I graduated from the University of California, Los Angeles in 2011, and worked at the Bjork Learning and Forgetting Lab as a lab manager for two years before joining the Memory and Complex Learning Lab.

I study human memory and learning and their application to everyday activities. Particularly, I am interested in the cognitive processes underlying students’ ability to remember information and apply them in new contexts. I draw research questions from authentic learning situations (e.g., how can students learn the categories of rocks in geological science courses most efficiently?), put them in the context of cognitive psychological theories and paradigms, and examine the findings in terms of both theoretical and practical implications.

I also have strong interests in educational and other practical applications of psychological principles and methods. As such, I enjoy giving talks on how to apply cognitive psychological principles to enhance educational practices (e.g., instructor’s teaching and students’ self-regulated learning) and am currently seeking positions that involve research with strong practical implications.





Publications (Google Scholar Profile):

Miyatsu, T. & McDaniel, M. A. (in press). Effects of Specific-level Versus Broad-level Training for Broad-Level Category Learning in a Complex Natural Science Domain. Journal of Experimental Psychology: Applied.

Miyatsu, T. & McDaniel, M. A. (in press). Adding the Keyword Mnemonic to Retrieval Practice: A potent combination for foreign language vocabulary learning? Memory & Cognition.

Miyatsu, T., Gouravajhala, R., Nosofsky, R. M., & McDaniel, M. A. (2019). Feature Highlighting Enhances Learning of a Complex Natural-Science Category. Journal of Experimental Psychology: Learning, Memory, & Cognition, 45(1), 1-16.

Lin, C.*,McDaniel, M. A., & Miyatsu, T. (2018). Effects of Flashcards on Learning Authentic Materials: The Role of Detailed versus Conceptual Flashcards and Individual Differences in Structure Building. Journal of Applied Research in Memory and Cognition, 7(4), 529-539.

Miyatsu, T., Nguyen, K., & McDaniel, M. A. (2018). Five popular study strategies: Their optimal implementation and pitfalls. Perspectives on Psychological Science, 13(3), 390-407.

McDaniel, M. A., Mestre, J. P., Frey, R. F., Gouravajhala, R., Hilborn, R. C., Miyatsu, T., Morphew, J. W., & Slakey, L. L. (2017). Maximizing undergraduate STEM learning: Promoting research at the intersection of cognitive psychology and discipline-based education research. Center for Integrative Research on Cognition, Learning, & Education.

Murayama, K., Miyatsu, T., Buchli, R. D., & Storm, B. C. (2014). Forgetting as a Consequence of Retrieval: A Meta-Analytic Review of Retrieval-Induced Forgetting. Psychological Bulletin, 140, 1383-1409.


Invited talks:

Miyatsu, T. (March, 2019). Assessing and Quantifying the Impact of Teaching Center: A Program Evaluation Proposal. A talk to be given at the Teaching and Learning Collaborative at Wake Forest University, Winston-Salem, NC.

Miyatsu, T. (March, 2018). Small Changes You Can Make to Bring Large Gains in Students’ Learning: Suggestions Based on Learning Science Principles. Keynote speech given at the central regional meeting of the Human Anatomy and Physiology Society, St Louis, MO.



The Macmillan Community (2018, June 24th). More effective study strategies your students may be willing to try.


Association for Psychological Science (2018, July 31st). Boost Your Study Strategy With Retrieval and Distributed Practice.