Lauren Richmond, Ph.D.
Temple University (2013) Assistant Professor Cognitive Science Dr. Richmond plans to admit a new graduate student pending approval of funding.
Everyday cognition, individual differences, working memory, aging, intervention.
Dr. Richmond’s research broadly examines everyday cognition and individual differences in the ability to successfully navigate the cognitive challenges encountered in everyday life. Dr. Richmond looks at both individual differences within samples of healthy younger adults as well as how the ability to solve everyday challenges might change with age. One major goal of this work is to develop interventions and/or identify cognitive strategies that could help people better remember events from their everyday lives and perform everyday activities. This is a particularly salient issue in aging populations, as older adults who exhibit difficulties in carrying out activities of daily living often require some level of caregiving, either by a family member or by moving to an assisted living center. Many older adults would prefer to continue living independently as long as they are able, so interventions and/or strategies that improve their ability to carry out everyday activities of daily living may serve to prolong independence in old age. Two current foci of research are discussed in more detail below.
Perceptual Support for Everyday Event Processing: Prior work has shown that the more normatively one parses an ongoing event the better memory for that event tends to be. This current project aims to support normative event parsing by embedding subtle perceptual cues at normative breakpoints in order to investigate: (a) whether exposure to these subtle cues encourages more normative parsing of unedited materials and (b) whether everyday events presented with subtle cues embedded at normative breakpoints are better remembered compared to unedited materials.
Individual Differences in Cognitive Offloading: Many of us engage in offloading in daily life; whenever we program an appointment into our online calendar or take a grocery list to the store, we are relying on an external source to support the ability to efficiently carry out a necessary task. However, there are also large individual differences in the extent to which we might do this: some people are married to their electronic calendar or date book, whereas others are better able to remember the dates, times and locations of daily appointments without the use of a calendar. Moreover, if one chooses to use an online calendar, the appointments need to be programmed in correctly in the first place in order to be helpful! In this work, we are examining how one’s memory ability and memory load might interact to produce offloading behavior, and whether offloading is indeed beneficial for memory.
Italics represent student authors
Richmond, L. L., Sargent, J. Q., Flores, S., & Zacks, J. M. (In press). Age differences in spatial memory for mediated environments. Psychology & Aging.
Richmond, L. L., & Zacks, J. M. (2017). Constructing experience: Event models from perception to action. Trends in Cognitive Sciences, 21(12), 962-980 .
Richmond L. L, Gold, D. A., & Zacks, J. M. (2017). Event perception: Translations and applications. Journal of Applied Research in Memory and Cognition, 6(2), 111-120 .
Wahlheim, C. N., Ball, B. H., & Richmond, L. L. (2017). Adult age differences in production and monitoring in dual-list free recall. Psychology and Aging, 32(4), 338-353 .
Wahlheim, C. N, Richmond, L. L., Huff, M. J., & Dobbins, I. G. (2016). Characterizing adult age differences in the initiation and organization of retrieval: A further investigation of retrieval dynamics in dual-list free recall. Psychology and Aging, 31(7), 786-797 .
Richmond, L. L. (2016). Memory training. In S. K. Whitbourne (Ed.) The Encyclopedia of Adulthood and Aging. Malden, Oxford: John Wiley & Sons, Inc.
Richmond, L. L., Redick, T. S., & Braver, T. S. (2015). Remembering to prepare: The benefits (and costs) of high working memory capacity. Journal of Experimental Psychology: Learning, Memory and Cognition, 41(6), 1764-1777 .
DiMenichi, B. C., & Richmond, L. L. (2015). Reflecting on past failures leads to increased perseverance and sustained attention. Journal of Cognitive Psychology, 27(2), 180-193 .
Richmond, L. L., Wolk, D., Chein, J., & Olson, I. R. (2014). Transcranial directcurrent stimulation (tDCS) enhances verbal working memory training performance over time and near transfer outcomes. Journal of Cognitive Neuroscience, 26(11), 2443-2454 .
Richmond, L. L., Wolk, D. A., Coslett, H. B., Vyas, G., & Olson, I. R. (2013). Repeated daily exposure to direct current stimulation does not result in sustained or notable side effects. Brain Stimulation, 6(6), 974-976 .
Giovannetti, T. , Richmond, L. L., Seligman, S., Seidel, G., Imapietro, M., Seter, C., Bettcher,B. M., & Libon, D. J. (2013). A neuropsychological process approach to everyday action assessment. In L. Ashendorf, R. Swenson, D. Libon (Eds.) The Boston Process Approach to Neuropsychological Assessment: A Practitioner’s Guide (pp. 355-379). New York, NY: Oxford.
Richmond, L. L., Thorpe, M., Berryhill, M. E., Klugman, J., & Olson, I. R. (2013).Individual differences in autistic trait load in the general population predicts visual working memory performance. Quarterly Journal of Experimental Psychology, 66(6), 1182-1195 .
Berryhill, M. E., Richmond, L. L., Shay, C. S., & Olson, I. R. (2012). Shifting attention among working memory representations: Testing cue type, awareness, and strategic control. Quarterly Journal of Experimental Psychology, 65(3), 426-438.
Richmond, L. L., Morrison, A., Chein, J., & Olson, I. R. (2011). Working memory training & transfer in older adults. Psychology and Aging, 26(4), 813-822 .