Leamarie Gordon, Ph.D.

Assistant Professor of Psychology

508-767-7514 Kennedy Memorial Hall - Room 145

Degrees Earned

Ph.D., Tufts University; Cognitive Psychology, 2015
M.A., University of Massachusetts, Dartmouth, Psychology, 2011
B.A., University of Massachusetts, Dartmouth, Psychology, 2009

Undergraduate Courses Taught

Introduction to Psychology
Research Seminar

Publications & Editorships

Shapiro, A. M., Sims-Knight, J., O’Rielly, G. V., Capaldo, P., Pedlow, T., Gordon, L. T., & Monteiro, K. (2017). Clickers can promote fact retention but impede conceptual understanding: The interaction between clicker use and pedagogy on learning. Computers & Education, 111, 44-59.

Gordon, L. T., & Thomas, A. K. (2017). The forward effects of testing on eyewitness memory: The tension between suggestibility and learning. Journal of Memory and Language, 95, 190-199.

Thomas, A. K., Chen, C., Gordon, L. T., & Tenbrink, T. (in press). Choose your words wisely: What verbal hesitation indicates about eyewitness accuracy. Applied Cognitive Psychology.

Gordon, L. T., Thomas, A. K., & Bulevich, J. B. (2015). Looking for answers in all the wrong places: How testing facilitates learning of misinformation. Journal of Memory and Language.

Gordon, L. T., & Thomas, A. K. (2014). Testing potentiates new learning in the misinformation paradigm. Memory & Cognition, 42, 186-197.

Gordon, L. T., & Soldan, A., Thomas, A. K., & Stern, Y. (2013). Normal aging reduces priming of unfamiliar visual objects at long repetition lags. Psychology & Aging, 28, 219-231.

Shapiro, A. M., & Gordon, L. T. (2013). Classroom clickers offer more than repetition: converging evidence for the testing effect and confirmatory feedback in clicker-assisted learning. Journal of Teaching and Learning with Technology, 2, 15-30.

Kershaw, T. C., Flynn, C.K., & Gordon, L.T. (2013). Multiple paths to transfer and constraint relaxation in insight problem solving. Thinking & Reasoning, 19, 96-136.

Gordon, L. T. & Shapiro, A. M. (2012). Priming correct information reduces the misinformation effect: Memory & Cognition, 40, 717-726.

Shapiro, A.M., & Gordon, L. T. (2012). A controlled study of clicker-assisted memory enhancement in college classrooms. Applied Cognitive Psychology, 26, 635-643.

Conferences

Bartek, V. A., Gordon, L. T., & Lloyd, M. E. (November, 2016). Retrieval Enhanced Suggestibility (RES) Effects After Text Encoding: The Impact of Perceptual Distinctiveness. Talk given at the           57th Annual Meeting of the Psychonomic Society.

Long, D. S., Belli, R. F., Thomas, A. K., & Gordon, L. T. (November, 2016). Reactivation of Event Memory Does Not Increase Memory Impairment Due to Misinformation. Poster presented at the 57th Annual Meeting of the Psychonomic Society.

Price, L., *Crockett, L., & Gordon, L. T. (March 2017). Can Mindful Meditation Enhance Eyewitness Memory? Poster presented at the 2017 Annual Meeting of the Eastern Psychological Association.

Presentations

Shapiro, A. M., Sims-Knight, J., Capaldo, P., O-Rielly, G., Pedlow, T., Gordon, L. T., & Monteiro, K. (April, 2014). The Benefits and Pitfalls of Learning with Classroom Clickers: A Large-Scale, Multidisciplinary, Empirical Study. Poster presented at the 2014 Annual Meeting of the American Educational Research Association. 

Cernasov, P., Gordon, L. T., Thomas, A. K., & Bulevich, J. B. (March, 2014). Endogenous and Exogenous Attention Direction in a Repeated Testing Misinformation Paradigm. Poster presented at the 2014 Annual Meeting of the Eastern Psychological Association. 

Lee, M., Chen, C., Gordon, L. T., Tenbrink, T., & Thomas, A. K. (November, 2013). Retrieval Enhances Certainty: Using Verbal Hesitation to Understand Retrieval Enhanced Suggestibility Effects. Poster presented at the 54th Annual Meeting of the Psychonomic Society. 

Gordon, L. T., Thomas, A. K., & Bulevich, J. B. (May, 2013). Testing Influences Attention and Processing of Misleading Information. Poster presented at the 25th Annual Convention of the Association for Psychological Science. 

Gordon, L. T., Thomas, A. K., & Bulevich, J. B. (November, 2012). Testing Potentiates New Learning in the Misinformation Paradigm. Poster presented at the 53rd Annual Meeting of the Psychonomic Society. 

Gordon, L. T., & Shapiro, A. M. (July, 2011). Coexistence in the Misinformation Effect: Support from an Activation-Based Memory Model. Poster presented at the 33rd Annual Meeting of the Cognitive Science Society. 

Gordon, L. T., & Shapiro, A. M. (May, 2011). Coexistence in False Memory. Poster presented at the 7th Annual Psi Chi Research Conference and the 2011 Office of Faculty Development Graduate Poster Session at the University of Massachusetts, Dartmouth. 

Shapiro, A. M. & Gordon, L. T. (March, 2011). Classroom Clickers Affect Memory Structure to Improve Learning. Poster presented at the 2011 Annual Meeting of the Eastern Psychological Society.

Grants and Awards

Outstanding Academic Scholarship Award (Doctoral Level) – Tufts University 2015

Innovations in Psychological Science Award – Tufts University 2015

Society for Teaching Psychology Award for Best Poster, EPA 2011 (Second Author) 2011

Best Graduate Student Poster, 7th Annual Psi Chi Research Conference, UMD 2011

Three Minute Thesis Competition, Finalist, UMD 2011

Scott J. Dickman Award, for future contribution to psychological research, UMD 2009

Best Poster Presentation-5th Annual Psi Chi Research Conference, UMD 2009

Professional Affiliations

American Educational Research Association

Association for Psychological Science

Cognitive Science Society

Eastern Psychological Association

International Association for Metacognition

Psi Chi

The Psychonomic Society