Jason R. Finley
Find more at my personal website
About Dr. Finley
I am a cognitive psychologist and sentient assemblage of matter residing on planet Earth.
I received my Ph.D. from the University of Illinois at Urbana–Champaign in 2012, completed a postdoctoral research fellowship at Washington University in St. Louis, and taught for five years at Fontbonne University before joining SIUE.
My research interests include memory, metacognition, and the interplay of technology and the human mind. Of the qualities that characterize human beings, there are two that most interest him: (1) our ability to reflect on and direct our own thinking (metacognition), and (2) our ability to enhance ourselves through tools and use of the environment (offloading). My approach to research combines creativity and rigor, using a variety of methods (e.g., wearable cameras, archival records, laboratory experiments, online surveys, handheld counters). I have presented my work at the annual meetings of the Psychonomic Society, the American Psychological Association (APA), the Society for Applied Research in Memory and Cognition (SARMAC), the Cognitive Science Society, and the American Educational Research Association (AERA).
I have enjoyed teaching a variety of classes, including: introduction to psychology, cognitive psychology, research methods, statistics, senior research seminar (capstone), careers in psychology, controversial issues in psychology, and "Memory and the Human Experience" (an interdisciplinary class developed with the support of the National Endowment for the Humanities). I am a recipient of the Joan Goostree Stevens Excellence in Teaching Award from Fontbonne University. My teaching aims to spark a sense of wonder in students, and equip them with the skills to think better and become better people.
I am a proud LGBTQIA ally and member of the Queer Faculty and Staff Association at SIUE. A native of southern California (alumnus of UCLA), I enjoy birdwatching and video games.
Publications
Finley, J. R., & Naaz, F. (2022). Strategic use of internal and external memory in everyday life: Episodic, semantic, procedural, and prospective purposes. Memory, 31(1), 108-126. https://doi.org/10.1080/09658211.2022.2126858
Tullis, J. G., & Finley, J. R. (2021). What characteristics make self-generated memory cues effective over time? Memory, 29(10), 1308-1319. https://doi.org/10.1080/09658211.2021.1979585
Finley, J. R., Wixted, J. T., & Roediger, H. L. (2020). Identifying the guilty word: Simultaneous versus sequential lineups for DRM word lists. Memory & Cognition, 48(6), 903-919. https://doi.org/10.3758/s13421-020-01032-6
Finley, J. R., Naaz, F., & Goh, F. W. (2018). Memory and technology: How we use information in the brain and the world. Springer. https://doi.org/10.1007/978-3-319-99169-6
Tullis, J. G., & Finley, J. R. (2018). Self-generated memory cues: Effective tools for learning, training, and remembering. Policy Insights from the Behavioral and Brain Sciences.
Finley, J. R., Sungkhasettee, V., Roediger, H. L., & Balota, D. A. (2017). Relative contributions of semantic and phonological associates to over-additive false recall in hybrid DRM lists. Journal of Memory and Language, 93, 154-168. https://doi.org/10.1016/j.jml.2016.07.006
Agarwal, P. K., Finley, J. R., Rose, N. S., & Roediger, H. L. (2016). Benefits from retrieval practice are greater for students with lower working memory capacity. Memory.
Finley, J. R., Roediger, H. L., Hughes, A. D., Wahlheim, C. N., & Jacoby, L. L.
(2015). Simultaneous versus sequential presentation in testing recognition memory for faces. American Journal of Psychology, 128(2), 173-195. https://doi.org/10.5406/amerjpsyc.128.2.0173
Finley, J. R., Benjamin, A. S., & McCarley, J. S. (2014). Metacognition of multi-tasking: How well do we predict the costs of divided attention? Journal of Experimental Psychology: Applied, 20(2), 158-165.
Nestojko, J. F., Finley, J. R., & Roediger, H. L. (2013). Extending cognition to external agents. Psychological Inquiry, 24(4), 321-325. https://doi.org/10.1080/1047840X.2013.844056
Tullis, J. G., Finley, J. R., & Benjamin, A. S. (2013). Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval. Memory & Cognition, 41(3), 429-442.
Finley, J. R., & Benjamin, A., S. (2012). Adaptive changes in encoding strategy with experience: Evidence from the test expectancy paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(3), 632-652. https://doi.org/10.1037/a0026215
Finley, J. R., Brewer, W. F., & Benjamin, A. S. (2011). The effects of end-of-day picture review and a sensor-based picture capture procedure on autobiographical memory using SenseCam. Memory, 19(7), 796-807. https://doi.org/10.1080/09658211.2010.532807
Finley, J. R., Benjamin, A. S., Hays, M. J., Bjork, R. A., & Kornell, N. (2011). Benefits of accumulating versus diminishing cues in recall. Journal of Memory and Language, 64, 289-298. https://doi.org/10.1016/j.jml.2011.01.006
Borgman, C. L., Smart, L. J., Millwood, K. A., Finley, J. R., Champeny, L., Gilliland, A. J., & Leazer, G. H. (2005). Comparing faculty information seeking in teaching and research: implications for the design of digital libraries. Journal of the American Society for Information Science and Technology, 56(6), 636-657.
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