Dr. Lloyd studies how most of us have a memory that is efficient and effective, we just do not always realize it.
The embarrassing experience of waving to a "friend" at a store or on campus only to realize that it is a stranger has happened to just about everyone. My research is aimed at understanding the factors that make this sort of memory error more likely to happen and the ways that it can be avoided. To study these questions, I use a laboratory memory task in which participants study a list of items and then take a test. By changing the kind of information that is studied (often words versus pictures) and the types of tricky items on the test (easy or difficult), I am able to systematically study the way that memory works. Currently, this work is done with college age students, but I have recently begun a collaboration with Dr. Amy Learmonth from William Patterson University to study these questions in preschool aged children.
I am a faculty for the pioneering certificate programs in Data Visualization and Analysis at Seton Hall University, due to my interests in human
memory. In one of my papers, I investigated how changing from auditory to visual stimuli impacted memory decisions. I have also done work on the development of memory for visual information, finding that there is an increase from age 4 to 6 in the ability to remember accurately how things are put together. I teach topics crucial to data visualization and analysis, namely, perception, cognition, research design and statistics.
I have been teaching in the Department of Psychology at Seton Hall University since 2006. Prior to my arrival, I was a postdoctoral fellow at Temple University for one year after receiving my Ph.D. in Cognitive Psychology in 2005. In addition to frequently teaching statistics and research methods in the department, I also teach the CORE 1101 Journey of Transformation course and supervise master's theses in our M.S. Experimental Psychology program.
- Ph.D., SUNY at Binghamton, 2005
- M.S., SUNY at Binghamton, 2003
- B.S., Youngstown State University, 2000
- University Research Council Award, 2009, Seton Hall University
- Memory Binding in Early Childhood: Evidence for a Retrieval Deficit
Child Development, 80(5), 1321-1328.,
- Implicit Memory in Childhood: Reassessing Developmental Invariance (book chapter)
In "The Development of Memory in Infancy and Childhood", 2nd ed., M. Courage & N. Cowan (Eds.), Psychology Press, 93-114,
- When Modality Matters: Perceptual Versus Conceptual Fluency Based Illusions in Recognition Memory
Journal of Memory and Language, 58(4),1080-1094.,
- Familiarity From Orthographic Information: Extensions of the Recognition Without Identification Effect
Memory & Cognition, 35, 107-112.,
- Metacognitive Influences in Recognition Memory: Pictorial Encoding Reduces Conjunction Errors
Memory and Cognition, 35, 1067-1073.,