Joseph D. Stephens
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- School: North Carolina Agricultural & Technical State University
- Campus:
- Department: Psychology
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Location:
1601 E Market St
Greensboro, NC - 27411 - Dates at North Carolina Agricultural & Technical State Univ: -
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Biography
North Carolina Agricultural & Technical State University - Psychology
Associate Professor of Psychology at North Carolina A&T State University
Higher Education
Joseph "Beau"
Stephens
Greensboro, North Carolina
Expertise in cognitive science/cognitive neuroscience.
Experience
Wake Forest University
Visiting Assistant Professor of Psychology
Joseph worked at Wake Forest University as a Visiting Assistant Professor of Psychology
North Carolina A&T State University
Assistant Professor of Psychology
Joseph worked at North Carolina A&T State University as a Assistant Professor of Psychology
North Carolina A&T State University
Associate Professor of Psychology
Joseph worked at North Carolina A&T State University as a Associate Professor of Psychology
The Ohio State University
Postdoctoral Researcher
Worked in the laboratory of professor Mark Pitt (Psychology).
Education
Carnegie Mellon University
Ph.D.
Psychology (Cognitive Neuroscience)
Dissertation titled "The role of learning in audiovisual speech perception" Dissertation committee: Lori Holt (advisor), James McClelland, Brian MacWhinneyIndiana University Bloomington
B.A.
Germanic Studies
Year-long overseas study in Freiburg, Germany (1998-1999) Conducted research with professors Rex Sprouse (Germanic Studies, 1997-1998) and Richard Shiffrin (Psychology, 1999-2000)
Publications
Modeling age differences in effects of pair repetition and proactive interference using a single parameter
Psychology and Aging
In this article, we apply the REM model (Shiffrin & Steyvers, 1997) to age differences in associative memory. Using Criss and Shiffrin’s (2005) associative version of REM, we show that in a task with pairs repeated across 2 study lists, older adults’ reduced benefit of pair repetition can be produced by a general reduction in the diagnosticity of information stored in memory. This reduction can be modeled similarly well by reducing the overall distinctiveness of memory features, or by reducing the accuracy of memory encoding. We report a new experiment in which pairs are repeated across 3 study lists and extend the model accordingly. Finally, we extend the model to previously reported data using the same task paradigm, in which the use of a high-association strategy introduced proactive interference effects in young adults but not older adults. Reducing the diagnosticity of information in memory also reduces the proactive interference effect. Taken together, the modeling and empirical results reported here are consistent with the claim that some age differences that appear to be specific to associative information can be produced via general degradation of information stored in memory. The REM model provides a useful framework for examining age differences in memory as well as harmonizing seemingly conflicting prior modeling approaches for the associative deficit.
Modeling age differences in effects of pair repetition and proactive interference using a single parameter
Psychology and Aging
In this article, we apply the REM model (Shiffrin & Steyvers, 1997) to age differences in associative memory. Using Criss and Shiffrin’s (2005) associative version of REM, we show that in a task with pairs repeated across 2 study lists, older adults’ reduced benefit of pair repetition can be produced by a general reduction in the diagnosticity of information stored in memory. This reduction can be modeled similarly well by reducing the overall distinctiveness of memory features, or by reducing the accuracy of memory encoding. We report a new experiment in which pairs are repeated across 3 study lists and extend the model accordingly. Finally, we extend the model to previously reported data using the same task paradigm, in which the use of a high-association strategy introduced proactive interference effects in young adults but not older adults. Reducing the diagnosticity of information in memory also reduces the proactive interference effect. Taken together, the modeling and empirical results reported here are consistent with the claim that some age differences that appear to be specific to associative information can be produced via general degradation of information stored in memory. The REM model provides a useful framework for examining age differences in memory as well as harmonizing seemingly conflicting prior modeling approaches for the associative deficit.
A positive generation effect on memory for auditory context
Psychonomic Bulletin & Review
Self-generation of information during memory encoding has large positive effects on subsequent memory for items, but mixed effects on memory for contextual information associated with items. A processing account of generation effects on context memory (Mulligan in Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(4), 838–855, 2004; Mulligan, Lozito, & Rosner in Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(4), 836–846, 2006) proposes that these effects depend on whether the generation task causes any shift in processing of the type of context features for which memory is being tested. Mulligan and colleagues have used this account to predict various negative effects of generation on context memory, but the account also predicts positive generation effects under certain circumstances. The present experiment provided a critical test of the processing account by examining how generation affected memory for auditory rather than visual context. Based on the processing account, we predicted that generation of rhyme words should enhance processing of auditory information associated with the words (i.e., voice gender), whereas generation of antonym words should have no effect. These predictions were confirmed, providing support to the processing account.
Positions
Psychonomic Society
Associate Member
urn:li:fs_position:(ACoAAAA1YmUBNBpDOJ7Sx2Dxp-IZTidJfemc9_s,24686775)
Psychonomic Society
Associate Member
urn:li:fs_position:(ACoAAAA1YmUBNBpDOJ7Sx2Dxp-IZTidJfemc9_s,24686775)
Psychonomic Society
Associate Member
urn:li:fs_position:(ACoAAAA1YmUBNBpDOJ7Sx2Dxp-IZTidJfemc9_s,24686775)
Psychonomic Society
Associate Member
urn:li:fs_position:(ACoAAAA1YmUBNBpDOJ7Sx2Dxp-IZTidJfemc9_s,24686775)
Psychonomic Society
Associate Member
urn:li:fs_position:(ACoAAAA1YmUBNBpDOJ7Sx2Dxp-IZTidJfemc9_s,24686775)
Psychonomic Society
Associate Member
urn:li:fs_position:(ACoAAAA1YmUBNBpDOJ7Sx2Dxp-IZTidJfemc9_s,24686775)
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- Joseph Stephens
North Carolina Agricultural & Technical State Univ - Psychology