Literature
Newberry, K.M., Bailey, H. (2019) in press. Does semantic knowledge influence event segmentation and recall of text? [pdf]
This is a post-peer-review, pre-copyedit version of an article published in Memory and Cognition. The final authenticated version is available online at http://dx.doi.org/10.3758/s13421-019-00926-4
McGatlin, K. C.*, Newberry, K. M., & Bailey, H. (2018). Temporal chunking makes life’s events more memorable. Open Psychology. [pdf]
Bui, J., Pyc, M. A., & Bailey, H. (2017). When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “Displaced-JOL Effect”. Memory. [pdf]
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Flores, S., Bailey, H., Eisenberg, M. L., & Zacks, J. M. (2017). Event segmentation improves event memory up to one month later. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1183-1202. [pdf]
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Bailey, H., Kurby, C. A., Sargent, J. Q., & Zacks, J. M. (2017). Attentional focus affects how events are segmented and updated in narrative reading. Memory & Cognition, 45, 940-955. [pdf]
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Bailey, H., Sargent, J. Q., Flores, S., Zacks, J. M., Nowotony, P., & Goate, A. (2015). APOE e4 genotype status predicts everyday memory. Aging, Neuropsychology, and Cognition. [pdf]
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Bailey, H., & Zacks, J. M. (2015). Situation model updating in young and older adults: Global vs. incremental mechanisms. Psychology and Aging 30, 232-244. [pdf]
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Bailey, H., Dunlosky, J., & Hertzog, C. (2014). Does strategy training reduce age-related deficits in working memory? Gerontology, 60, 346-356. [pdf]
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Bailey, H.,Kurby, C. A., Giovannetti, T., & Zacks, J. M. (2013). Action perception predicts action performance.Neuropsychologia, 51, 2294-2304. [pdf]
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Bailey, H., Zacks, J. M., Hambrick, D. Z., Zacks, R. T., Head, D., Kurby, C. A., & Sargent, J. Q. (2013). Medial temporal lobe volume predicts elders’ everyday memory. Psychological Science, 24, 1113-1122.
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Bailey, H., Zacks, J. M., Hambrick, D. Z., Zacks, R. T., Head, D., Kurby, C. A., & Sargent, J. Q. (2013). Medial temporal lobe volume predicts elders’ everyday memory. Psychological Science, 24, 1113-1122.
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Sargent, J. Q., Zacks, J. M., Hambrick, D. Z., Zacks, R. T., Kurby, C. A., Bailey, H., Eisenberg, M. L., & Beck, T. M. (2013). Event segmentation ability uniquely predicts memory across the lifespan. Cognition, 129, 241-255. [pdf]
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Bailey, H. (2012). Computer-Paced versus Experimenter-Paced Working Memory Span Tasks: Are They Equally Reliable and Valid? Learning and Individual Differences, 22, 875-881. [pdf]
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Was, C. A., Dunlosky, J., Bailey, H., & Rawson, K. A. (2012). The unique contributions of the facilitation of procedural memory and working memory to individual differences in intelligence, Acta Psychologica, 3, 425-433. [pdf]
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Bailey, H., Dagenbach, D., & Jennings, J. M. (2011). The locus of the benefits of repetition lag memory training, Aging, Neuropsychology, and Cognition, 18, 577-593. [pdf]
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Bailey, H., & Zacks, J. M. (2011). Literature and event understanding. Scientific Study of Literature, 1, 72-78. [pdf]
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Bailey, H., Dunlosky, J., & Kane, M. J. (2011). Contribution of strategy use to performance on complex and simple span tasks. Memory & Cognition, 39, 447-461. [pdf]
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Was, C. A., Rawson, K. A., Bailey, H., & Dunlosky, J. (2011). Content-embedded tasks beat complex span for predicting comprehension, Behavioral Research Methods, 43, 910-915. [pdf]
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Bailey, H., Dunlosky, J., & Hertzog, C. (2010). Metacognitive training at home: Does it improve older adults’ learning? Gerontology, 56, 414-420. [pdf]
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Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General, 138, 432-447.[pdf]
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Bailey, H., Dunlosky, J., & Hertzog, C. (2009). Does differential strategy use account for age-related differences in working-memory performance? Psychology & Aging, 24, 82-92. [pdf]
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Bailey, H., Dunlosky, J., & Kane, M. J. (2008). Why does working memory span predict complex cognition? Testing the strategy-affordance hypothesis. Memory & Cognition, 36, 1383-1390.[pdf]
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Dunlosky, J., Cavallini, E., Roth, H., McGuire, C. L., Vecchi, T., & Hertzog, C. (2007). Do self monitoring interventions improve older adult learning? Journals of Gerontology: Series B, 62B, 70-76. [pdf]
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