Putnam, A. L., & Roediger, H. L. (in press). Education and memory: Seven ways the science of memory can improve classroom learning. In J. T. Wixted (Ed.), The Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience. New York: Wiley.
Tauber, S. K., Witherby, A. E., Dunlosky, J., Rawson, K. A., Putnam, A. L., & Roediger, H. L. (in press). Does covert retrieval benefit learning of key term definitions? Journal of Applied Research in Memory and Cognition.
Putnam, A. L., Sungkhassettee, V., & Roediger, H. L. (2017). When misinformation improves memory: The effects of recollecting change. Psychological Science, 28, 36-46. [PDF]
Putnam, A. L., Sungkhassettee, V., & Roediger, H. L. (2016). Optimizing learning in college: Tips from cognitive psychology. Perspectives on Psychological Science, 11, 652-660. [PDF]
Putnam, A. L., Nestojko, J. F., & Roediger, H. L. (2016). Improving student learning: Two strategies to make it stick. In J. C. Horvath, J. Lodge, & J. A. C. Hattie (Eds.), From the laboratory to the classroom: Translating the science of learning for teachers (pp. 94-121). Oxford, U.K.: Routledge.
Putnam, A. L. (2015). Mnemonics in education: Current research and applications. Translational Issues in Psychological Science, 1, 130-139. [PDF]
Putnam, A. L., Wahlheim, C. N., & Jacoby, L. L. (2014). Memory for flip-flopping: Detection and recollection of political contradictions. Memory and Cognition, 42, 1198-1210. doi: 10.3758/s13421-014-0419-9 [PDF]
Putnam, A. L., Ozubko, J. D., MacLeod, C. M., & Roediger, H. L. (2014). The production effect in paired associate learning. Memory and Cognition, 42, 409-420. doi: 10.3758/s13421-013-0374-x [PDF]
Putnam, A. L., & Roediger, H. L. (2013). Does response mode affect amount recalled or the magnitude of the testing effect? Memory and Cognition, 41, 36–48. doi:10.3758/s13421-012-0245-x [PDF]
Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Advances in theory and research (pp. 1-36). Oxford: Elsevier. [PDF]
Peshkam, A., Mensink, M. C., Putnam, A. L., & Rapp, D. N. (2011). Warning readers to avoid irrelevant information: When being vague might be valuable. Contemporary Educational Psychology, 36, 219–231. doi:10.1016/j.cedpsych.2010.10.006 [PDF]
Tauber, S. K., Witherby, A. E., Dunlosky, J., Rawson, K. A., Putnam, A. L., & Roediger, H. L. (in press). Does covert retrieval benefit learning of key term definitions? Journal of Applied Research in Memory and Cognition.
Putnam, A. L., Sungkhassettee, V., & Roediger, H. L. (2017). When misinformation improves memory: The effects of recollecting change. Psychological Science, 28, 36-46. [PDF]
Putnam, A. L., Sungkhassettee, V., & Roediger, H. L. (2016). Optimizing learning in college: Tips from cognitive psychology. Perspectives on Psychological Science, 11, 652-660. [PDF]
Putnam, A. L., Nestojko, J. F., & Roediger, H. L. (2016). Improving student learning: Two strategies to make it stick. In J. C. Horvath, J. Lodge, & J. A. C. Hattie (Eds.), From the laboratory to the classroom: Translating the science of learning for teachers (pp. 94-121). Oxford, U.K.: Routledge.
Putnam, A. L. (2015). Mnemonics in education: Current research and applications. Translational Issues in Psychological Science, 1, 130-139. [PDF]
Putnam, A. L., Wahlheim, C. N., & Jacoby, L. L. (2014). Memory for flip-flopping: Detection and recollection of political contradictions. Memory and Cognition, 42, 1198-1210. doi: 10.3758/s13421-014-0419-9 [PDF]
Putnam, A. L., Ozubko, J. D., MacLeod, C. M., & Roediger, H. L. (2014). The production effect in paired associate learning. Memory and Cognition, 42, 409-420. doi: 10.3758/s13421-013-0374-x [PDF]
Putnam, A. L., & Roediger, H. L. (2013). Does response mode affect amount recalled or the magnitude of the testing effect? Memory and Cognition, 41, 36–48. doi:10.3758/s13421-012-0245-x [PDF]
Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Advances in theory and research (pp. 1-36). Oxford: Elsevier. [PDF]
Peshkam, A., Mensink, M. C., Putnam, A. L., & Rapp, D. N. (2011). Warning readers to avoid irrelevant information: When being vague might be valuable. Contemporary Educational Psychology, 36, 219–231. doi:10.1016/j.cedpsych.2010.10.006 [PDF]
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