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Mark Huff

Dr. Mark Huff

Assistant Professor


Lab Webpage: Mark J. Huff, Ph.D., received his Bachelor's degree in Psychology in 2008 and Master's degree in Psychological Science in 2010, both from Montana State University. He completed his Ph.D. in Cognitive Psychology from the University of Calgary, and an NIH-funded postdoctoral research fellowship in Adult Development and Aging at Washington University in St. Louis in 2016. Dr. Huff directs the Memory, Attentional Control, and Aging Lab which examines attention and memory processes and their relationship to correct memory and false memory errors in both lab-based and applied research contexts. Dr. Huff's lab also examines cognitive processes in younger and healthy older adults with more recent projects examining individuals diagnosed with dementia of the Alzheimer's type.

  • PHD - University of Calgary (2013)
  • MS - Montana State University (2010)
  • BS - Montana State University (2008)

PSY 110 General Psychology
PSY 361 Research Methods
PSY 425 Cognitive Psychology
PSY 456 Adult Development and Successful Aging
PSY 722 Graduate Cognitive Processes

  • Item-specific and relational processing both improve recall accuracy in the DRM paradigm., Quarterly Journal of Experimental Psychology, 2019,
  • Comparing suggestibility to additive versus contradictory misinformation in younger and older adults following divided attention and/or explicit error detection, Applied Cognitive Psychology, 2019
  • Evaluating suggestibility to additive and contradictory misinformation following explicit error detection in younger and older adults., Journal of Experimental Psychology. Applied, 2018, 10.1037/xap0000138
  • Item-specific processing reduces false recognition in older and younger adults: Separating encoding and retrieval using signal detection and the diffusion model., Memory & Cognition, 2018, 10.3758/s13421-018-0837-1
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  • Getting at the source of distinctive encoding effects in the DRM paradigm: Evidence from signal-detection measures and source judgments, Memory, 2017
  • The ironic effect of guessing: increased false memory for mediated lists in younger and older adults, Aging, Neuropsychology, and Cognition, 2016, 10.1080/13825585.2015.1088506
  • Reducing the Misinformation Effect Through Initial Testing: Take Two Tests and Recall Me in the Morning?, Applied Cognitive Psychology, 2016, 10.1002/acp.3167
  • Age differences in episodic memory in dual-list free recall: Further chracterizing the initiation and organization of retrieval, Psychology and Aging, 2016, 10.1037/pag0000128
  • The costs and benefits of testing and guessing on recognition memory., Journal of Experimental Psychology. Learning, Memory, and Cognition, 2016, 10.1037/xlm0000269
  • Independent Applying the Quality Matters Rubric
  • Effective College Instruction
  • Teaching Certifications
  • CITI Common Course
  • CITI Human Subjects Course
  • Family Educational Rights and Privacy Act
  • Preventing Discrimination & Harassment: Employees V2.3
  • Title IX: Preventing Sexual Misconduct for Faculty and Staff – "Responsible Employee" Edition
  • Psychonomic Society

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Areas of Expertise

Cognitive Psychology, Memory, Attention, False Memory, Aging, Brain and Behavior