Lauren Richmond, Ph.D.
Temple University (2013) Assistant Professor Cognitive Science
Dr. Lauren Richmond will not be reviewing graduate student applications for the 2023-2024 academic year.
Office: Psychology B-342
Phone: (631) 632-7832
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.
Italics represent student authors
Richmond, L. L., Burnett, L. B., Morrison, A. B., & Ball, B. H. (2021). Performance on the processing portion of complex working memory span tasks is related to working memory capacity estimates. Behavior Research Methods. https://doi.org/10.3758/s13428-021-01645-y
Chen, A., Clouston, S., Kritikos, M., Richmond, L., Meliker, J., Mann, F., Santiago-Michels, S., Pellecchia, A. C., Carr, M. A., Kuan, P. F., Bromet, E. J., & Luft, B. J. (2021). A deep learning approach for monitoring parietal-dominant Alzheimer's disease in World Trade Center responders at midlife. Brain communications, 3(3), fcab145. https://doi.org/10.1093/braincomms/fcab145
Clouston, S. A. P., Richmond, L. L., Scott, S. B., Luhmann, C., Natale, G., Hanes, D., Zhang, Y., & Smith, D. M. (2020).
Pattern recognition to objectively differentiate the etiology of cognitive decline:
Analysis of the impact of stroke and Alzheimer’s disease. Neuroepidemiology, 54(6), 446-453. https://doi.org/10.1159/000510133
Morrison, A. B. & Richmond, L. L. (2020). Offloading items from memory: Individual differences in cognitive offloading in a short-term memory task. Cognitive Research: Principles and Implications, 5(1).
Richmond, L. L., Scott, S. B. & Levy, S. R. (2019). Superagers and ageism. In D. Gu, & Dupre, M. E. (Eds.) Encyclopedia of Gerontology and Population Aging (pp. 1-3).
Richmond, L. L., Sargent, J. Q., Flores, S., & Zacks, J. M. (2018). Age differences in spatial memory for mediated environments. Psychology & Aging, 33(6), 892-903.
Richmond, L. L., & Zacks, J. M. (2018). Event perception. In D. S. Dunn (Ed.) Oxford Bibliographies in Psychology. New York, NY: Oxford University Press.
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.) TheEncyclopedia 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.
Richmond, L. L., Wolk, D., Chein, J., & Olson, I. R. (2014). Transcranial direct current stimulation (tDCS) enhances verbal working memory training performance over time and near transfer outcomes. Journal of Cognitive Neuroscience, 26(11), 2443-2454.
Giovannetti, T., Richmond, L. L., Seligman, S., Seidel, G., Imapietro, M., Seter, C., Bettcher, 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.
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.