Cognitive Psychology: Human Memory; Attention; Testing Effects; Metacognition.
Educational Psychology: Learning Strategies; Retrieval Practice; Prior Knowledge.
My research on human memory is broadly focused on applying cognitive principles to educational practice. I am particularly interested in retrieval-based learning and the testing effect, in which retrieval practice (e.g., recall, flashcards, practice questions, etc.) benefits later memory to a greater degree than more typical study-based strategies (e.g., restudying, rereading, copying, etc.). Specifically, my research examines: (1) how these memory modifying effects of retrieval are affected by divided attention/distraction; (2) the generalizability of retrieval-based learning across educationally-relevant factors (e.g., task complexity and prior knowledge); and (3) the indirect effects of testing on learning (e.g., taking a practice test on A will enhance the benefits from later restudy of A as well as later initial study of new material B).
Professor Buchin teaches courses in Cognitive Psychology, Attention and Memory, and Sensation and Perception.
Su, N., Buchin, Z. L., & Mulligan, N. W. (2020). Levels of retrieval and the testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47(4), 652-670. https://doi.org/10.1037/xlm0000962
Buchin, Z. L. & Mulligan, N. W. (2019). Divided attention and the encoding effects of retrieval. Quarterly Journal of Experimental Psychology, 72(10), 2474-2494. https://doi.org/10.1177/1747021819847141
Buchin, Z. L., & Mulligan, N. W. (2017). The testing effect under divided attention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(12), 1934-1947. https://doi.org/10.1037/xlm0000427
Academic credentialsB.S., James Madison University; M.A; Ph.D., University of North Carolina at Chapel Hill
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