Neil W. Mulligan
Affiliations: | Psychology | University of North Carolina, Chapel Hill, Chapel Hill, NC |
Area:
Cognitive PsychologyGoogle:
"Neil Mulligan"Mean distance: 35622
Children
Sign in to add trainee| John Thomas West | grad student | UNC Chapel Hill (PsychTree) | |
| J. Annaliisa Powers | grad student | 2019- | UNC Chapel Hill, NC State |
| Jeffrey P. Lozito | grad student | 2007 | UNC Chapel Hill |
| Miri Besken | grad student | 2011 | UNC Chapel Hill |
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Publications
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| West JT, Mulligan NW. (2020) Investigating the replicability and boundary conditions of the mnemonic advantage for disgust. Cognition & Emotion. 1-21 |
| Picklesimer ME, Buchin ZL, Mulligan NW. (2019) The Effect of Retrieval Practice on Transitive Inference. Experimental Psychology. 66: 377-392 |
| Mulligan NW, Buchin ZL, West JT. (2019) Assessing why the testing effect is moderated by experimental design. Journal of Experimental Psychology. Learning, Memory, and Cognition |
| Buchin ZL, Mulligan NW. (2019) The testing effect under divided attention: Educational application. Journal of Experimental Psychology. Applied |
| Buchin ZL, Mulligan NW. (2019) Divided attention and the encoding effects of retrieval. Quarterly Journal of Experimental Psychology (2006). 1747021819847141 |
| West JT, Mulligan NW. (2019) Prospective metamemory, like retrospective metamemory, exhibits underconfidence with practice. Journal of Experimental Psychology. Learning, Memory, and Cognition |
| Mulligan NW, Smith SA, Buchin ZL. (2018) The generation effect and experimental design. Journal of Experimental Psychology. Learning, Memory, and Cognition |
| Buchin ZL, Mulligan NW. (2017) The Testing Effect Under Divided Attention. Journal of Experimental Psychology. Learning, Memory, and Cognition |
| Spataro P, Mulligan NW, Bechi Gabrielli G, et al. (2016) Divided attention enhances explicit but not implicit conceptual memory: an item-specific account of the attentional boost effect. Memory (Hove, England). 1-6 |
| Susser JA, Jin A, Mulligan NW. (2016) Identity priming consistently affects perceptual fluency but only affects metamemory when primes are obvious. Journal of Experimental Psychology. Learning, Memory, and Cognition. 42: 657-62 |