Amber Witherby, PhD
Assistant Professor
Contact
Psychology
HLSB - Hixson Lied Science Building - 307
Amber Witherby, PhD
Assistant Professor
Research Focus
My program of research uses theories of self-regulated learning to investigate factors that influence learning and memory. I evaluate how people monitor their learning - that is, how they think about and evaluate their learning - as well as how they control their learning (e.g., the decisions they make during learning). I investigate basic questions regarding the mechanisms underlying these processes as well as applied questions regarding how to enhance learning in the real world. I also investigate how metacognitive processes operate across the lifespan.Department
Psychological Science
Position
Assistant Professor
Books
- Witherby Amber E., etal Why do emotional stimuli influence judgments of learning? Theory, evidence, and future directions 2021
Publications
- Behavioral sciences
Witherby Amber E, etal Does Covert Retrieval Benefit Adolescents' Learning in 8th Grade Science Classes?
15:7, p. 843 2025 - Behavioral Sciences
Witherby Amber E., etal Students’, Teachers’, and Parents’ Knowledge About and Perceptions of Learning Strategies
15:2 2025 - Memory and Cognition
Rivers Michelle L., etal Judgments of learning enhance recall for category-cued but not letter-cued items
51:7 2023 - Metacognition and Learning
Witherby Amber E., etal Exploring the relationship between prior knowledge and metacognitive monitoring accuracy
18:2 2023 - Journal of Intelligence
Witherby Amber E., etal Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory?
11:7 2023 - Journal of Intelligence
Rivers Michelle L., etal Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance
11:8 2023 - Journal of Applied Research in Memory and Cognition
Witherby Amber E., etal The Impact of Lecture Fluency and Technology Fluency on Students’ Online Learning and Evaluations of Instructors
11:4 2022 - Journal of Intelligence
Babineau Addison L., etal Do Domain Knowledge and Retrieval Practice Predict Students’ Study Order Decisions?
10:4 2022 - Journal of Experimental Psychology: Learning Memory and Cognition
Witherby Amber E., etal The Rich-Get-Richer Effect: Prior Knowledge Predicts New Learning of Domain-Relevant Information
48:4 2021 - Journal of Experimental Psychology: Learning Memory and Cognition
Witherby Amber E., etal People Hold Mood-Congruent Beliefs About Memory but Do Not Use These Beliefs When Monitoring Their Learning
48:4 2021 - Educational Psychology Review
Ariel Robert, etal Do Judgments of Learning Directly Enhance Learning of Educational Materials?
33:2 2021 - Psychology and Aging
Sitzman Danielle M., etal How do older adults maintain corrections in knowledge across a lengthy delay?
35:1 2020 - Journal of Applied Research in Memory and Cognition
Carpenter Shana K., etal On Students’ (Mis)judgments of Learning and Teaching Effectiveness: Where We Stand and how to Move Forward
9:2 2020 - Psychology and Aging
Tauber Sarah K., etal Do judgments of learning modify older adults' actual learning?
34:6 2019 - Memory and Cognition
Tauber Sarah K., etal Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs
47:6 2019 - Psychology and Aging
Witherby Amber E., etal Aging and forgetting: Forgotten information is perceived as less important than is remembered information
34:2 2019 - Journal of Applied Research in Memory and Cognition
Witherby Amber E., etal The Current Status of Students’ Note-Taking: Why and How Do Students Take Notes?
8:2 2019 - Cognition and Emotion
Witherby Amber E., etal Monitoring of learning for emotional faces: how do fine-grained categories of emotion influence participants’ judgments of learning and beliefs about memory?
32:4 2018 - Journal of Applied Research in Memory and Cognition
Tauber Sarah K., etal Does Covert Retrieval Benefit Learning of Key-Term Definitions?
7:1 2018 - Memory and Cognition
Rhodes Matthew G., etal Explaining the forgetting bias effect on value judgments: The influence of memory for a past test
45:3 2017 - Journal of Applied Research in Memory and Cognition
Witherby Amber E., etal The Influence of Judgments of Learning on Long-Term Learning and Short-Term Performance
6:4 2017 - Memory and Cognition
Witherby Amber E., etal The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs
45:4 2017
Grants
Cognition, Brain, and Intensity Outcomes Associated with High-Intensity Interval Training in Older Adulthood/Sponsor: Dr. George F. Haddix President's Faculty Research Grant
High-Intensity Interval Training for Older Adults/Sponsor: CURAS Magis Investigatio Research Award/MIRA
Can Making Judgments of Learning Directly Improve Learning of Educational Material?/Sponsor: CURAS Summer Faculty Research Fellowship