Dr. Butler is an expert on human memory and learning. He is interested in the malleability of memory - the cognitive processes and mechanisms that cause memories to change or remain stable over time.
B.A. in Psychology & Economics, Emory University, 2002
M.A. in Cognitive Psychology, Washington University, St. Louis, 2006
Ph.D. in Cognitive Psychology, Washington University, St. Louis, 2009
Dr. Butler is interested in the malleability of memory - the cognitive processes and mechanisms that cause memories to change or remain stable over time. More specifically, his research focuses on how the process of retrieving memories affects the content (e.g., events, specific details, narrative structure, etc.) and phenomenological characteristics (e.g., confidence, emotional intensity, vividness, etc.) of those memories. Retrieval is often viewed as a neutral event in which the contents of memory are assessed but left unchanged. However, a large body of research has shown that retrieval actually modifies memory.
His program of research addresses both theoretical issues in cognitive psychology and practical applications to education and mental health. The broad aim of this research program is to gain a better understanding of how retrieval affects: memories held by individuals and those shared by groups (i.e. collective memories); memories for simple materials (e.g., word lists, facts, etc.) to more complex memories that are rich in sensory detail, emotion, and self-relevance, among other characteristics; and newly formed, episodic memories in contrast to well-learned semantic memories that have been integrated into the knowledge base.
Butler, A. C., Rice, H. J., Wooldridge, C. L. & Rubin, D. C. (2016). Visual imagery in autobiographical memory: The role of repeated retrieval in shifting perspective. Consciousness and Cognition, 42, 237–253. doi:10.1016/j.concog.2016.03.018.
Butler, A., Marsh, E., Slavinsky, J. & Baraniuk, R. (2014). Integrating cognitive science and technology improves learning in STEM classroom. Educational Psychology Review, 26, 331–340.
Butler, A., Godbole, N. & Marsh, E. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105, 290–298.
Butler, A., Fazio, L. & Marsh, E. (2011). The hypercorrection effect persists over a week, but high confidence errors return. Psychonomic Bulletin & Review, 18, 1238–1244.
Roediger, H. & Butler, A. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15, 20–27.
Butler, A. (2010). Repeated testing produces superior transfer of learning relative to repeated studying.. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1118–1133.
J. Don Read Early Career Award, Society for Applied Research in Memory and Cognition (2016)
Outstanding Postdoctoral, Duke University (2013)
Rising Star, Association for Psychological Science (2011)
Paul Pintrick Outstanding Dissertation Award, American Psychological Association Division 15 (Educational Psychology) (2010)
|2016||Fall||EDP 312: 4-Myths/Mysteries Of Memory|
|2016||Spring||EDP 382D: 8-Instructional Psychology|
|2015||Fall||EDP 382D: 10-Cmplx Cognitive Proc In Ed|