Mary A. Pyc

Scientist I, Target Discovery

Dart NeuroScience
12278 Scripps Summit Drive
San Diego, CA 92131

mary pic

     
      
     E-mail: mpyc@dartneuroscience.com
      
     Phone: 314-935-6524
      
     Curriculum Vitae

 
     Google Scholar Profile

 

 

 

Publications

Pyc, M. A., Balota, D. A., McDermott, K. B., Tully, T., & Roediger, H. L. III. (2014). Between-list lag effects in recall depend on retention interval. Memory & Cognition, 42, 965-977.


Pyc, M. A., Rawson, K. A., & Aschenbrenner, A. J. (2014) Metacognitive monitoring during criterion learning: When and why are judgements accurate? Memory & Cognition, 42, 886-897.


Jones, A. C., & Pyc, M. A. (2014) The production effect: Costs and benefits in free recall. Journal of Experimental Psychology: Learning, Memory, and Cognition.


Lipowski, S. L., Pyc, M. A., Dunlosky, J., & Rawson, K. A. (2014). Establishing and explaining the testing effect in free recall for young children Developmental Psychology.


Pyc, M. A., Agarwal, P. K., & Roediger, H. L. III (2014). Test-enhanced learning. In V. Benassi, C. Overson, & C. Hakala (Eds.), Applying the science of learning in education:Infusing psychological science into the curriculum. Society for the Teaching of Psychology.


Vaughn, K. E., Rawson, K. A., & Pyc, M. A. (2013). Repeated retrieval practice and item difficulty: Does criterion learning eliminate item difficulty effects? Psychonomic Bulletin & Review.


Roediger, H. L. III, & Pyc, M. A. (2012). Applying cognitive psychology to education: Complexities and prospects. Journal of Applied Research in Memory and Cognition, 1, 263-265.


Roediger, H. L. III, & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying Cognitive Psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1, 242-248.


Pyc, M. A. & Rawson, K. A. (2012). Why is retrieval practice beneficial for memory? An evaluation of the mediator shift hypothesis. Journal of Experimental Psychology: Learning, Memory and Cognition, 38, 737-746.


Pyc, M. A., & Rawson, K. A (2012). Are judgments of learning made after correct responses during retrieval practice sensitive to lag and criterion level effects? Memory & Cognition, 40, 976-988.


Wissman, K. T., Rawson, K. A. & Pyc, M. A. (2012). How and when do students use flashcards? Memory, 20, 568-579.


Pyc, M. A., & Rawson, K. A. (2011). Costs and benefits of dropout schedules of test-restudy practice: Implications for student learning. Applied Cognitive Psychology, 25, 87-95.


Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2011).The interim test effect: Testing prior material can facilitate the learning of new material. Psychonomic Bulletin & Review,18,1140-1147.


Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science,333,335.


Grimaldi, P., Pyc, M. A., & Rawson, K. A. (2010). Normative multitrial recall performance, metacognitive judgments, and retrieval latencies for Lithuanian-English paired associates. Behavior Research Methods, 42, 634-642.


Pyc, M. A., & Dunlosky, J. (2010). Toward an understanding of students' allocation of study time: Why do they decide to mass or space their practice? Memory & Cognition, 38, 431-440.


Pyc, M. A., & Rawson, K. A. (2009). Testing the Retrieval Effort Hypothesis: Does greaterdifficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437-447.


Pyc, M. A., & Rawson, K. A. (2007). Examining the efficiency of schedules of distributed retrieval practice. Memory & Cognition, 35, 1917-1927.