LISA GERACI | ASSOCIATE PROFESSOR
Ph.D. Stony Brook University (2001)
Member: Institute for Neuroscience
- Social and contextual influences on performance
- Aging and memory
- Learning and education
My research sits at the intersection of social and cognitive psychology. My students and I are studying how stereotypes and expectations affect how people feel about themselves and how they perform on cognitive tests. One goal of our work is to challenge erroneous perceptions to improve performance and psychological well-being. Much of this work focuses on improving cognitive performance in older adults. We are also investigating ways to improve students' metacognition and academic performance.
2014-2017, Unity and diversity in self-regulation and executive functioning, National Science Foundation, $424,624.
2011-2015, Investigating how prior task success improves memory performance in older adults, National Institutes of Health, $404,387.
Miller, T. M. & Geraci, L. (in press). Improving metacognitive accuracy: How failing to retrieve practice items reduces overconfidence. Consciousness and Cognition.
Hughes, M. L., Geraci, L., & De Forrest, R. L. (2013). Aging 5 years in 5 minutes: The effect of taking a memory test on older adults' subjective age. Psychological Science, 24, 2481-2488.
Geraci, L. & Miller, T. M. (2013). Improving older adults’ memory performance using prior task success. Psychology and Aging, 28, 340-345.
Geraci, L., McDaniel, M. A., Miller, T. M., & Hughes, M. L. (2013). The bizarreness effect: Evidence for the critical influence of retrieval processes. Memory & Cognition, 41, 1228-1237.
Guillory, J. J. & Geraci, L. (2013). Correcting erroneous inferences in memory: The role of source credibility. Journal of Applied Research in Memory and Cognition, 2, 201-209.
Tosun, S., Vaid, J., & Geraci, L. (2013). Does obligatory linguistic marking of source of evidence improve source memory? A Turkish/English investigation. Journal of Memory and Language, 69, 121-134.