Postdoctoral
Fellow,
University of California, San Diego
Department of Psychology
9500 Gilman Drive
La Jolla, CA
92093-0109
Office:
Mandler 4322
Phone: (858) 822-1840
Fax: (858) 534-7190
E-mail: scarpenter@ucsd.edu
Background
Ph.D., 2004
Colorado State University, Cognitive
Psychology
M. A., 2003 Colorado State University, Cognitive Psychology
B. S., 2000 University of
Southern Colorado, Psychology
(name changed to Colorado State University-Pueblo
in 2003)
Research
I am interested in theoretical, applied, and
historical perspectives on learning and memory. Currently, I am working
on several projects funded by the Institute
of Education Sciences to explore factors that can be readily
implemented in educational practice to optimize learning. Such factors
include testing (i.e., retrieval practice), spacing (i.e., distributed
practice), and timing of feedback (i.e., the delay-retention effect).
Collaborators on these projects include Hal Pashler (University of
California, San Diego), John
Wixted (University of California, San Diego), Doug Rohrer (University
of South Florida), Nicholas
Cepeda (York University), and Edward Vul (Massachusetts Institute
of Technology).
Publications
- Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (in press). The effects of tests on learning and forgetting. Memory & Cognition. Link
- Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin & Review, 14, 474-478. Link
- Wixted, J. T., & Carpenter, S. K. (2007). The Wickelgren power law and the Ebbinghaus savings function. Psychological Science, 18, 133-134. Link
- Carpenter, S. K., & Pashler, H. (2007). Testing beyond words: Using tests to enhance visuospatial map learning. Psychonomic Bulletin & Review, 14, 474-478. Link
- Carpenter, S. K., Pashler, H., Cepeda, N. J.,
& Alvarez, D. (2007). Applying the principles of testing and
spacing to classroom learning. In D. S. McNamara & J. G. Trafton
(Eds.), Proceedings of the 29th
Annual Cognitive Science Society (p. 19). Nashville, TN:
Cognitive Science Society.
- Carpenter, S. K., Pashler, H., & Vul, E. (2006). What types of learning are enhanced by a cued recall test? Psychonomic Bulletin & Review, 13, 826-830. Link
- Carpenter, S. K., & DeLosh, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative processing explanation of the testing effect. Memory & Cognition, 34, 268-276. Link
- Carpenter, S. K., & DeLosh, E. L. (2005). Application of the testing and spacing effects to name-learning. Applied Cognitive Psychology, 19, 619-636. Link
- Carpenter, S. K. (2005). Some neglected contributions of Wilhelm Wundt to the psychology of memory. Psychological Reports, 97, 63-73. Link
- Carpenter, S. K. (2002). Cognitive process perspectives on timesharing. In E. D. Heggestad, S. K. Carpenter, W. G. O'Shea, E. L. DeLosh, & B. A. Clegg, Timesharing: Its future implications for the Navy (pp. 25-34). Contract No. DAAH04-96-C-0086. Research Triangle Park, NC: U. S. Army Research Office.
Invited Talks
- Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2007, August). Applying the principles of testing and spacing to classroom learning. Paper presented at the Cognitive Science and Student Learning in the Classroom Symposium, Cognitive Science Society, Nashville, TN
- Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2006, April). Are tests effective at enhancing learning? Paper presented at the Cognition and Student Learning Symposium, American Educational Research Association, San Francisco, CA.
- Carpenter, S. K. (2004, April). Application of the testing and spacing effects to name-learning. Paper presented at the Ellis-Battig Memory Symposium, Rocky Mountain Psychological Association, Reno, NV.
Conference Presentations (with links to posters)
- Carpenter, S.
K., Pashler, H., Rohrer, D., & Cepeda, N. J. (2007, August). Does forced guessing cause one to learn
the wrong answer? Poster presented at the symposium on Memory
Dynamics and the Optimization of Instruction, American Psychological
Association, San Francisco, CA. Link
- Carpenter, S.
K., Pashler, H., Wixted, J. T., & Vul, E. (2007, June). Item characteristics and task conditions
that predict the rate of forgetting. Poster presented at the
annual meeting of the Institute of Education Sciences, Washington, DC. Link
- Carpenter, S.
K., Pashler, H., Wixted, J. T., & Vul, E. (2007, June). Facts, faces, and obscure places:
Individual and item characteristics that predict rate of forgetting. Poster
presented at the annual meeting of the Association for Psychological
Science, Washington, DC. Link
- Carpenter, S.
K., Pashler, H., Wixted, J. T., & Vul, E. (2007, January). The effects of tests on learning and
forgetting. Poster presented at the annual meeting of the
Temporal Dynamics of Learning Center, La Jolla, CA. Link
- Carpenter, S.
K., Pashler, H., & Vul, E. (2006, November). The effects of
test timing and feedback timing on the learning of obscure facts.
Poster presented at the annual meeting of the Psychonomic
Society, Houston, TX. Link
- Carpenter, S. K., & Pashler, H. (2006, November). Enhancing learning through retrieval practice: Can covert retrieval speed up visual and visuospatial learning? Paper presented at the annual meeting of the Psychonomic Society, Houston, TX.
- Carpenter, S. K., Pashler, H., & Vul, E. (2006, May). What types of learning are enhanced by a cued recall test? Poster presented at the annual meeting of the Association for Psychological Science, New York, NY. Link
- Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2005, November). The testing effect: Enhanced retention or attenuated forgetting? Poster presented at the annual meeting of the Psychonomic Society, Toronto, ON. Link
- Pashler, H., Carpenter, S. K., Rohrer, D., & Cepeda, N. J. (2005, November). Does being forced to guess make one learn the wrong answer? Paper presented at the annual meeting of the Psychonomic Society, Toronto, ON.
- Carpenter, S. K., & DeLosh, E. L. (2004, November). A multiple-cue hypothesis for the testing effect. Poster presented at the annual meeting of the Psychonomic Society, Minneapolis, MN. Link
- Carpenter, S. K. (2003, May). The role of item difficulty in the testing effect. Poster presented at the Triple Festschrift in honor of Lyle Bourne, Jr., Walter Kintsch, & Tom Landauer, Boulder, CO. Link
- Carpenter, S. K. (2003, April). Untangling the influences of cue effectiveness and item difficulty in the testing effect. Paper presented at the annual meeting of the Rocky Mountain Psychological Association, Denver, CO.
- Carpenter, S. K. (2003, April). Wundt's neglected contributions to the psychology of memory. Paper presented at the annual meeting of the Rocky Mountain Psychological Association, Denver, CO.
- Carpenter, S. K., & DeLosh, E. L. (2002, April). The role of retrieval strategy in memory for high- and low-frequency words. Poster presented at the annual meeting of the Rocky Mountain Psychological Association, Park City, UT. Link
Affiliations
- American Educational Research Association (member since 2006)
- American Psychological Association (affiliate since 1997, member since 2005)
- Association for Psychological Science (member since 2005)
- Psychonomic Society (member since 2007; associate member since 2005)