Journal Publications of Melody Wiseheart

(formerly Nicholas J. Cepeda)

• Jazbutis, O. R., Wiseheart, M., Radvansky, G. A., & McNeil, N. M. (in press). Distributed practice and time pressure interact to affect arithmetic learning and retention of arithmetic facts. Journal of Numerical Cognition.
  [830k pdf] [open access download]
• LaPlume, A. A., Reimers, S., & Wiseheart, M. (2022). Component processes in task switching: Cue switch costs are dependent on a mixed block of trials. Journal of Cognitive Psychology, 34(7), 879-892.
  [2.2M pdf] [open access download]
• Foot-Seymour, V., & Wiseheart, M. (2022). Judging the credibility of websites: An effectiveness trial of the spacing effect in the elementary classroom. Cognitive Research: Principles and Implications, 7, Article 5.
  [1.2M pdf] [open access download]
• Katz, J. J., Ando, M., & Wiseheart, M. (2021). Optimizing song retention through the spacing effect. Cognitive Research: Principles and Implications, 6, Article 79.
  [1.4M pdf] [open access download]
• Kim, A. S. N., Wiseheart, M., Wong-Kee-You, A. M. B., Le, B. T., Moreno, S., & Rosenbaum, R. S. (2020). Specifying the neural basis of the spacing effect with multivariate ERP. Neuropsychologia, 146, 107550.
  [7M pdf]
• Johnson, K. G., D’Souza, A. A., & Wiseheart, M. (2020). Art training in dementia: A randomized controlled trial. Frontiers in Psychology, 11, Article 585508.
  [368k pdf] [open access download]
• Foot-Seymour, V., Foot, J., & Wiseheart, M. (2019). Judging credibility: Can spaced lessons help students think more critically online? Applied Cognitive Psychology, 33, 1032-1043.
  [444k pdf] [open access download]
• Kim, A. S. N., Wong-Kee-You, A. M. B., Wiseheart, M., & Rosenbaum, R. S. (2019). The spacing effect stands up to big data. Behavior Research Methods, 51, 1485-1497.
  [825k pdf] [open access download]
• Kim, A. S. N., Saberi, F. M., Wiseheart, M., & Rosenbaum, R. S. (2018). Ameliorating episodic memory deficits in a young adult with developmental (congenital) amnesia. Journal of the International Neuropsychological Society, 24, 1003-1012.
  [295k pdf]
• D'Souza, A. A., & Wiseheart, M. (2018). Cognitive effects of music and dance training in children. Archives of Scientific Psychology, 6, 178-192.
  [659k pdf] [open access download]
• D'Souza, A. A., Moradzadeh, L., & Wiseheart, M. (2018). Musical training, bilingualism, and executive function: Working memory and inhibitory control. Cognitive Research: Principles and Implications, 3(11).
  [1M pdf] [open access download]
• Bercovitz, K. E., Bell, M. C., Simone, P. M., & Wiseheart, M. (2017). The spacing effect in older and younger adults: Does context matter? Aging, Neuropsychology, and Cognition, 24, 703-716.
  [1.2M pdf]
• Wiseheart, M., D'Souza, A. A., & Chae, J. (2017). Lack of spacing effects during piano learning. PLoS ONE, 12, e0182986.
  [1.1M pdf] [open access download]
• Bialystok, E., Hawrylewicz, K., Wiseheart, M., & Toplak, M. (2017). Interaction of bilingualism and attention-deficit/hyperactivity disorder in young adults. Bilingualism: Language and Cognition, 20, 588-601.
  [290k pdf]
• Wiseheart, M., Viswanathan, M., & Bialystok, E. (2016). Flexibility in task switching by monolinguals and bilinguals. Bilingualism: Language and Cognition, 19, 141-146.
  [144k pdf] 25+ citations
• Chevalier, N., Kurth, S., Doucette, M. R., Wiseheart, M., Deoni, S. C. L., Dean, D. C., III., O’Muircheartaigh, J., Blackwell, K. A., Munakata, Y., & LeBourgeois, M. K. (2015). Myelination is associated with processing speed in early childhood: Preliminary insights. PLoS ONE, 10, e0139897.
  [3.1M pdf] [open access download]
• Deák, G. O., & Wiseheart, M. (2015). Cognitive flexibility in young children: A general or task-specific capacity? Journal of Experimental Child Psychology, 138, 31-53.
  [1.8M pdf] 25+ citations
• Kapler, I. V., Weston, T., & Wiseheart, M. (2015). Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning. Learning and Instruction, 36, 38-45.
  [335k pdf] 25+ citations
• Moradzadeh, L., Blumenthal, G., & Wiseheart, M. (2015). Musical training, bilingualism, and executive function: A closer look at task switching and dual task performance. Cognitive Science, 39, 992-1020.
  [376k pdf] 50+ citations
• Bell, M., Kawadri, N., Simone, P. M., & Wiseheart, M. (2014). Long-term memory, sleep, and the spacing effect. Memory, 22, 276-283.
  [134k pdf]
• Blackwell, K. A., Chatham, C. H., Wiseheart, M., & Munakata, Y. (2014). A developmental window into trade-offs in executive function: The case of task switching versus response inhibition in 6-year-olds. Neuropsychologia, 62, 356-364.
  [992k pdf] 25+ citations
• Green, J. L., Weston, T., Wiseheart, M., & Rosenbaum, R. S. (2014). Long-term spacing effect benefits in developmental amnesia: Case experiments in rehabilitation. Neuropsychology, 28, 685-694.
  [440k pdf]
• Küpper-Tetzel, C. E., Kapler, I. V., & Wiseheart, M. (2014). Contracting, equal, and expanding learning schedules: The optimal distribution of learning sessions depends on retention interval. Memory and Cognition, 42, 729-741.
  [492k pdf] 25+ citations
• Cepeda, N. J., Blackwell, K. A., & Munakata, Y. (2013). Speed isn't everything: Complex processing speed measures mask individual differences and developmental changes in executive control. Developmental Science, 16, 269-286.
  [211k pdf] 50+ citations
• Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers and Education, 62, 24-31.
  [492k pdf] [open access download] [FAQ] 400+ citations
• Simone, P. M., Bell, M., & Cepeda, N. J. (2013). Diminished but not forgotten: Effects of aging on magnitude of spacing effect benefits. The Journals of Gerontology, Series B: Psychological Sciences and Social Sciences, 68, 674-680.
  [630k pdf] [open access download]
• Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369-378.
  [242k pdf] 200+ citations
• Kang, S. H. K., Pashler, H., Cepeda, N. J., Rohrer, D., Carpenter, S. K., & Mozer, M. C. (2011). Does incorrect guessing impair fact learning? Journal of Educational Psychology, 103, 48-59.
  [129k pdf] 50+ citations
• Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22, 1425-1433.
  [655k pdf] 400+ citations
• Sobel, H. S., Cepeda, N. J., & Kapler, I. V. (2011). Spacing effects in real-world classroom vocabulary learning. Applied Cognitive Psychology, 25, 763-767.
  [156k pdf] 100+ citations
• Blackwell, K. A., Cepeda, N. J., & Munakata, Y. (2009). When simple things are meaningful: Working memory strength predicts children's cognitive flexibility. Journal of Experimental Child Psychology, 103, 241-249.
  [477k pdf] 50+ citations
• Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2009). Using tests to enhance 8th grade students' retention of U. S. history facts. Applied Cognitive Psychology, 23, 760-771.
  [119k pdf] 100+ citations
• Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H. (2009). Optimizing distributed practice: Theoretical analysis and practical implications. Experimental Psychology, 56, 236-246.
  [262k pdf] 200+ citations
• Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19, 1095-1102.
  [898k pdf] 300+ citations
• Cepeda, N. J., & Munakata, Y. (2007). Why do children perseverate when they seem to know better: Graded working memory, or directed inhibition? Psychonomic Bulletin and Review, 14, 1058-1065.
  [592k pdf] 50+ citations
• Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin and Review, 14, 187-193.
  [634k pdf] 200+ citations
• Wodniecka, Z., & Cepeda, N. J. (2007). Beyond the classroom: Bilingualism, cognitive skills, and health. Mosaic: A Journal for Language Teachers, 9, 3-8.
  [180k pdf]
• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354-380.
  [653k pdf] 1200+ citations
• Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 3-8.
  [116k pdf] 300+ citations
• Rohrer, D., Taylor, K., Pashler, H., Wixted, J. T., & Cepeda, N. J. (2005). The effect of overlearning on long-term retention. Applied Cognitive Psychology, 19, 361-374.
  [141k pdf] 100+ citations
• Cepeda, N. J., Kramer, A. F., & Gonzalez de Sather, J. C. M. (2001). Changes in executive control across the life-span: Examination of task switching performance. Developmental Psychology, 37, 715-730.
  [1423k pdf] 500+ citations
• DiGirolamo, G. J., Kramer, A. F., Barad, V., Cepeda, N. J., Weissman, D. H., Milham, M. P., Wszalek, T. M., Cohen, N. J., Banich, M. T., Webb, A., Belopolsky, A. V., & McAuley, E. (2001). General and task-specific frontal lobe recruitment in older adults during executive processes: An fMRI investigation of task switching. Neuroreport, 12, 2065-2071.
  [155k pdf] 200+ citations
• Kramer, A. F., Cepeda, N. J., & Cepeda, M. L. (2001). Methylphenidate effects on task-switching performance in attention-deficit / hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1277-1284.
  [189k pdf] 50+ citations
• Cepeda, M. L., Allen, F. H., Cepeda, N. J., & Yang, Y.-M. (2000). Physical growth, sexual maturation, body image and sickle cell disease. Journal of the National Medical Association, 92, 10-14.
  [255k pdf] 25+ citations
• Cepeda, N. J., Cepeda, M. L., & Kramer, A. F. (2000). Task switching and attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 28, 213-226.
  [87k pdf] 200+ citations
• Cepeda, N. J., & Kramer, A. F. (1999). Strategic effects on object-based attentional selection. Acta Psychologica, 103, 1-19.
  [146k pdf] 25+ citations
• Cepeda, N. J., Cave, K. R., Bichot, N. P., & Kim, M.-S. (1998). Spatial selection via feature-driven inhibition of distractor locations. Perception and Psychophysics, 60, 727-746.
  [2082k pdf] 100+ citations
• Blake, R., Cepeda, N. J., & Hiris, E. (1997). Memory for visual motion. Journal of Experimental Psychology: Human Perception and Performance, 23, 353-369.
  [1633k pdf] 50+ citations
• Marco, L. A., Joshi, R. S., Cepeda, N. J., & Rhyne, D. B. (1991). Unitary correlates of linguo-pharyngeal events in a dyskinetic rat model. Comparative Biochemistry and Physiology, 99C, 413-419.
  [713k pdf]

Peer-Reviewed Book Chapters and Proceedings

• Lindsey, R., Mozer, M. C., Cepeda, N. J., & Pashler, H. (2009). Optimizing memory retention with cognitive models. In A. Howes, D. Peebles, & R. Cooper (Eds.), Proceedings of the Ninth International Conference on Cognitive Modeling (ICCM). Manchester, UK.
  [3.3M pdf]
• Mozer, M. C., Pashler, H., Cepeda, N. J., Lindsey, R., & Vul, E. (2009). Predicting the optimal spacing of study: A multiscale context model of memory. In Y. Bengio, D. Schuurmans, J. Lafferty, C. K. I. Williams, & A. Culotta (Eds.), Advances in Neural Information Systems 22 (pp. 1321-1329). La Jolla, CA: Neural Information Processing Systems Foundation.
  [201k pdf] 50+ citations
• Wodniecka, Z., & Cepeda, N. J. (2008). Beyond the classroom: Bilingualism, cognitive skills, and health. In A. Mollica (Ed.), Teaching and Learning Languages (pp. 15-24). Welland, Ontario: Soleil Publishing. (Reprint of Wodniecka & Cepeda, 2007)
  [180k pdf]

Non-Peer-Reviewed Publications

• Wiseheart, M. (in press). Music expertise, music training, dance training, and multitasking. In A. Kiesel, I. Koch, & H. Müller (Eds.), Handbook of human multitasking. Springer.
• Mozer, M. C., Wiseheart, M., & Novikoff, T. P. (2019). Artificial intelligence to support human instruction. Proceedings of the National Academy of Sciences of the United States of America, 116, 3953-3955.
  [582k pdf] [open access download]
• Wiseheart, M., Küpper-Tetzel, C. E., Weston, T., Kim, A. S. N., Kapler, I. V., & Foot-Seymour, V. (2019). Enhancing the quality of student learning using distributed practice. In J. Dunlosky & K. Rawson (Eds.), Cambridge handbook of cognition and education (pp. 550-584). New York: Cambridge University Press.
  [382k pdf]
• Wiseheart, M. (2014). Psychological research on memory, meet the real world. Zeitschrift für Psychologie, 222, 69-70.
  [64k pdf]
• Weston, T., Sana, F., & Wiseheart, M. (2014). Effets directs et indirects de l'utilisation multitâche du portable en classe en enseignement supérieur. Pédagogie Collégiale, 27, 32-34.
  [280k pdf]
• Cepeda, N. J. (2013). Spacing effect, practical applications. In H. Pashler (Ed.), Encyclopedia of the Mind (vol. 2, pp. 712-713). Thousand Oaks, CA: Sage Publications.
• Kapler, I. V., Cepeda, N. H., & Weston, T. (2012). Spacing, testing, and feedback: Helping students overcome forgetting. Education Canada, 52.
  [open access download]
• Pashler, H., Rohrer, D., & Cepeda, N. J. (2006). Temporal spacing and learning. Observer, 19, 19.
  [45k pdf]

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