CURRICULUM VITAE. Leilani B. Goodmon

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1 CURRICULUM VITAE Leilani B. Goodmon CONTACT INFORMATION Saint Leo University State Road 52, P.O. Box 6665 Saint Leo, FL Office: Saint Edward Hall 137 Tel: (352) Faculty WebSite: ACADEMIC HISTORY 1997 B.A., Psychology, Stetson University of Florida (Magna Cum Laude) 2001 M.A., Cognitive Science, 2005 Ph.D., Cognitive Science, TEACHING INTERESTS I am a cognitive psychologist with teaching experience in Human Memory, Introduction to Psychology, Cognitive Psychology, Research Methods, and Experimental Design and Statistical Analysis. I am currently teaching Introduction to Psychology and the Human Behavior Perspective, an interdisciplinary course designed to provide students with the opportunity to consider the many ways in which human beings function as individuals, as members of larger groups and demographic segments, and as members of a particular culture. This course explores the disciplines of sociology, psychology and anthropology within the framework of the scientific method, social constructivism, ethics and values. RESEARCH INTERESTS I am a human memory researcher interested in the influence of pre-existing knowledge on the remembering and forgetting of episodic information both at the conscious and unconscious level. The general theme behind my research is that memory for what is new is influenced by memory for what is known. My research is important because historically, the role of pre-existing memories has largely been ignored in memory research. My work has largely involved the exploration of various factors of our preexisting, semantic network ( mental lexicon ), that affect our memory for newly learned information, and how to enhance or reduce their influence in order to improve memory functioning by helping us (a) better remember important information, (b) avoid intentional and unintentional forgetting of easily forgettable information, or (c) better forget interfering information. 1

2 TEACHING EXPERIENCE Average Instructor Rating is 4.50 out of 5.00 (5 = excellent) or 90% out of 100% (100% = best possible score) Average Instructor Rating at Saint Leo University = 85% (4.27) SSC101: Human Behavior Perspective (3 credits, Saint Leo University) Instructor for three on-ground sections & one COL section Average Instructor Rating & Composite Score = 88% (4.38) out of 100% PSY121: Introduction to Psychology (3 credits, Saint Leo University) Instructor for one on-ground section & one COL section Average Instructor Rating & Composite Score = 82% (4.08) out of 100%; Most recent course = 85% (4.27) Research Methods (3 credits, - Lakeland) Instructor for two courses: Full responsibility of lecture course from selection of covered topics to test construction. Topics include those on survey research and experimental designs, including quasi-experimental, single-n, small n, and complex designs. Average Instructor Rating = 91% out of 100% 2006 Experimental Design and Analysis (3 credits, ) Instructor: Full responsibility of lecture course from selection of covered topics to test construction. Topics include those on ANOVA (including higher order, factorial designs), correlation, & regression. Average Instructor Rating = 92% out of 100% Cognitive Psychology (3 credits, ) Instructor for two courses: Full responsibility of lecture course from selection of covered topics to test construction. Topics included those on perception, imagery, human memory, judgment, decision-making, and problem solving. Average Instructor Rating = 89% out of 100%; Most recent course = 92% & 07 Graduate Research Methods Lab (1 credit, ) Lab Instructor: Responsibilities included instruction on experimental design and statistical analysis to graduate students including how to perform statistical operations both by hand and using statistical software (SAS and SPSS), APA style, results writing, and Excel graphing techniques. Average Instructor Rating = 97% out of 100%. 2

3 2004 & 07 Experimental Design & Analysis Lab (1 credit, ) Lab Instructor: Responsibilities included instruction on experimental design and statistical analysis to upper level undergraduates. Provided feedback on statistical projects and instruction on APA style, results writing, SPSS operations, interpreting SPSS output, and Excel graphing techniques. Average Instructor Rating: none taken Undergraduate Research Methods Lab (1 credit, ) Lab Instructor for two courses: Responsibilities included instruction on research methods to undergraduates. Provided instruction on lab experiments, provided feedback on statistical assignments, and supervised the selection, design, and writing of a research proposal in APA style. Average Instructor Rating = 85%; Most recent course = 89% MENTORING EXPERIENCE I have mentored six graduate students and over 70 undergraduate research assistants, including two honors students conducting honors research projects. I also trained and supervised both undergraduate and graduate research assistants in collecting data from human participants, analyzing data, and developing new research projects. RESEARCH EXPERIENCE 2005-Present Post-Doctorate Research Associate Post-doc Advisor: Dr. Lili Sahakyan, Memory Lab ( University of North Carolina-Greensboro & Research supported by National Institute of Aging Lab Manager and Graduate Research Assistant Dissertation Co-advisor: Dr. Lili Sahakyan, Memory Lab, Research supported by National Institute of Aging Research Associate Research Supervisor: Dr. David A. Balota, Cognitive Lab, Washington University: English Lexicon Project ( Research supported by the National Science Foundation Lab Manager and Graduate Research Assistant Master s Advisor: Dr. Douglas Nelson, Memory Lab ( Research supported by National Institute of Mental Health 3

4 PUBLICATIONS First Author Publications: Goodmon, L.B. (2005). The influence of pre-existing memories on retrieval-induced forgetting. Dissertation Abstracts International B, 66/09, Goodmon, L.B., & Nelson, D.L. (2004). Strengthening the activation of unconscious memories. Memory & Cognition, 32(5), Second Author Publications: Nelson, D.L., Goodmon, L.B., & Akirmak, U. (2007). Implicitly activated memories are associated to general context cues. Memory & Cognition, 35(8), Nelson, D.L., Goodmon, L.B., & Ceo, D. (2007). How does delayed testing reduce the effects of implicit memory: Context infusion or cuing with context? Memory & Cognition, 35(5), Sahakyan, L., & Goodmon, L.B. (2007). The influence of directional associations on directed forgetting and interference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(6), Nelson, D.L., & Goodmon, L.B. (2003). Disrupting attention: The need for retrieval cues in working memory theories. Memory & Cognition, 31(1), Nelson, D.L., & Goodmon, L.B. (2002). Experiencing a word can prime its accessibility and its associative connections to related words. Memory & Cognition, 30(3), Third Author Publications: Nelson, D.L., Dyrdal, G.M., & Goodmon, L.B. (2005). What is strength? Predicting free association, similarity, and cued recall probabilities. Psychology Bulletin & Review, 12(4), Sahakyan, L., Delaney, P.F., & Goodmon, L.B. (accepted). Oh, honey, I already forgot that": Strategic control of directed forgetting in older and younger adults. Psychology of Aging MANUSCRIPTS IN PREP Goodmon, L.B., & Anderson, M.C. (in prep). On the role of semantic integration as a boundary condition on inhibitory processes in episodic retrieval. Nelson, D.L., & Goodmon, L.B. (in prep). Reducing the memory advantage of densely integrated associative networks; The role of context disruptions. Sahakyan, L., & Goodmon, L.B. (in prep). What makes things more forgettable/memorable in directed forgetting? 4

5 NATIONAL, REGIONAL, AND INTERNATIONAL CONFERENCE PRESENTATIONS Sahakyan, L., & Goodmon, L.B. (2008, March). Do we always "know" what we remember? The influence of the conscious and subconscious on memory. Panel discussion at the Festschrift for Distinguished Research Professor Douglas L. Nelson, held at the University of South Florida. Sahakyan, L., & Goodmon, L.B. (2006, November). Unconscious consequences of conscious forgetting. Symposium presented at the 47 th Annual Meeting of the Psychonomic Society, Houston, Texas. Goodmon, L.B., & Anderson M.C. (2006, July). Discriminating between the moderating or masking effects of semantic integration on retrieval-induced forgetting. Symposium presented at the 4 th International Conference on Memory (ICOM-4), Sydney, Australia. Sahakyan, L., & Goodmon, L.B. (2006, July). The impact of pre-existing associations in directed forgetting: The friends-to-foes hypothesis. Symposium presented at the 4th International Conference on Memory (ICOM-4), Sydney, Australia. Sahakyan, L., & Goodmon, L.B. (2006, March). How prior knowledge influences what we remember and what we forget. Paper presented at the 76th Meeting of the Eastern Psychological Association, Baltimore, MD. Goodmon, L.B., & Anderson M.C. (2006, February). Protection against forgetting: The benefits of semantic and episodic integration on retrieval-induced forgetting. North Carolina Cognitive Conference, Greensboro, NC. Sahakyan, L., & Goodmon, L.B. (2006, February). How semantic relationships influence integration in intentional forgetting. North Carolina Cognitive Conference, Greensboro, NC. Goodmon, L.B., & Anderson M.C. (2005, November). The influence of pre-existing memories on retrieval-induced forgetting. The 46 th Annual Meeting of the Psychonomic Society, Toronto, Canada. Sahakyan, L., & Goodmon, L.B. (2005, November). The influence of pre-existing associations on integration effects in directed forgetting. The 46 th Annual Meeting of the Psychonomic Society, Toronto, Canada. Sahakyan, L., & Goodmon, L.B. (2005, November). What makes things more forgettable in directed forgetting? The 46 th Annual Meeting of the Psychonomic Society, Toronto, Canada. Goodmon, L.B., & Anderson M.C. (2005, March). The influence of pre-existing associations on retrieval-induced forgetting. The First Convention of the Place of Inhibitory Processes in Cognition, Arlington, TX. 5

6 Goodmon, L.B., & Anderson M.C. (2005, April). The influence of pre-existing memories on retrieval-induced forgetting. The 4th Annual Graduate Student Research Symposium, Tampa, FL. Goodmon, L.B., Wilbanks, A.L., Julmeus, C., Del Gaizo, A., & Nelson, D.L. (2004, May). The effects of context disruption on implicitly activated memories. The Annual Convention of the American Psychological Society, Chicago, IL. Goodmon, L.B., & Nelson, D.L. (2002, November). The unconscious activation of unconscious memories. The Meeting of the Psychonomic Society, Kansas City, MO. Goodmon, L.B. (2002, February). The unconscious activation of unconscious memories. The First Annual Graduate Student Research Symposium, Tampa, FL. Goodmon, L.B., & Schneider, S. (2000, June). Goal framing, treatment efficacy, and perceived vulnerability in prevention and detection behaviors. The Annual Convention of the American Psychological Society, Miami, FL. Goodmon, L.B. (1999, March). The effects of social anxiety on the recall of public and private self-referent information. The Academy of Florida Scientists, Tampa, FL. RESEARCH IN PROGRESS 1. Protection from Forgetting: Exploration of the benefits of semantic integration (relatedness) in reducing unconscious or unintentional forgetting (retrieval-induced forgetting) and/or conscious or intentional forgetting (directed forgetting and Think/NoThink ); including the influence of direct and indirect associations, and other variables related to the associative structure of memory representations in long-term memory. 2. Extension of the memory model, Processing Implicit and Explicit Representations (PIER2) to account for factors that may enhance or reduce the influence of pre-existing memories in cued recall. 3. The specific role of context in forgetting: What specific parts of the memory representation are affected by context change induced by instructions to intentionally forget? 4. The effects of aging and context disruption on intentional forgetting. GRANTS R-15 grant - January, 2006: consultant directly involved in proposal and submission process of an R 15 grant with Principal Investigator, Dr. Lili Sahakyan, to the National Institute of Health to explore the influence of pre-existing knowledge structures on purposeful forgetting (priority score of 183). Revised and resubmitted. 6

7 SERVICE AND PROFESSIONAL MEMBERSHIP Poster Reviewer For: 2002 Annual Meeting of the American Psychological Society 2004 Annual Meeting of the American Psychological Society Member of the Association for Psychological Science Psychonomic Associate of the Psychonomic Society APPLIED SKILLS Computer Skills: Statistical Skills: Programming Skills: Web/Internet Skills: Proficient in use of Excel, Powerpoint, Word, and Adobe. ANOVA, MANOVA, Regression, Mathematical Modeling. E-prime, SuperLab, Excel Macros, SAS, SPSS, Statview, SuperAnova, Visual Basic Proficient in use of web-interface classroom formats including Blackboard, html and javascript Programming. Website: FOREIGN LANGUAGES German 7

8 PROFESSIONAL REFERENCES Dr. Michael Anderson Psychology Department 1227 University of Oregon Eugene, OR (541) Dr. Jane Noll 4202 East Fowler Avenue PCD 4118-G Tampa, FL (813) Dr. Rick Medlin Stetson University 421 North Woodland Boulevard DeLand, Florida Phone Number : rmedlin@stetson.edu Dr. Lili Sahakyan University of North Carolina Greensboro 296 Eberhart Building P.O. Box Greensboro, NC (336) L_sahaky@uncg.edu Dr. Douglas Nelson 4202 East Fowler Avenue PCD 4118-G Tampa, FL (813) dnelson@cas.usf.edu Dr. Dewey Rundus Computer Science & Engineering ENB East Fowler Avenue Tampa, FL (813) rundus@cse.usf.edu 8

Nathaniel L. Foster Department of Psychology St. Mary s College of Maryland St. Mary s City, MD (240)

Nathaniel L. Foster Department of Psychology St. Mary s College of Maryland St. Mary s City, MD 20686 (240) 895-4697 nlfoster@smcm.edu EDUCATION University of North Carolina at Greensboro, Greensboro,