Resume

• 2005

  Psychonomic Society

  Fellow

  Association for Psychological Science

  Association for the Teaching of Psychology

  Doctor of Philosophy (Ph.D.)

  Dissertation titled \"Optimizing Multiple-choice Tests as Learning Events\" \nAwarded the Joseph A. Gingerelli Distinguished Dissertation Award from the UCLA Department of Psychology and received an Honorable Mention for the James McKeen Cattell Award for Outstanding Dissertation in Psychology from The New York Academy of Sciences\n\nTaught Introduction to Psychology

  Cognitive Psychology

  and a seminar titled \"Why We Remember and Why We Forget: Educational Applications of Memory Research.\"\nChosen as a Collegium of University Teaching Fellow and awarded the Shepherd Ivory Franz Distinguished Teaching Assistant Award from the UCLA Department of Psychology

  Psychology (Cognitive)

  University of California

  Los Angeles

• 1999

  Bachelor of Arts (B.A.)

  Psychology

  Circle K

  University of California

  Berkeley

• 128

  Bjork

  E. L.

  Soderstrom

  N.

  & Little

  J. L. (2015). Can multiple-choice testing induce desirable difficulties? Evidence from the laboratory and the classroom. American Journal of Psychology

  229-239.

• 43

  Habitat for Humanity Saint Louis

  Volunteer

  Higher Education

  Public Speaking

  Microsoft Excel

  Academic Writing

  University Teaching

  Educational Psychology

  Literature Reviews

  Teaching

  SPSS

  Research Design

  Experimental Analysis

  Quantitative Research

  Research

  Psychology

  Experimental Design

  Qualitative Research

  Lecturing

  Cognitive Psychology

  Theory

  Little

  J. L.

  & McDaniel

  M. A. (2015). Metamemory monitoring and control following retrieval-practice for text. Memory & Cognition

  85-98. doi: 10.3758/s13421-014-0453-7

  Wahlheim

  C. N.

  McDaniel

  M. A.

  & Little

  J. L. (2016). Category learning strategies in younger and older adults: Rule abstraction and memorization. Psychology and Aging

  in press

  Little

  J. L.

  & Bjork

  E. L. (2015). Optimizing multiple-choice tests as tools for learning. Memory & Cognition

  14-26. doi: 10.3758/s13421-014-0452-8

  Little

  J. L.

  & McDaniel

  M. A. (2015). Individual differences in category learning: Memorization versus rule-abstraction. Memory & Cognition

  283-297. doi: 10.3758/s13421-014-0475-1

  Little

  Jeri

  Hillsdale College

  California State University - East Bay

  Washington University in St. Louis

  Hayward

  CA

  Assistant Professor Of Psychology

  California State University - East Bay

  Washington University in St. Louis

  Hillsdale College

  Hillsdale

  MI

  Assistant Professor

  Hayward

  CA

  Assistant Professor Of Psychology

  California State University - East Bay

• 23

  Little

  J. L.

  Bjork

  E. L.

  Bjork

  R. A.

  Angello

  G. (2012). Multiple-choice tests exonerated

  at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting. Psychological Science

  1337-1344.

  Little

  J. L.

  & Bjork

  E. L. (2016). Multiple-choice pretesting potentiates learning of related information. Memory & Cognition

  in press.

• 19

  Little

  J. L.

  Storm

  B. C.

  & Bjork

  E. L. (2011). The costs and benefits of testing text materials. Memory

  346-359.

• 3

  Bjork

  E. L.

  Little

  J. L.

  & Storm

  B. C. (2014). Multiple-choice testing as a desirable difficulty in the classroom. Journal of Applied Research in Memory and Cognition

  165-170. doi: 10.1016/j.jarmac.2014.03.002

• 1

  Little

  J. L.

  & McDaniel

  M. A. (2015). Some learners abstract

  others memorize examples: Implications for education. Translational Issues in Psychological Science

  158-169.