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Washington University in St. Louis News & Information > Faculty Experts at Washington University in St. Louis >
| Henry L. "Roddy" Roediger III |
James S. McDonnell Distinguished University Professor
Expertise: human memory, memory, learning, retention, false memory
Bio:
Roediger is an internationally recognized scholar of human memory function and the James S. McDonnell Distinguished University Professor. He served as chair of the Department of Psychology in Arts & Sciences from 1996-2004, when he was named dean of academic planning in Arts & Sciences. Roediger's research interests include such topics as how people can suffer memory illusions and false memories (remembering events differently from the way they happened or remembering events that never happened at all), implicit memory (when past events affect ongoing behavior without one's awareness) and, most recently, applying cognitive psychology to improving learning in educational situations.
WUSTL Contact Information:
Education:
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Ph.D. in Psychology at Yale University
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B.A. at Washington & Lee University
| News Stories & Tip Sheets: |
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WUSTL professor awarded Howard Crosby Warren Medal
Roediger wins Warren Medal for contributions to experimental psychology
April 25,
2008 -- Citing his creative experimental investigations of false memory and underlying processes that have led to a new understanding of human memory, the Society of Experimental Psychologists has awarded its highest honor to WUSTL psychology professor Henry L. "Roddy" Roediger III.
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Try to remember
Practicing information retrieval is key to memory retention, study finds
Feb. 15,
2008 -- Learning something once, like the fact that "berg" means "mountain" in German, and studying it over and over again may do little to help you remember it in the future. The key to future recall, suggests a new study from Washington University in St. Louis, is how often over time you actively practice retrieving that information from memory.
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Broadening social science's scope
Social Thought & Analysis finds new home in American Culture Studies
Aug. 29,
2006 -- Social Thought & Analysis (STA), an interdisciplinary degree program in Arts & Sciences, has moved to American Culture Studies, according to Henry L. "Roddy" Roediger III, Ph.D., the James S. McDonnell Distinguished University Professor and dean of academic planning in Arts & Sciences.
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Quick study
Motor skills study reveals different learning strategy
Aug. 3,
2006 --
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| In the Thoroughman laboratory, volunteers play games on a computer screeen using a robotic arm so that Thoroughman and his colleagues can study how people learn motor skills. |
Central to being human is the ability to adapt: We learn from our mistakes. Previous theories of learning have assumed that the size of learning naturally scales with the size of the mistake. But now biomedical engineers at Washington University in St. Louis have shown that people can use alternative strategies: Learning does not necessarily scale proportionally with error.
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Quizzes may be a student's best friend
Repeated test-taking better for retention than repeated studying, research shows
March 1,
2006 --
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| Repeated testing vs. repeated studying |
Remember the dreaded pop quiz? Despite their reputation as a cruel tool of teachers intent on striking fear into the hearts of unprepared students, quizzes — given early and often — may be a student's best friend when it comes to understanding and retaining information for the long haul, suggests new psychology research from Washington University in St. Louis. More...
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Ultimate Study Tool: Testing
The New York Times
July 28,
2008 -- Rereading class notes may not be the best way to study. New research suggests that frequent testing -- even self-testing -- is a better bet for retaining information. WUSTL psychology professor Henry Roediger III says his study of 180 students shows the benefits of "the testing effect."
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Give a leg up
The Times Education Supplement (London UK)
April 25,
2008 -- So you thought testing was just assessment and either neutral or actively harmful to learning? Well, think again. New research from the U.S. suggests that, far from being a recipe for a blighted childhood, repeated testing is one of the best ways to learn. The active retrieval of facts from the memory that occurs during testing is far more helpful for consolidating knowledge than passive studying.
This research was conducted by Purdue's Jeffrey Karpicke and WUSTL psychology professor Henry Roediger.
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Scientists discover how to pass exams
Financial Times (England)
March 13,
2006 -- WUSTL psychologists have made an intriguing discovery that could have profound implications for our understanding of human learning mechanisms - and immediate significance for students revising for examinations. The study, co-authored by psychology professor Henry Roediger, found that students understood and retained information more readily when subjected to frequent tests and quizzes while studying than students who simply read material over and over again.
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