BOOKS
McDaniel, M. A., & Pressley, M. (Eds.) (1987). Imagery and related mnemonic processes: Theories, individual differences, and applications. New York: Springer-Verlag.
Cornoldi, C., & McDaniel, M. A. (Eds.) (1991). Imagery and cognition. New York: Springer-Verlag.
Brandimonte, M., Einstein, G. O., & McDaniel, M. A. (Eds.) (1996). Prospective memory: Theory and applications, Mahwah, NJ: Erlbaum.
Einstein, G. O., & McDaniel, M. A. (2004). Memory fitness: A guide for successful aging. New Haven, Conn: Yale University Press.
McDaniel, M. A., & Einstein, G. O. (2007). Prospective memory: An overview and synthesis of an emerging field. Thousand Oaks, CA: Sage Publications.
Kliegel, M., McDaniel, M. A., & Einstein, G. O. (Eds.) (2008). Prospective memory: Cognitive, neuroscience, developmental, and applied perspectives. Mahwah, NJ, Erlbaum.
Brown, P. C., Roediger, H. L., III., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Rummel, J., & McDaniel, M. A. (Eds.) (2019) Current Issues in Memory: Prospective memory. Oxfordshire, UK: Taylor & Francis.
JOURNAL ARTICLES
In press
Cummings, E. L., Reeb, A., & McDaniel, M. A. (in press). Do not forget the keyword method: Learning educational content with arbitrary associations. Journal of Applied Research in Memory and Cognition.
2022
Fink, A., Mattson, P., Cahill, M. J., Frey, R. F., & McDaniel, M. A. (2022). Growth-mindset intervention improves performance of highly nontraditional introductory psychology students at a community college. Teaching of Psychology. Advanced online publication. DOI: 10.1177/00986283211053806
McDaniel, M. A., Marsh, E. L., & Gouravajhala, R. (2022). Individual differences in structure building: Impacts on comprehension and learning, theoretical underpinnings, and support for less-able structure builders. Perspectives on Psychological Science, 17, 385-406. https://doi.org/10.1177/17456916211000716
2021
Anderson, F. T., & McDaniel, M. A. (2021). Restudying with the quiz in hand: When correct- answer feedback is no better than minimal feedback. Journal of Applied Research in Memory and Cognition, 10, 278-288. https://doi.org/10.1016/j.jarmac.2020.10.004
Arnold. K. M., Eliseev, E. D., Stone, A. R., McDaniel, M. A., & Marsh, E. J. (2021). Two routes to the same place: Learning from quick closed-book essays versus open-book essays. Journal of Cognitive Psychology, 33, 229-246. DOI: 10.1080/20445911.2021.1903011
McDaniel, M. A., Einstein, G. O., & Een, E. (2021). Training college students to use learning strategies: A framework and pilot course. Psychology Learning & Teaching, 20, 364-382. https://doi.org/10.1177/1475725721989489
Meagher, B. J., McDaniel, M. A., & Nosofsky, R. M. (2021). Effects of feature highlighting and causal explanations on category learning in a natural-science domain. Journal of Experimental Psychology: Applied. Advanced online publication. http://dx.doi.org/10.1037/xap0000369
Trumbo, M.C.S., McDaniel, M. A., Hodge, G. K., Jones, A. P., Matzen, L. E., Kittinger, R. S., Kittinger, L. I., & Clark, V. P. (2021). Is the testing effect ready to be put to work?: Evidence from the laboratory to the classroom. Translational Issues in Psychological Science, 7(3), 332-355. https://doi.org/10.1037/tps0000292
2020
Frey, R. F., McDaniel, M. A., Bunce, D. M., Cahill, M. J., & Perry, M. D. (2020). Using students’ concept-building tendencies to better characterize average-performing student learning and problem-solving approaches in general chemistry. CBE—Life Sciences Education. 19:ar42 DOI:10.1187/cbe.19-11-0240
Gouravajhala, R., Wahlheim, C. N., & McDaniel, M. A. (2020). Individual and age differences in block-by-block dynamics of category learning strategies. Quarterly Journal of Experimental Psychology, 73, 578-593.
Jensen, J. L., McDaniel, M. A., Kummer, T. A., Godoy, P. D. d M., & St. Clair, B. (2020). Testing effect on high-level cognitive skills. CBE—Life Sciences Education. 19:ar39 DOI:10.1187/cbe.19-10-0193
Lancaster, C., McDaniel, M. A., Tabet, N., & Rusted, J. (2020). Prospective memory: Age related change is influenced by APOE genotype. Aging, Neuropsychology, and Cognition, 27, 710-728, DOI: 10.1080/13825585.2019.1671305.
McDaniel, M. A., & Einstein, G. O. (2020). Training learning strategies to promote self- regulation and transfer: The knowledge, belief, commitment, and planning framework. Perspectives on Psychological Science, 15, 1363-1381. https://doi.org/10.1177/1745691620920723
Miyatsu, T., Nosofsky, R. M., & McDaniel, M. A. (2020). Effects of specific-level versus broad-level training for broad-level category learning in a complex natural science domain. Journal of Experimental Psychology: Applied, 26, 40-60.
Stoen, S. M., McDaniel, M. A., Frey, R. F., Hynes, K. M., & Cahill, M. J. (2020). The force concept inventory: More than just conceptual understanding. Physical Review Physics Education Research. DOI: 10.1103/PhysRevPhysEducRes.16.010105
2019
Anderson, F. T., & McDaniel, M. A. (2019). Hey buddy, why don’t we take it outside: An experience sampling study of prospective memory. Memory & Cognition, 47, 47-62.
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.
Anderson, F. T., & McDaniel, M. A. (2019). Retrieval in prospective memory: Multiple processes or just delay? Quarterly Journal of Experimental Psychology. Advance online publication. http://dx.doi.org/10.1177/1747021819845622.
Anderson, F. T., Strube, M. J., & McDaniel, M. A. (2019). Toward a better understanding of costs in prospective memory: A meta-analytic review. Psychological Bulletin, 145, 1053-1081.
Cejudo, A. B., McDaniel, M. A., & Bajo, M. T. (2019). Event versus activity-based cues and motivation in school-related prospective memory tasks. PLoS ONE 14(4):e0215845. DOI: 10.1371/journal.pone.0215845
Miyatsu, T., & McDaniel, M. A. (2019). Adding the keyword mnemonic to retrieval practice: A potent combination for foreign language vocabulary learning? Memory & Cognition, 47, 1328-1343.
Nosofsky, R. M., Sanders, C. A., Zhu, X, & McDaniel, M. A. (2019). Model-guided search in optimal natural-science-category training exemplars: A work in progress. Psychonomic Bulletin & Review, 26, 48-76.
Nosofsky, R., Slaughter, C., & McDaniel, M. A. (2019). Learning hierarchically organized science categories: Simultaneous instruction at the high and subtype levels. Cognitive Research: Principles and Implications. 4:48 https://doi.org/10.1186/s41235-019-0200-5
Pan, S. C., Cooke, J., Little, J., McDaniel, M. A., Foster, E. R., Connor, L. T., and Rickard, T. C (2019). Online and clicker quizzing enhances definition-focused but not conceptually-focused exam performance. CBE-Life Sciences Education. 18:ar54 DOI: 10.1187/cbe.18-12-0248
Solomon, E. D., Bugg, J. B., Rowell, S., McDaniel, M. A., Frey, R. F., & Mattson, P. (2019). Development and validation of an introductory psychology knowledge inventory. Scholarship of Teaching and Learning in Psychology. Advance online publication. http://dx.doi.org/10.1037/stl0000172
Walck-Shannon, E. M., Cahill, M. J., McDaniel, M. A., & Frey, R. F. (2019). Participation in voluntary re-quizzing is predictive of increased performance on cumulative assessments in introductory biology. CBE—Life Sciences Education. 18:ar15 DOI: 10.1187/cbe.18-08-0163
2018
Anderson, F. T., Rummel, J., & McDaniel, M. A. (2018). Proceeding with care for successful prospective memory: Do we delay ongoing responding or actively monitor for cues? Journal of Experimental Psychology: Learning, Memory, and Cognition. PDF.
Cabral, T., Mota, N., Fraga, L., Copelli, M., & McDaniel, M. A., and Ribeiro, S. (2018). Post-class naps boost declarative learning in a naturalistic school setting. npj Science of Learning. 3:14 ; DOI:10.1038/s41539-018-0031-z
Cahill, M. J., McDaniel, M. A., Frey, R. F., Hynes, K. M., Repice, M., Zhao, J., & Trousil, R. (2018). Understanding the relationship between student attitudes and student learning. Physical Review Physics Education Research, 14, 010107. DOI: 10.1103/PhysRevPhysEducRes.14.010107
Fink, A., Cahill, M. J., McDaniel, M. A., Hoffman, A., & Frey, R. F. (2018). Improving general chemistry performance through a growth mindset intervention: Selective effects on underrepresented minorities. Chemistry Education Research and Practice, 19, 783-806.
Frey, R. F., Fink, A., Cahill, M. J., McDaniel, M. A., & Solomon, E. (2018). Peer-led team learning in general chemistry I: Interactions with identity, academic preparation, and a course-related intervention. Journal of Chemical Education. DOI: http://dx.doi.org/10.1021/acs.jchemed.8b00375
Lamichhane, B., McDaniel, M. A., Waldum, E. R., & Braver, T. S. (2018). Age-related changes in neural mechanisms of prospective memory. Cognitive, Affective, & Behavioral Neuroscience, 18, 982-999.
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.
McDaniel, M. A., Cahill, M. J., Frey, R. F., Rauch, M., Doele, J., Ruvolo, D., & Daschbach, M. (2018). Individual differences in learning exemplars versus abstracting rules: Associations with exam performance in college science.Journal of Applied Research in Memory and Cognition, 7, 241-251.
Meagher, B. J., Cataldo, K., Douglas, B. J., McDaniel, M. A., & Nosofsky, R. M. (2018). Training of rock classifications: The use of computer images versus physical-rock samples. Journal of Geoscience Education, 66, 221-230.
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.
Nosofsky, R. M., Sanders, C. A., & McDaniel, M. A. (2018). A formal psychological model of classification applied to natural-science category learning. Current Directions in Psychological Science, 27, 129-135.
Nosofsky, R. M., Sanders, C. A., & McDaniel, M. A. (2018). Tests of an exemplar-memory model of classification learning in a high-dimensional natural science-category domain. Journal of Experimental Psychology: General, 147, 328-353.
Scullin, M. K., McDaniel, M. A., Dasse, M., Lee, J. H., Kurinee, C., Tami, C., & Krueger, M. (2018). Thought probes during prospective memory encoding: Evidence for perfunctory processes. PLoS ONE 13(6): e0198646.
Thomas, R. C., Weywadt, C. R., Anderson, J. L., Martinez-Papponi, B, & McDaniel, M. A. (2018). Testing encourages transfer between factual and application questions in an online learning environment Journal of Applied Research in Memory and Cognition, 7, 252-260.
2017
Arnold, K. M., Umanath, S., Thio, K., Reilly, W. B., McDaniel, M. A., & Marsh, E. J. (2017). Understanding the cognitive processes involved in writing to learn. Journal of Experimental Psychology: Applied, 23(2), 115.
Foster, E. R., McDaniel, M. A., & Rendell, P. G. (2017). Improving Prospective Memory in Persons With Parkinson Disease: A Randomized Controlled Trial. Neurorehabilitation and Neural Repair, 31(5), 451-461.
Frey, R. F., Cahill, M. J., & McDaniel, M. A. (2017). Students’ Concept-Building Approaches: A Novel Predictor of Success in Chemistry Courses. Journal of Chemical Education.
Nosofsky, R. M., Sanders, C. A., Gerdom, A., Douglas, B. J., & McDaniel, M. A. (2017). On Learning Natural-Science Categories That Violate the Family-Resemblance Principle. Psychological Science, 28(1), 104-114.
2016
Arnold, K. M., Daniel, D. B., Jensen, J. L., McDaniel, M. A., & Marsh, E. J. (2016). Structure building predicts grades in college psychology and biology. Applied Cognitive Psychology, 30(3), 454-459.
Lee, J. H., Shelton, J. T., Scullin, M. K., & McDaniel, M. A. (2016). An implementation intention strategy can improve prospective memory in older adults with very mild Alzheimer’s disease. British Journal of Clinical Psychology, 55(2), 154-166.
Martin, N. D., Nguyen, K., & McDaniel, M. A. (2016). Structure building differences influence learning from educational text. Cognition, 4, 129-135.
McDaniel, M. A., Cahill, M. J., & Bugg, J. M. (2016). The curious case of orthographic distinctiveness: Disruption of categorical processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(1), 104.
McDaniel, M. A., Stoen, S. M., Frey, R. F., Markow, Z. E., Hynes, K. M., Zhao, J., & Cahill, M. J. (2016). Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics. Physical Review Physics Education Research, 12(2), 020141.
Nguyen, K., & McDaniel, M. A. (2016). The JOIs of text comprehension: Supplementing retrieval practice to enhance inference performance. Journal of Experimental Psychology: Applied, 22(1), 59.
Shelton, J. T., Lee, J. H., Scullin, M. K., Rose, N. S., Rendell, P. G., & McDaniel, M. A. (2016). Improving Prospective Memory in Healthy Older Adults and Individuals with Very Mild Alzheimer’s Disease. Journal of the American Geriatrics Society, 64(6), 1307-1312.
Trumbo, M. C., Leiting, K. A., McDaniel, M. A., & Hodge, G. K. (2016). Effects of reinforcement on test-enhanced learning in a large, diverse introductory college psychology course. Journal of Experimental Psychology: Applied, 22(2), 148.
Wahlheim, C. N., McDaniel, M. A., & Little, J. L. (2016). Category learning strategies in younger and older adults: Rule abstraction and memorization. Psychology and aging, 31(4), 346.
Waldum, E. R., Dufault, C. L., & McDaniel, M. A. (2016). Prospective memory training: Outlining a new approach. Journal of Applied Gerontology, 35(11), 1211-1234.
Waldum, E. R., & McDaniel, M. A. (2016). Why are you late? Investigating the role of time management in time-based prospective memory. Journal of Experimental Psychology: General, 145(8), 1049.
2015
Bui, D. C., & McDaniel, M. A. (2015). Enhancing learning during lecture note-taking using outlines and illustrative diagrams. Journal of Applied Research in Memory and Cognition, 4(2), 129-135.
Little, J. L., & McDaniel, M. A. (2015). Metamemory monitoring and control following retrieval practice for text. Memory & cognition, 43(1), 85-98.
Little, J. L., & McDaniel, M. A. (2015). Individual differences in category learning: Memorization versus rule abstraction. Memory & cognition, 43(2), 283-297.
Little, J. L., & McDaniel, M. A. (2015). Some learners abstract, others memorize examples: Implications for education. Translational Issues in Psychological Science, 1(2), 158.
McDaniel, M. A., Bugg, J. M., Liu, Y., & Brick, J. (2015). When does the test-study-test sequence optimize learning and retention?. Journal of Experimental Psychology: Applied, 21(4), 370.
McDaniel, M. A., Umanath, S., Einstein, G. O., & Waldum, E. R. (2015). Dual pathways to prospective remembering. Frontiers in human neuroscience, 9.
Nguyen, K., & McDaniel, M. A. (2015). Using quizzing to assist student learning in the classroom: the good, the bad, and the ugly. Teaching of Psychology, 42(1), 87-92.
Nguyen, K., & McDaniel, M. A. (2015). The picture complexity effect: Another list composition paradox. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(4), 1026.
2014
Agarwal, P. K, D’Antonio, L., Roediger, H. L., III, McDermott, K. B, & McDaniel, M.A.
(2014). Classroom-based programs of retrieval practice reduce middle school and high school
students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3, 131-139.
Cahill, M. J., Hynes, K. M., Trousil, R., Brooks, L. A., McDaniel, M. A., Repice, M. D., Zhao, J.
& Frey, R. J. (2014). A multi-year, multi-instructor evaluation of a large-class
interactive-engagement curriculum. Physics Review Special Topics – Physics Education
Research, 10, 020101. doi:10.1103/PhysRevSTPER.10. 020101
Guynn, M. J., McDaniel, M. A., Strosser, G. L., Ramirez, J. M., Castleberry, E. H., & Arnett, K.
H. (2014). Relational and item-specific influences on generate-recognize processes in
recall. Memory & Cognition, 42,198-211.
Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test … or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26, 307-329.
McDaniel, M. A., Binder, E. F., Bugg, J. M., Waldum, E. R., Dufault, C., Meyer, A., Johanning, J., Zheng, J., Schechtman, K. B., Kudelka, C. (2014). Effects of cognitive training with and without aerobic exercise in cognitively-demanding everyday activities. Psychology and Aging, 29, 717-730.
McDaniel, M. A., Cahill, M. J., Robbins, M., & Wiener, C. (2014). Individual differences in learning and transfer: Stable tendencies for learning exemplars versus abstracting rules. Journal of Experimental Psychology: General, 143, 668-693.
McDermott, K. B., Agarwal, P K., D’Antonio, L., Roediger, H. L., III, & McDaniel, M. A.
(2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied, 20, 3-
21.
Oksanen K. M., Waldum E. R., McDaniel M.A., Braver, T.S. (2014) Neural mechanisms of
time-based prospective memory: Evidence for transient monitoring. PLoS ONE 9(3):
e92123. doi:10.1371/journal.pone.0092123
Wooldridge, C. L., Bugg, J. M., McDaniel, M. A., & Liu, Y. (2014). The testing effect with
authentic educational materials: A cautionary note. Journal of Applied Research in
Memory and Cognition, 3, 214-221.
2013
Brantmeier, C., Callender, A., & McDaniel, M. A. (2013). The role of gender, embedded
questions, and domain specific readings with learners of Spanish. Hispania, 96, 562-578.
Bugg, J. M., Scullin, M. K., & McDaniel, M. A. (2013). Strengthening encoding via
implementation intention formation increases prospective memory commission errors.
Psychonomic Bulletin & Review, 20, 522-527.
Foster, E. R., Rose, N. S., McDaniel, M. A., & Rendell, P. G. (2013). Prospective memory in
Parkinson Disease during a virtual week: Effects of both prospective and retrospective
demands. Neuropsychology, 27, 170-181.
Geraci, L., McDaniel, M. A., & Miller, T. M. (2013). The bizarreness effect: Evidence for
the critical influence of retrieval processes. Memory & Cognition, 41, 1228-1237.
Lee, Ji Hae, & McDaniel, M. A. (2013). Discrepancy-plus-search processes in prospective
memory retrieval. Memory & Cognition, 41, 443-451.
McDaniel, M. A., Fadler, C. L., & Pashler, H. (2013). Effects of spaced versus massed
training in function learning. Journal of Experimental Psychology: Learning, Memory,
and Cognition, 39, 1417-1432.
McDaniel, M. A., LaMontagne, P., Beck, S. M., Scullin, M. K., & Braver, T. S. (2013).
Dissociable neural routes to successful prospective memory. Psychological Science, 24,
1791-1800.
McDaniel, M. A., Thomas, R. C., Agarwal, P. K, McDermott, K. B, & Roediger, H. L., III
(2013). Quizzing in middle school science: Successful transfer performance on classroom
exams. Applied Cognitive Psychology, 27, 360-372.
Scullin, M. K., Gordon, B. A., Shelton, J. T., Lee, J. H., Head, D., & McDaniel, M. A. (2013).
Evidence for a detrimental relationship between hypertension history, prospective
memory, and prefrontal cortex white matter in cognitively-normal older adults.
Cognitive, Affective, and Behavioral Neuroscience, 13, 405-416.
Scullin, M. K., McDaniel, M. A., Shelton, J. T. (2013). The dynamic multiprocess framework:
Evidence from prospective memory with contextual variability. Cognitive Psychology,
67, 55-71.
Shelton, J. T., Cahill, M. J., Mullet, H. G., Scullin, M. K., Einstein, G. O., & McDaniel, M. A.
(2013). Resource depletion does not influence prospective memory in college students.
Consciousness and Cognition, 22, 1223-1230.
Thomas, A. K., & McDaniel, M. A. (2013). The interaction between frontal functioning and
encoding processes in reducing false memories. Aging, Neuropsychology, and Cognition,
20, 443-470.
Thomas, R. C., & McDaniel, M. A. (2013). Testing and feedback effects on front-end control
over later retrieval. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 39, 437-450.
2012
Bugg, J. M., & McDaniel, M. A. (2012). Selective benefits of question self-generation and answering for remembering expository text. Journal of Educational Psychology, 104, 922-931.
McDaniel, M. A., & Bugg, J. M. (2012). Memory training interventions: What has been forgotten? Journal of Applied Research in Memory and Cognition.
McDaniel, M. A., Wildman, K. M., Anderson, J.L. (2012). Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study. Journal of Applied Research in Memory and Cognition.
Scullin, M. K., Bugg, J. M., McDaniel, M. A. (2012). Whoops, I did it again: Commission errors in prospective memory. Psychology and Aging, 27, 46-53.
2011
Brantmeier, C., Callender, A. A., & McDaniel, M. A. (2011). The effects of embedded questions and elaborative interrogation questions on reading comprehension with advanced second language learners. Reading in a Foreign Language, 23, 187-207.
Bugg, J. M., McDaniel, M. A., Scullin, M. K., & Braver, T. (2011). Revealing list-level control in the stroop task by uncovering its benefits and a cost. Journal of Experimental Psychology: Human Perception and Performance, 37, 1595-1606.
Gordon, B. A., Shelton, J. T., Bugg, J. M., McDaniel, M. A., & Head, D. (2011). Structural correlates of prospective memory. Neuropsychologia, 49, 3795-3800.
Kang, S.H.K., McDaniel, M. A., & Pashler, H. (2011). Effects of testing on learning of
functions. Psychonomic Bulletin & Review.
McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L., III
(2011). Test-Enhanced Learning in a Middle School Science Classroom: The Effects
of Quiz Frequency and Placement. Journal of Educational Psychology.
McDaniel, M. A., Cahill, M., Bugg, J. M., & Meadow, N. G. (2011). Dissociative effects of
orthographic distinctiveness in pure and mixed lists: An item-order account. Memory &
Cognition.
McDaniel, M. A., & Einstein, G. O. (2011). The neuropsychology of prospective
memory in normal aging: A componential approach. Neuropsychologia.
McDaniel, M. A., Shelton, J. T., Breneiser, J. E., Moynan, S. & Balota, D.A. (2011).
Focal and nonfocal prospective memory performance in very mild dementia: A
signature decline. Neuropsychologia.
Parker, S., Garry, M., Einstein, G. O., & McDaniel, M. A. (2011). A sham drug improves a demanding prospective memory task. Memory, 19, 606-612.
Roediger, H. L., III, Agarwal, P. K., McDaniel, M. A., & McDermott, K. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395.
Scullin, M. K., Bugg, J. M., McDaniel, M. A., & Einstein, G. O. (2011). Prospective
memory and aging: Preserved spontaneous retrieval, but impaired deactivation, in
older adults. Memory & Cognition.
Shelton, J. T., McDaniel, M. A., Scullin, M. K., Cahill, M. J., Singer, J. S., & Einstein, G. O. (2011). Cognitive exertion and subsequent intention execution in older adults. Journal of Gerontology, 66, 143-150.
2010
Aberle, I., Rendell, P. G., Rose, N. S., McDaniel, M. A., & Kliegel, M. (2010). The age prospective memory paradox: Young adults may not give their best outside of the lab. Developmental Psychology, 46, 1444-1453.
Butler, K. M., McDaniel, M. A., McCabe, D. P., & Dornburg, C. C. (2010). The influence of distinctive processing manipulations on older adults’ false memory. Aging, Neuropsychology, and Cognition, 17, 129-159.
Einstein, G. O., & McDaniel, M. A. (2010). Prospective memory and what costs do not reveal about retrieval processes: A reply to Smith, Hunt, McVay, and McConnell (2007). Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1082-1088.
McCabe, D. P., Roediger, H. L., III, McDaniel, M. A., Balota, D. & Hambrick, J. (2010). The relationship between working memory capacity and executive functioning: Evidence for a common executive attention construct. Neuropsychology, 24, 222-243.
McDaniel, M. A., & Scullin, M. K. (2010). Implementation Intention Encoding Does
Not Automatize Prospective Memory Responding. Memory & Cognition.
Rose, N., Rendell, P. G., McDaniel, M. A., Aberle, I., & Kliegel, M. (2010). Age and individual differences in prospective memory during a “Virtual Week”: The roles of working memory, vigilance, task regularity, and cue focality. Psychology and Aging, 25, 595-605.
Scullin, M. K., McDaniel, M. A., & Einstein, G. O. (2010). Control of cost in prospective memory: Evidence for spontaneous retrieval processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 190-203.
Scullin, M. K., & McDaniel, M. A., Shelton, J. T., & Lee, J. H. (2010). Focal/nonfocal
cue effects in prospective memory: Monitoring difficulty or different retrieval
processes? Journal of Experimental Psychology: Learning, Memory, & Cognition., 36,
736-749.
Scullin, M. K., McDaniel, M. A. (2010). Remembering to Execute a Goal: Sleep On It! Psychological Science, 21, 1028-1035.
2009
Callender, A. A., & McDaniel, M. A. (2009). The limited benefits of rereading educational texts. Contemporary Educational Psychology, 34, 30-41.
Foster, E. R., McDaniel, M. A., Repovs, G., & Hershey, T. (2009). Prospective memory in Parkison Disease across laboratory and everyday life measures. Neuropsychology, 23, 347- 358.
Geraci, L., McDaniel, M. A., Manzano, I., & Roediger, H. L., III. (2009). The influence of age on memory for distinctive events. Memory & Cognition, 37, 175-180.
McCabe, D. P., Roediger, H. L., III, McDaniel, M. A., & Balota, D. A. (2009). Aging Reduces Veridical Remembering but Increases False Remembering: Neuropsychological Test Correlates of Remember-Know Judgments. Neuropsychologia, 47, 2164-2173.
McCauley, S. R., McDaniel, M. A., Pedroza, C., Chapman, S. B., & Levin, H. S. (2009). Incentive effects and event-based prospective memory performance in children and adolescents with traumatic brain injury. Neuropsychology, 23, 201-209.
McDaniel, M. A., Bugg, J. M., Ramuschkat, G. M., Kliegel, M., & Einstein, G. O. (2009). Repetition errors in habitual prospective memory: Elimination of age differences via complex actions or appropriate resource allocation. Aging, Neuropsychology, and Cognition,16, 563-588.
McDaniel, M. A., Dimperio, E., Griego, J. A., & Busemeyer, J. R. (2009). Predicting transfer
performance: A comparison of competing function learning models. Journal of
Experimental Psychology: Learning, Memory, & Cognition, 35, 173-195.
McDaniel, M. A., Howard, D., & Einstein, G. O. (2009). The read-recite-review study
strategy: Effective and portable. Psychological Science, 20, 516-522.
Pashler, H., McDaniel, M. A., Rohrer, D., & Bjork, R. (2009). Learning styles: A critical review of concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.
Scullin, M., Einstein, G. O., & McDaniel, M. A. (2009). Evidence for spontaneous retrieval of suspended but not finished prospective memories. Memory & Cognition, 37, 425-433.
2008
Bugg, J. M., DeLosh, E. L., & McDaniel, M. A. (2008) Improving students’ study habits by demonstrating the mnemonic benefits of semantic processing. Teaching of Psychology, 35, pp. 96-98.
McDaniel, M. A., & Bugg, J. M. (2008). Instability in memory phenomena: A common puzzle and a unifying explanation. Psychonomic Bulletin & Review, 15, 237-255.
McDaniel, M. A., & Callender, A. A. (2008). Cognition, memory, and education. In J. Byrne et al. (Eds.). Learning and Memory: A Comprehensive Reference. Oxford, UK: Elsevier.
McDaniel, M. A., Howard, D. C., & Butler, K. (2008). Implementation intentions facilitate prospective memory under high attention demands. Memory & Cognition, 36, 716-724.
McDaniel, M. A., Lyle, K. B., Butler, K. M., & Dornburg, C. C. (2008). Age-related deficits in reality monitoring of action memories. Psychology and Aging, 23, 646-656.
2007
Callender, A. A., & McDaniel, M. A. (2007). The benefits of embedded question adjuncts for low and high structure builders. Journal of Educational Psychology, 99, 1-10.
Guynn, M. J., & McDaniel, M. A. (2007). Target preexposure eliminates the effect of distraction on event-based prospective memory. Psychonomic Bulletin and Review, 14, 484-488.
Kliegel, M., Martin, M, McDaniel, M. A., Einstein, G. O., & Moor, C. (2007). Realizing complex delayed intentions in young and old adults: The role of planning aids. Memory & Cognition, 35,1735-1746.
Kliegel, M., Martin, M, McDaniel, M. A., & Phillips, L. H. (2007). Adult age differences in errand planning: The role of task familiarity and cognitive resources. Experimental Aging Research, 33,145-161.
Martin, T., McDaniel, M. A., Guynn, M. J., Houck, J., Woodruff, C. Pearson-Bish, J., Moses, S. N., Kičić, D., & Tesche, C. D. (2007). Brain regions and their dynamics in prospective memory retrieval: A MEG study. International Journal of Psychophysiology, 64, 247-258.
McDaniel, M. A., Anderson, J, L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494-513.
McDaniel, M. A., & Einstein, G. O. (2007). Spontaneous retrieval in prospective memory. In: The Foundations of Remembering: Essays in Honor of Henry L. Roediger, III, pp. 227-242. New York: Psychology Press.
Rendell, P., McDaniel, M. A., Forbes, R., & Einstein, G. O. (2007).Age-related effects in prospective memory are modulated by ongoing task complexity and relation to target cue. Aging, Neuropsychology, and Cognition, 14, 236-256.
Thomas, A. K., & McDaniel, M. A. (2007). The negative cascade of incongruent generative study-test processing in memory and metacomprehension. Memory & Cognition, 35, 668 – 678.
Thomas, A. K., & McDaniel, M. A. (2007). Metacomprehension for educationally relevant materials: Dramatic effects of encoding–retrieval interactions. Psychonomic Bulletin and Review, 14, 212-218.
2006
Breneiser, J. E., & McDaniel, M. A. (2006). Discrepancy processes in prospective memory retrieval. Psychonomic Bulletin & Review, 13, 837-841.
Dornburg, C. C., & McDaniel, M. A. (2006). The cognitive interview enhances long-term free recall of older adults. Psychology and Aging, 21, 196-200.
Finstad, K., Bink, M., McDaniel, M. A., & Einstein, G. O. (2006). Breaks and task switches in prospective memory. Applied Cognitive Psychology, 20, 705-712.
Merritt, P., DeLosh, E., & McDaniel, M. A. (2006). Effects of word frequency on individual – item and serial order retention: Tests of the order encoding view. Memory & Cognition, 34, 1615-1627.
2005
Driscoll, I., McDaniel, M. A., & Guynn, M. J. (2005). Apolipoprotein E and prospective memory in normal aging adults. Neuropsychology, 19, 28-34.
Einstein, G. O., & McDaniel, M. A. (2005). Prospective memory: Multiple retrieval processes. Current Directions in Psychological Science, 14, 286-290.
Einstein, G. O., McDaniel, M. A., Thomas, R., Mayfield, S., Shank, H., Morrisette, N., & Breneiser, J. (2005). Multiple processes in prospective memory retrieval: Factors determining monitoring versus spontaneous retrieval. Journal of Experimental Psychology: General, 134, 327-342.
Macklin, C. B., & McDaniel, M. A. (2005). The bizarreness effect: Dissociation between item and source memory. Memory, 13, 682-689.
McDaniel, M. A., & Busemeyer, J. R. (2005). The conceptual basis of function learning and extrapolation: Comparison of rule and associative based models. Psychonomic Bulletin & Review, 12, 24-42.
McDaniel, M. A., Dornburg, C. C., & Guynn, M. J. (2005). Disentangling encoding versus retrieval explanations of the bizarreness effect: Implications for distinctiveness. Memory & Cognition, 33, 270-279.
2004
Butler, K. M., McDaniel, M. A., Dornburg, C. C., Price, A. L. & Roediger, H. L., III (2004). Age differences in veridical and false recall are not inevitable: The role of frontal lobe function. Psychonomic Bulletin & Review, 11, 921-925.
Hochstein, D. D., McDaniel, M. A., & Nettleton, S. (2004). Recognition of vocabulary in children and adolescents with cerebral palsy: A comparison of two speech coding schemes. Augmentative and Alternative Communication, 20, 45-62.
Kliegel, M., Martin, M., McDaniel, M. A., & Einstein, G. O. (2004). Importance effects in event-based prospective memory tasks. Memory, 12, 553-561.
McDaniel, M. A., Einstein, G. O., Graham, T., & Rall, E. (2004). Delaying execution of intentions: Overcoming the costs of interruptions. Applied Cognitive Psychology, 18, 533-547.
McDaniel, M. A., Guynn, M. J., Einstein, G. O., & Breneiser, J. (2004). Cue-Focused and Reflexive-Associative Processes in Prospective Memory Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 605-614.
McNamara, D. S., & McDaniel, M. A. (2004). Suppressing irrelevant information: Knowledge activation or inhibition? Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 465-482.
2003
Hochstein, D., McDaniel, M. A., Nettleton, S., & Neufeld, K. H. (2003). The fruitfulness of a nomothetic approach to investigating AAC: Comparing two speech encoding schemes across cerebral palsied and nondisabled children. American Journal of Speech-Language Pathology, 12, 110-120.
Martin, M., Kliegel, M., & McDaniel, M. A. (2003). The involvement of executive functions in prospective memory performance of adults. International Journal of Psychology, 38, 195-206.
McDaniel, M. A., Einstein, G. O., Stout, A. C., & Morgan, Z. (2003). Aging and maintaining intentions over delays: Do it or lose it. Psychology and Aging, 18, 823-835.
McDaniel, M.A., Maier, S.F., Einstein, G.O. (2003). Brain-specificnutrients: A memory cure? Nutrition, 19, 957-975. [republished from Psychological Sciences in the Public Interest by decision of Editor in Chief of Nutrition]
2002
Amrhein, P. C., McDaniel, M. A., & Waddill, P. (2002). Revisiting the picture superiority effect in symbolic comparison: Do pictures provide privileged access? Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 843-857.
Kliegel, M., Martin, M., McDaniel, M.A. & Einstein, G.O. (2002). Complex prospective memory and executive control of working memory: A process model. Psychologische Beitrage, 44, 303-318.
McDaniel, M. A., Hines, R. J., & Guynn, M. J. (2002). When text difficulty benefits less- skilled readers. Journal of Memory and Language, 46, 544-561
McDaniel, M.A., Maier, S.F., Einstein, G.O. (2002). Brain-specific nutrients: A memory cure? Psychological Science in the Public Interest, 3, 11-37.
Schmalhofer, F., McDaniel, M. A., & Keefe, D. (2002). A unified model for predictive and bridging inferences. Discourse Processes, 33, 105-132.
Einstein, G. O., McDaniel, M. A., Williford, C. L., Pagan, J., & Dismukes, K. (2003). Forgetting of intentions in demanding situations is rapid. Journal of Experimental Psychology: Applied, 9, 147-162.
2001
Kliegel, M., Martin, M., McDaniel, M. A., & Einstein, G. O. (2001). Varying the importance of a prospective memory task: Differential effects across time- and event-based prospective memory. Memory, 9, 1-11.
McDaniel, M. A., Neufeld, K. H., & Damico-Nettleton, S. (2001). Many-to-one and one-to-many associative learning in a naturalistic task. Journal of Experimental Psychology: Applied, 7, 182-194.
McDaniel, M. A., Schmalhofer, F., & Keefe, D. (2001). What is minimal about predictive inferences? Psychonomic Bulletin & Review, 8, 840-846.
2000
Donnelly, C. M., & McDaniel, M. A. (2000). Analogy with knowledgeable learners: When analogy confers benefits and exacts costs. Psychonomic Bulletin & Review, 7, 537-543.
Einstein, G. O., McDaniel, M. A., Manzi, M., Cochran, B., & Baker, M. (2000). Prospective memory and aging: Forgetting intentions over short delays. Psychology and Aging, 15, 671-683.
Kliegel, M., McDaniel, M. A., & Einstein, G. O. (2000). Plan formation, retention, and execution in prospective memory: A new approach and age-related effects. Memory & Cognition, 28, 1041-1049.
McDaniel, M. A., DeLosh, E. L., & Merritt, P. S. (2000). Order information and distinctiveness: Recall of common versus bizarre material. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1045-1056.
McDaniel, M. A., & Einstein, G. O. (2000). Strategic and automatic processes in prospective
memory retrieval: A multiprocess framework. Applied Cognitive Psychology, 14,
S127-S144.
McDaniel, M. A., Waddill, P. J., Finstad, K., & Bourg, T. (2000). The effects of text-based interest on attention and recall. Journal of Educational Psychology, 92, 492-502.
1999
Guynn, M. J., & McDaniel, M. A. (1999). Generate-sometimes recognize: Sometimes not. Journal of Memory and Language, 41, 398-415.
McDaniel, M. A., Glisky, E. L., Rubin, S. R., Guynn, M J., & Routhieaux, B. C. (1999). Prospective Memory: A neuropsychological study. Neuropsychology, 13, 103-110.
1998
Einstein, G. O., McDaniel, M. A., Smith, R. E., & Shaw, P. (1998). Habitual prospective memory and aging: Remembering intentions and forgetting actions. Psychological Sciences, 9, 284-288.
Engelkamp, J., Biegelmann, U., & McDaniel, M. A. (1998). Relational and item-specific information: Trade off and redundancy. Memory, 6, 307-333.
Guynn, M. J., McDaniel, M. A., & Einstein, G. O. (1998). Prospective memory: When reminders fail. Memory and Cognition, 26, 287-298.
McDaniel, M. A., Robinson-Riegler, B., & Einstein, G. O. (1998). Prospective remembering: Perceptually-driven or conceptually-driven processes? Memory and Cognition, 26, 121-134.
McDaniel, M. A., Moore, B., & Whiteman, H. (1998). Dynamic changes in hypermnesia across early and late tests: A relational/item-specific account. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 173-185.
Waddill, P. J., & McDaniel, M. A. (1998). Distinctiveness effects in recall: Differential processing or privileged retrieval? Memory and Cognition, 26, 108-120.
1997
Busemeyer, J., McDaniel, M. A., & Byun, E. (1997). The abstraction of intervening concepts from experience with multiple input-output causal environments. Cognitive Psychology, 32, 1-48.
DeLosh, E. L., Busemeyer, J. R., & McDaniel, M. A. (1997). Extrapolation: The sine qua non for function learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 968-986.
Einstein, G. O., & McDaniel, M. A. (1997). Age and mind wandering: Reduced inhibition in older adults. Experimental Aging Research, 23, 343-354.
Einstein, G. O., Smith, R. E., McDaniel, M. A., & Shaw, P. (1997). Aging and prospective memory: The influence of increased task demands at encoding and retrieval. Psychology and Aging, 12, 479-488.
1996
DeLosh, E. L., & McDaniel, M. A. (1996). The role of order information in free recall: Application to the word-frequency effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1136-1146.
McDaniel, M. A., & Donnelly, C. M. (1996). Learning with analogy and elaborative interrogation. Journal of Educational Psychology, 88, 508-519.
1995
Blischak, D. M., & McDaniel, M. A. (1995). Effects of picture size and placement on memory for words. Journal of Speech and Hearing Research.
Einstein, G. O., McDaniel, M. A., Richardson, S. L., Guynn, M. J., & Cunfer, A. R. (1995). Aging and prospective memory: Examining the influences of self-initiated retrieval processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 996- 1007.
McDaniel, M. A., Einstein, G. O., Delosh, E., May, C., & Brady, P. (1995). The bizarreness effect: It’s not surprising, it’s complex. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 422-435.
1994
McDaniel, M. A., Blischak, D. M., & Challis, B. (1994). The effects of test expectancy on processing and memory of prose. Contemporary Educational Psychology, 19, 230-248.
McDaniel, M. A., Hines, R. J., Waddill, P. J., & Einstein, G. O. (1994). What makes folk tales unique: Content familiarity, causal structure, scripts, or superstructures? Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 169-184.
Robinson-Riegler, B., & McDaniel, M. A. (1994). Further constraints on the bizarreness effect: Elaboration at encoding. Memory & Cognition, 22, 702-712.
Schweickert, R., McDaniel, M. A., & Riegler, G. (1994). Effects of generation on immediate memory span and delayed unexpected free recall. Quarterly Journal of Experimental Psychology, 47A, 781-804.
1993
Busemeyer, J. R., Myung, J. J., & McDaniel, M. A. (1993). Cue competition effects: Empirical tests of adaptive network learning models. Psychological Sciences, 4, 190-195.
Busemeyer, J. R., Myung, J. J., & McDaniel, M. A. (1993). Cue competition effects: Theoretical implications for adaptive network learning models. Psychological Sciences, 4, 196-202.
Choi, S., McDaniel, M. A., & Busemeyer, J. R. (1993). Incorporating prior biases in network models of conceptual rule learning. Memory & Cognition, 21, 413-423.
Donnelly, C. M., & McDaniel, M. A. (1993). Use of analogy in learning scientific concepts. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 975-987.
Hunt, R. R., & McDaniel, M. A. (1993). The enigma of organization and distinctiveness. Journal of Memory and Language, 32, 421-445.
Keefe, D. E., & McDaniel, M. A. (1993). The time course and durability of predictive inferences. Journal of Memory and Language, 32, 446-463.
McDaniel, M. A., & Einstein, G. O. (1993). The importance of cue familiarity and distinctiveness in prospective memory. Memory, 1, 23-41.
Conway, M. A., Anderson, S. J., Larsen, S. F., Donnelly, C. M., McDaniel, M. A., McClelland, A. G. R., Rawles, R. E., & Logie, R. H. (1994). The formation of flashbulb memories. Memory & Cognition, 22, 326-343.
1992
Glenberg, A. M., & McDaniel, M. A. (1992). Mental models, pictures, and text: Integration of spatial and verbal information. Memory & Cognition, 20, 458-460.
Waddill, P. J., & McDaniel, M. A. (1992). Pictorial enhancement of text memory: Limitations imposed by picture type and comprehension skill. Memory & Cognition, 20, 472-482.
1991
McDaniel, M. A., & Fisher, R. P. (1991). Tests and test feedback as learning sources. Contemporary Educational Psychology, 16, 192-201.
Einstein, G. O., Holland, L. J., McDaniel, M. A., & Guynn, M. J. (1992). Age-related deficits in prospective memory: The influence of task complexity. Psychology and Aging, 7, 471-478.
1990
Einstein, G. O., & McDaniel, M. A. (1990). Normal aging and prospective memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 717-726.
Einstein, G. O., McDaniel, M. A., Owen, P. D., & Cote, N. C. (1990). Encoding and recall of texts: The importance of material appropriate processing. Journal of Memory and Language, 29, 566-581.
Lyman, B. J., & McDaniel, M. A. (1990). Memory for odors and odor names: Modalities of elaboration and imagery. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 656-664.
McDaniel, M. A., Einstein, G. O., & Waddill, P. J. (1990). Material-appropriate processing: Implications for remediating recall deficits in learning disabled students. Learning Disability Quarterly, 13, 258-268.
McDaniel, M. A., Riegler, G. L., & Waddill, P. J. (1990). Generation effects in free recall: Further support for a three-factor theory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 789-798.
McDaniel, M. A., & Schlager, M. S. (1990). Discovery learning and transfer of problem solving skills. Cognition and Instruction, 7, 129-159.
McDaniel, M. A., & Waddill, P. J. (1990). Generation effects for context words: Implications for item-specific and multifactor theories. Journal of Memory and Language, 29, 201-211.
Pressley, M., Tannebaum, R., McDaniel, M. A., & Wood, E. (1990). What happens when university students try to answer prequestions that accompany textbook materials? Contemporary Educational Psychology, 15, 27-35.
Stadler, M. A., & McDaniel, M. A. (1990). On imaging and seeing: Repetition priming and interactive views of imagery. Psychological Research, 52, 366-370.
1989
Einstein, G. O., McDaniel, M. A., & Lackey, S. (1989). Bizarre imagery, interference, and distinctiveness. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 137-146.
McDaniel, M. A., Anderson, D. C., Einstein, G. O., & O’Halloran, C. M. (1989). Modulation of environmental reinstatement effects through encoding strategies. American Journal of Psychology, 102, 523-548.
McDaniel, M. A., & Einstein, G. O. (1989). Material appropriate processing: A contextualist approach to reading and studying strategies. Educational Psychology Review, 1, 113-145.
McDaniel, M. A., Kowitz, M. D., & Dunay, P. K. (1989). Altering memory through recall: The effects of cue-guided retrieval processing. Memory & Cognition, 17, 423-434.
McDaniel, M. A., & Pressley, M. (1989). Keyword and context instruction of new vocabulary meanings: Effects on text comprehension and memory. Journal of Educational Psychology, 81, 204-213.
McDaniel, M. A., Ryan, E. B., & Cunningham, C. J. (1989). Encoding difficulty and memory enhancement for young and old readers. Psychology and Aging, 4, 333-338.
1988
McDaniel, M. A., Dunay, P. K., Lyman, B. J., & Kerwin, M. L. E. (1988). Effects of elaboration and relational distinctiveness on sentence memory. American Journal of Psychology, 101, 357-369.
McDaniel, M. A., Einstein, G. O., & Lollis, T. (1988). Qualitative and Quantitative considerations in encoding difficulty effects. Memory & Cognition, 16, 8-14.
McDaniel, M. A., Waddill, P. J., & Einstein, G. O. (1988). A contextual account of the generation effect: A three-factor theory. Journal of Memory and Language, 27, 521-536.
Pressley, M., Symons, S., McDaniel, M. A., Snyder, B. L., & Turnure, J. E. (1988). Elaborative interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology, 80, 268-278.
Waddill, P. J., McDaniel, M. A., & Einstein, G. O. (1988). Illustrations as adjuncts to prose: A text-appropriate processing approach. Journal of Educational Psychology, 80, 457-464.
1987
McDaniel, M. A., & Kerwin, M. L. E. (1987). Long-term prose retention: Is an organizational schema sufficient? Discourse Processes, 10, 237-252.
McDaniel, M. A., Lapsley, D. K., & Milstead, M. (1987). Testing the generality and automaticity of self-reference encoding with release from proactive interference. Journal of Experimental Social Psychology, 23, 269-284.
McDaniel, M. A., Pressley, M., & Dunay, P. K. (1987). Long term retention of vocabulary after keyword and context learning. Journal of Educational Psychology, 79, 87-89.
McDaniel, M. A., & Tillman, V. P. (1987). Discovering a meaning versus applying the keyword method: Effects on recall. Contemporary Educational Psychology, 12, 156-175.
Pressley, M., McDaniel, M. A., Turnure, J. E., Wood, E., & Ahmad, M. (1987). Generation and precision of elaboration: Effects on intentional and incidental learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 291-300.
1986
Lyman, B. J., & McDaniel, M. A. (1986). Effects of encoding strategy on long-term memory for odors. Quarterly Journal of Experimental Psychology, 38A, 753-765. (Reprinted in P. T. Smith and R. A. Boakes [Eds.], Human and animal memory [pp. 227-239]. Hillsdale, N.J.: Erlbaum).
McDaniel, M. A., & Einstein, G. O. (1986). Bizarre imagery as an effective mnemonic aid: The importance of distinctiveness. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 54-65.
McDaniel, M. A., Einstein, G. O., Dunay, P. K., & Cobb, R. (1986). Encoding difficulty and memory: Toward a unifying theory. Journal of Memory and Language, 25, 645-656.
Pryor, J. B., McDaniel, M. A., & Kott, T. L. (1986). The influence of the level of schema abstractness upon the processing of social information. Journal of Experimental Social Psychology, 22, 312-327.
1985
McDaniel, M. A., & Masson, M. E. J. (1985). Altering memory representations through retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 371-385.
1984
Einstein, G. O., McDaniel, M. A., Bowers, C. A., & Stevens, D. T. (1984). Memory for prose: The influence of relational and proposition-specific processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 133-143.
McDaniel, M. A. (1984). The role of elaborative and schema processes in story memory. Memory & Cognition, 12, 46-51.
McDaniel, M. A., & Pressley, M. (1984). Putting the keyword method in context. Journal of Educational Psychology, 76, 598-609.
McDaniel, M. A., & Kearney, E. M. (1984). Optimal learning strategies and their spontaneous use: The importance of task appropriate processing. Memory & Cognition, 12, 361-373.
1983
McCombs, B. L., & McDaniel, M. A. (1983). Individualizing through treatment matching: A necessary but not sufficient approach. Education, Communication & Technology Journal, 31, 213-225.
1981
Masson, M. E. J., & McDaniel, M. A. (1981). The role of organizational processes in long-term retention. Journal of Experimental Psychology: Human Learning and Memory, 7, 100-110.
McCombs, B. L., & McDaniel, M. A. (1981). On the design of adaptive treatments for individualized instructional systems. Educational Psychologist, 6, 11-22.
McDaniel, M. A. (1981). Syntactic complexity and elaborative processing. Memory & Cognition, 9, 487-495.
1970s
Maier, S. F., Coon, D. J., McDaniel, M. A., Jackson, R. L., & Grau, J. (1979). The time course of learned helplessness, inactivity and nociceptive deficits in rats. Learning and Motivation, 10, 467-487.
McDaniel, M. A., Friedman, A., & Bourne, L. E., Jr. (1978). Remembering the levels of information in words. Memory & Cognition, 6, 156-164.
McDaniel, M. A., & Masson, M. E. (1977). Long-term retention: When incidental semantic processing fails. Journal of Experimental Psychology: Human Learning and Memory, 3, 270-281.
NON-REFEREED JOURNAL ARTICLES
McDaniel, M. A. (1986). A comparative science of learning and memory? [Review of L-G Nilsson and T. Archer’s (Eds.) Perspectives on learning and memory]. Contemporary Psychology, 31, 766-767.
McDaniel, M. A., & Einstein, G. O. (1989). Sentence complexity eliminates the mnemonic advantage of bizarre imagery. Bulletin of the Psychonomic Society, 27, 117-120.
McDaniel, M. A., Challis, B., & Sadowski, R. (1991). “Test expectancy, study strategies, and recall of prose.” ERIC publication of paper presented at the American Educational Research Meeting (Abstract also appeared in Resources in Education).
McDaniel, M. A., & Einstein, G. O. (1991). Reading a series of similar texts: Testing a schema-based learning theory. Bulletin of the Psychonomic Society, 29, 297-300.
Einstein, G. O., & McDaniel, M. A. (1992). Aging and remembering to remember. Experimental Aging Research, 17, 95.
McDaniel, M. A. (1992). Prose retention. In L. Squire (Ed.), Encyclopedia of Learning and Memory (pp. 545-548). Macmillan.
McDaniel, M. A. (1996). Rocky Mountain Psychological Association: Report of the Sixty-Sixth Annual Meeting. American Psychologist, 1324-1326.
McDaniel, M. A., & Einstein, G. O. (2001). Prospective memory, psychology of. International Encyclopedia of the Social and Behavioral Sciences (pp. 12241-12244). Amsterdam: Elsevier Science Ltd.
McDaniel, M. A., Maier, S. F., & Einstein, G. O. (2003). The other “brain boosters”. Scientific American, 288, 72.
McDaniel, M. A. (2004). Improving student learning: Moving from the memory laboratory to the classroom. Conference proceedings of Integrating Research into Undergraduate Education: The Value (pp. 41-44). Stony Brook, NY: The Reinvention Center.
Roediger, H. L. III., McDaniel, M. A., & McDermott, K. (2006). Test enhanced learning. Observer, 19, 28.
McDaniel, M. A. (2007). Applying cognitive psychology to education: Editorial. Psychonomic Bulletin & Review, 14, 185-186.
Brick, J., & McDaniel, M. A. (2011). Test-enhanced learning. N. Seel (Ed.), Encyclopedia of the Sciences of Learning, New York: Springer.