Dr. Gordon seeks to understand how humans learn and remember visual and verbal information. In her current research, she investigates how retrieval practice, or memory tests, can not only change how people store information in memory, but also how they approach learning of new material. She explores these issues in two applied contexts: the classroom and eyewitness memory situations. Dr. Gordon is a cognitive psychologist.
Shapiro, A. M., Sims-Knight, J., O’Rielly, G. V., Capaldo, P., Pedlow, T., Gordon, L. T., & Monteiro, K. (2017). Clickers can promote fact retention but impede conceptual understanding: The interaction between clicker use and pedagogy on learning. Computers & Education, 111, 44-59.
Gordon, L. T., & Thomas, A. K. (2017). The forward effects of testing on eyewitness memory: The tension between suggestibility and learning. Journal of Memory and Language, 95, 190-199.
Thomas, A. K., Chen, C., Gordon, L. T., & Tenbrink, T. (in press). Choose your words wisely: What verbal hesitation indicates about eyewitness accuracy. Applied Cognitive Psychology.
Gordon, L. T., Thomas, A. K., & Bulevich, J. B. (2015). Looking for answers in all the wrong places: How testing facilitates learning of misinformation. Journal of Memory and Language.
Gordon, L. T., & Thomas, A. K. (2014). Testing potentiates new learning in the misinformation paradigm. Memory & Cognition, 42, 186-197.
Gordon, L. T., & Soldan, A., Thomas, A. K., & Stern, Y. (2013). Normal aging reduces priming of unfamiliar visual objects at long repetition lags. Psychology & Aging, 28, 219-231.
Shapiro, A. M., & Gordon, L. T. (2013). Classroom clickers offer more than repetition: converging evidence for the testing effect and confirmatory feedback in clicker-assisted learning. Journal of Teaching and Learning with Technology, 2, 15-30.
Kershaw, T. C., Flynn, C.K., & Gordon, L.T. (2013). Multiple paths to transfer and constraint relaxation in insight problem solving. Thinking & Reasoning, 19, 96-136.
Gordon, L. T. & Shapiro, A. M. (2012). Priming correct information reduces the misinformation effect: Memory & Cognition, 40, 717-726.
Shapiro, A.M., & Gordon, L. T. (2012). A controlled study of clicker-assisted memory enhancement in college classrooms. Applied Cognitive Psychology, 26, 635-643.
Bartek, V. A., Gordon, L. T., & Lloyd, M. E. (November, 2016). Retrieval Enhanced Suggestibility (RES) Effects After Text Encoding: The Impact of Perceptual Distinctiveness. Talk given at the 57th Annual Meeting of the Psychonomic Society.
Long, D. S., Belli, R. F., Thomas, A. K., & Gordon, L. T. (November, 2016). Reactivation of Event Memory Does Not Increase Memory Impairment Due to Misinformation. Poster presented at the 57th Annual Meeting of the Psychonomic Society.
Price, L., *Crockett, L., & Gordon, L. T. (March 2017). Can Mindful Meditation Enhance Eyewitness Memory? Poster presented at the 2017 Annual Meeting of the Eastern Psychological Association.
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