-2011)
- List of Teachers Ranked as Excellent by their Students, "Outstanding"
Kirk-Johnson, A. R., Galla, B. M., & Fraundorf, S. H. (2019). Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice. Cognitive Psychology, 115, 101237.
Fraundorf, S. H., Hourihan, K. L., Peters, R. A., & Benjamin, A. S. (2019). Aging and recognition memory: A meta-analysis. Psychological Bulletin, 145, 339-371.
James, A. N., Fraundorf, S. H., Lee, E.-K., & Watson, D. G. (2018). Individual differences in syntactic processing: Is there evidence for reader-text interactions? Journal of Memory and Language, 102, 155-181.
Fraundorf, S. H., & Watson, D. G. (2011). The disfluent discourse: Effects of filled pauses on recall. Journal of Memory and Language, 65, 161-175.
Fraundorf, S. H., Watson, D. G., & Benjamin, A. S. (2010). Recognition memory reveals just how contrastive contrastive accenting really is. Journal of Memory and Language, 63, 367-386.
Broad
Psycholinguistics, memory, cognitive aging, metacognition, statistical modeling, cognitive development, attention, decision making, educational technology
Specific
Prosody, experience in language processing, disfluency, cognitive aging of languageand memory, metamemory, hierarchical linear models, executive attention, language acquisition, decision making, intelligent tutoring systems
