Dr. Jason Finley

Assistant Professor

(314) 719-3610
Office: East Building 310A

Education:

Ph.D.   University of Illinois at Urbana-Champaign, 2012, Psychology

MS       University of Illinois at Urbana-Champaign, 2010, Psychology

BS        University of California, Los Angeles, 2003, Cognitive Science

 

Research Area/ Scholarly Interest:

Dr. Finley’s research interests concern the limitations of human cognition, particularly learning and memory, and how those can be overcome by improving metacognition (thinking about our own thinking) and/or by offloading aspects of cognition onto the environment. His research explores these two complementary approaches to understanding and improving the shifting interplay between our minds and our technology.

 

Recent Publications:

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.

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.

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.

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.

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.

Finley, J. R., Tullis, J. G., & Benjamin, A. S. (2010). Metacognitive control of learning and remembering. In M. S. Khine & I. Saleh (Eds.), New science of learning: cognition, computers and collaboration in education. Springer.

Finley, J. R. (2008, October). Hot Spots Near You: Mildred E. Mathias Botanical Garden, Los Angeles, CA.

Finley, J. R. (2006). Hail to the Birds of Westwood. Western Tanager (Los Angeles Audubon Society), 72(7), 1-3.Birder’s World.

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.

Methot, L. M., & Finley, J. R. (2003). The UCLA AstroBiology Society: the first student-run astrobiology organization. Astrobiology, 3(2), 249-250.

 

Conference Presentations:

Finley, J. R., & Brewer, W. F. (2013, November). Evolution of Research Topics in Experimental Psychology: 50 Years of Psychonomic Session Titles. Poster presented at the annual meeting of the Psychonomic Society, Toronto, Canada.

Brewer, W. F., & Finley, J. R. (2013, November). Errors in Autobiographical Memory: Evidence From a Wearable Camera. Talk presented at the annual meeting of the Psychonomic Society, Toronto, Canada.

Hays, M. J., & Finley, J. R. (2013, November). Computerized Hints Can Optimize Recall: Difficulty and Duration. Poster presented at the annual meeting of the Psychonomic Society, Toronto, Canada.

Finley, J. R. (2013, October). Unlocking the Secrets of Hypermnesia. Cognitive Talk Series, Department of Psychology, University of Illinois at Urbana-Champaign.

Finley, J. R. (2013, April). Effect Size Tutorial: Cohen’s d and Omega-squared. Presentation given to Memory Lab and Memory & Cognition Lab, Department of Psychology, Washington University in St. Louis.

Finley, J. R., & Brewer, W. F. (2011, August). The Accuracy and Completeness of Recollective Memory. Presentation given at the 5th International Conference on Memory, York, UK.

Finley, J. R., & Fraundorf, S. H. (2010, April). Signal Detection Theory & Multi-Level Modeling: When “Accuracy” Isn’t Always Accurate. Presentation given to Multilevel Modeling Reading Group, Department of Psychology, University of Illinois at Urbana-Champaign.

Finley, J. R., Brewer, W. F., & Benjamin, A. S. (2008, November). SenseCam and Autobiographical Memory. Poster presented at the annual meeting of the Psychonomic Society, Chicago, IL.

Finley, J. R., & Benjamin, A. S. (2007, November). Adaptive Changes in Encoding Strategy With Experience: Evidence From the Test Expectancy Paradigm. Poster presented at the annual meeting of the Psychonomic Society, Long Beach, CA.

Linn, M. C., Bjork, R. A., Richland, L. E., Cheng, H., Kornell, N., Hays, M. J., Finley, J. R., & Fink, D. S. (2006, June). Desirable difficulties in science learning in a Web-Based Inquiry Science Environment (WISE). Poster presented at the Institute for Education Sciences 2006 Research Conference, Washington, D. C.

Tate, E. D., & Finley, J. R. (2007, April). Does the Hanging With Friends, Velocity Style! Module Support Students’ Ability to Calculate and Graph Velocity? Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Tate, E. D., & Finley, J. R. (2006, April). How do multiple visualizations improve students’ understanding of velocity? Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Linn, M. C., Bjork, R. A., Cheng, B. H., Richland, L. E., & Finley, J. R. (2005, April). Improving science learning: generation and reflection. In E. Albro, Chair, Symposium on Bringing Cognitive Science into the Classroom. Meetings of the American Educational Research Association, Montreal, Canada.

Finley, J. R., Richland, L. E., Bjork, R. A. (2004, April). Introducing desirable difficulties into science learning. Poster presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Methot, L. M., & Finley, J. R. (2003). Origin and Evolution of the UCLA AstroBiology Society. In Norris, R., & Stootman, F. (Eds.), Bioastronomy 2002: Life Among the Stars, Proceedings of International Astronomical Union Symposium #213 (p. 559). San Francisco: Astronomical Society of the Pacific.

 

Professional Memberships:

  • American Educational Research Association
  • Association for Psychological Science
  • Cognitive Science Society
  • International Association for Metacognition
  • Psychonomic Society
  • Society for Applied Research in Memory and Cognition

Courses taught:

  • Introduction to Psychology
  • Research Methods for the Behavioral Sciences
  • Senior Research Seminar I and II
  • Statistics for the Behavioral Sciences
  • Cognitive Psychology

Web site: http://jasonfinley.com/

 

We are using cookies to give you the best experience. You can find out more about which cookies we are using or switch them off in privacy settings.
AcceptPrivacy Settings

GDPR

  • GDPR Privacy Policy
  • Google Analytics

GDPR Privacy Policy

Privacy Policy

Overall Policy

Thank you for visiting our website. We’re pleased to share our policy regarding the use of information received here. Privacy is a matter of concern to us. We are committed to protecting your privacy and the security of the information that you may provide to us.

Personal Information

We do not track individual users. Your email address or other personal information is not collected unless you provide it on a form, survey or application. We will not sell or otherwise make available any personally identifiable information to any organization not directly affiliated with us. We will comply with legitimate government or legal requests as necessary to protect our organization or to comply with laws.

Traffic Analysis

We analyze traffic to this site. We collect statistical data on an aggregated basis through Google Analytics. For example, we collect information about the domain names of servers that bring visitors to our site. We count the number of visitors and keep track of where they go on our site. Such information allows us to find out what areas users visit most frequently and what services they access the most, which enables us to create a better overall user experience. To gather such data, we use cookie technology, which collects data in aggregate form, not by individual user.

Cookies

As referenced above, we use cookie technology for traffic analysis. Cookies are small pieces of information stored by your browser on your computer’s hard drive. The cookies placed by our server do not gather personal information about you, do not provide any way for us to contact you and do not gather information about your computer. The cookies simply allow us to enhance our site by letting us know what sections are visited most often. The use of cookies is common on the Internet, and our use of them is similar to that of other reputable online organizations.

Links To Other Sites

Our site contains links to other sites and Internet resources. We are not responsible for the privacy practices or the content of these third-party websites and Internet resources.

Updates To Privacy Policy

We may update the privacy policy periodically, and we encourage visitors to review them on a regular basis.

Last revised: June 2015

Google Analytics

University Technology ALERT, Updated at 7:20PM on 11/17/19:Click here for up to date information.