Articles

Manuscripts in preparation

Forrin, N. D., & MacLeod, C. M. (2019). When prior experience is detrimental to contingency learning: Latent inhibition and proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition. Revise and resubmit.

Forrin, N. D., Mills, C., D’Mello, S., Risko, E. F., Smilek, D. & Seli, P. (2019). TL;DR: Longer sections of text increase rates of unintentional mind-wandering. Journal of Experimental Education. Revise and resubmit.

Forrin, N. D., Huynh, A. C., Smith, A. C., Cyr, E. N., McLean, D., Siklos-Whillans, J., Risko, E. F., Smilek, D., & MacLeod, C. M. (2019). Attention contagion in the classroom. Manuscript in preparation. (Near-final draft available upon request.)

Caron., E. E., Hicks, L., Smilek, D., & Forrin, N. D. (2019). Performance anticipation reduces memory for pre-performance information in the classroom. Manuscript in preparation.

Roberts, B. R. T., Forrin, N. D., McLean, D., & MacLeod, C. (2019). Contingency learning declines with increasing numbers of stimuli on the response-irrelevant dimension. Manuscript in preparation.

Published articles

Forrin, N. D., Ralph, B. C., Dhaliwal, N. K., Smilek, D., & MacLeod, C. M. (2019). Wait for it… performance anticipation reduces recognition memory. Journal of Memory and Language. doi: 10.1016/j.jml.2019.104050.

Forrin, N. D., Risko, E. F., & Smilek, D. (2019). On the relation between reading difficulty and mind-wandering: A section-length account. Psychological Research, 83, 485-497.

Forrin, N. D., Risko, E. F., & Smilek, D. (2018). In the eye of the beholder: Evaluative context modulates mind-wandering. Acta Psychologica, 185, 172-179.

Forrin, N. D., & MacLeod, C.M. (2018a). Contingency proportion systematically influences contingency learning. Attention, Perception, & Psychophysics, 80, 155-165.

Forrin, N. D., & MacLeod, C.M. (2018b). Cross-modality translations improve recognition by reducing false alarms. Memory, 26, 53-58.

Forrin, N. D., & MacLeod, C.M. (2018c). This time it’s personal: The memory benefit of hearing oneself. Memory, 26, 574-579.

Forrin, N. D., & MacLeod, C.M. (2017). Relative speed of processing determines color–word contingency learning. Memory & Cognition, 45, 1206-1222.

Forrin, N. D., Groot, B., & MacLeod, C. M. (2016). The d-Prime directive: Assessing costs and benefits in recognition by dissociating mixed-list false alarm rates. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1090-1111.

Forrin, N. D., & MacLeod, C. M. (2016). Auditory presentation at test does not diminish the production effect in recognition. Canadian Journal of Experimental Psychology, 70, 116-124.

Forrin, N. D., & MacLeod, C. M. (2016). Order information is used to guide recall of long lists: Further evidence for the item-order account. Canadian Journal of Experimental Psychology, 70, 125-138.

Forrin, N. D., Jonker, T. R., & MacLeod, C. M. (2014). Production improves memory equivalently following elaborative vs non-elaborative processing. Memory, 22, 470-480.

Forrin, N. D., Ozubko, J. D., & MacLeod, C. M. (2012). Widening the boundaries of the production effect. Memory & Cognition, 40, 1046-1055.

MacLeod, C. M., Pottruff, M. M., Forrin, N. D., & Masson, M. E. J. (2012). The next generation: The value of reminding. Memory & Cognition, 40, 693-702.