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Hillary Grey Mullet, Ph.D. - Publications

Affiliations: 
Psychology Duke University, Durham, NC 
Area:
Memory
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8 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2015 Mullet HG, Marsh EJ. Correcting false memories: Errors must be noticed and replaced. Memory & Cognition. PMID 26576564 DOI: 10.3758/S13421-015-0571-X  0.667
2014 Mullet HG, Umanath S, Marsh EJ. Recent study, but not retrieval, of knowledge protects against learning errors. Memory & Cognition. 42: 1239-49. PMID 24972561 DOI: 10.3758/S13421-014-0437-7  0.662
2014 Harrison TL, Mullet HG, Whiffen KN, Ousterhout H, Einstein GO. Prospective memory: effects of divided attention on spontaneous retrieval. Memory & Cognition. 42: 212-24. PMID 24046252 DOI: 10.3758/S13421-013-0357-Y  0.679
2013 Mullet HG, Scullin MK, Hess TJ, Scullin RB, Arnold KM, Einstein GO. Prospective memory and aging: evidence for preserved spontaneous retrieval with exact but not related cues. Psychology and Aging. 28: 910-22. PMID 24364398 DOI: 10.1037/A0034347  0.69
2013 Shelton JT, Cahill MJ, Mullet HG, Scullin MK, Einstein GO, McDaniel MA. Resource depletion does not influence prospective memory in college students. Consciousness and Cognition. 22: 1223-30. PMID 24021851 DOI: 10.1016/J.Concog.2013.08.008  0.684
2013 Goswick AE, Mullet HG, Marsh EJ. Suggestibility From Stories: Can Production Difficulties and Source Monitoring Explain a Developmental Reversal? Journal of Cognition and Development. 14: 607-616. DOI: 10.1080/15248372.2012.710864  0.603
2012 Einstein GO, Mullet HG, Harrison TL. The Testing Effect: Illustrating a Fundamental Concept and Changing Study Strategies Teaching of Psychology. 39: 190-193. DOI: 10.1177/0098628312450432  0.657
2012 Mullet HG, Butler AC, Verdin B, von Borries R, Marsh EJ. Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately Journal of Applied Research in Memory and Cognition. 3: 222-229. DOI: 10.1016/J.Jarmac.2014.05.001  0.609
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