Aimee Callender, Ph.D.

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Visiting Associate Professor of Psychology
On Faculty since 2016

Office: M253
Phone: (630)752-5757
Email:

Education

Ph.D., Psychology, Washington University (St. Louis), 2008
Dissertation: "The Effects of Irrelevant and Disorganized Prior Knowledge on Text Comprehension and Memory"

M.A., Psychology, Washington University (St. Louis), 2005

B.A. Psychology, Wheaton College, 2002

Publications

Callender, A. A., Roberts, A. S., Franco-Watkins, A. M. (In Press.) Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and Learning.

Callender, A. A., Medina, A., & Brantmeier, C. (2013). Textual enhancements or interference? Inserted adjuncts and L2 reading with intermediate language learners. System, 41, 952- 964.

Brantmeier, C., Callender, A. A., & McDaniel, M.A. (2013). The role of gender, embedded questions, and domain specific readings with learners of Spanish. Hispania, 96, 562-578.

Brantmeier, C., Callender, A. A., Yu, 0., & McDaniel, M.A. (2012}. Textual enhancements and comprehension with adult readers of English in China. Reading in a Foreign Language, 24, 158-185.

Brantmeier, C., Callender, A. A., McDaniel, M.A. (2011). The effects of embedded questions and elaborative interrogation on reading comprehension with advanced second language learners. Reading in a Foreign Language, 23, 187-207.

Callender, A. A. (2011). Learning from questions. In N.M.Seely (Ed.), Encyclopedia of the Sciences of Learning. Heidelberg, Germany: Springer.

Callender, A. A. (2010}. Expanding retrieval increases long term retention by reducing rapid rates of forgetting. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2123-2127}. Austin, TX: Cognitive Science Society.

Callender, A. A. & McDaniel, M.A. (2009}. The limited benefits of rereading educational texts. Contemporary Educational Psychology, 34, 30-41.

McDaniel, M.A. & Callender, A. A. (2008). Cognition, memory, and education. In H.L. Roediger (Ed.}, Learning and Memory: A Comprehensive Reference. Oxford, UK: Elsevier.

Callender, A. A. & McDaniel, M.A. (2007). The benefits of embedded questions for low and high structure builders. Journal of Educational Psychology, 99, 339-348

Struthers, W. M., DuPriest (Callender), A. A., & Runyan, J. (2005). Habituation reduces novelty­induced FOS expression in the striatum and cingulate cortex. Experimental Brain Research, 167, 136-140.

Manuscripts Under Review

*Undergraduate co-author

Callender, A.A. & Roberts, A.S. Revise and Resubmit. Font manipulations in text lead to inflated judgments of learning. Journal of Experimental Psychology: Applied.

Medina, A.M., Callender, A. A., Brantmeier, C. & Schultz, L. Inserted adjuncts in L2 reading: The role of working memory. System.

Manuscripts in Preparation

*Undergraduate co-author

Paneerselvam, B. & Callender, A.A. Using framing to influence occurrence of testing versus restudying.

Paneerselvam, B. & Callender, A.A. All-of-the-above options on multiple choice tests facilitate the testing effect.

Callender, A. A. & Widder, B. * Improving comprehension using self-explanation prompts.

Callender, A. A., Lakin, J., Crossing, A*. & Gillis, J. Component Skills of Comprehension in Children in Grades 1-4: The relationship between knowledge activation and bridging inferences.

Lakin, J., Callender, A. A., & Gillis J. Suppressing related yet irrelevant information during reading.

Peer-Reviewed Presentations

Callender, A.A. (November, 2015). Deconstructing self-explanation to improve comprehension of text. Talk given at the Psychonomic Society Annual Meeting, Chicago, IL.

Callender, A. A. (October, 2013). Improving classroom performance: Strategies for students and instructors. Talk given at the Society for Teaching of Psychology Best Practices Conference, Atlanta, GA.

Callender, A. A. & Franco-Watkins, A. M. (2013, March). Multimedia learning and the testing effect: Comparing enhanced encoding with repeated retrieval. Talk given at the annual meeting of the Eastern Psychological Association, New York, NY.

Callender, A. A. & Franco-Watkins, A. M. (2010, November). Multimedia learning and the testing effect: Comparing enhanced encoding with repeated retrieval. Talk given at the Psychonomic Society Annual Meeting, St. Louis, MO.

Callender, A. A. (2010, March). Expanding retrieval improves long term memory retention. Talk given at the Eastern Psychological Association, Brooklyn, NY.

Callender, A. A. & McDaniel, M.A. (2007, April). Rereading: Popular but ineffective. Paper at the American Educational Research Association, Chicago, IL.

Callender, A. A., & McDaniel, M.A. (2005, May). Individual differences and the use of text
adjuncts. Talk given at the Midwestern Psychological Association, Chicago.

Selected Peer-Reviewed Posters 

Paneerselvam, B. & Callender, A.A. (November, 2015). Effects of framing on JOLs and study
choices. Poster presented at the annual meeting of the Psychonomic Society.

Kolarkar, A., Loch, S., Mandeltort, L., Callender, A.A., & Chaudhury, S.R. (July, 2015). Enhancing the learning of physics at Auburn University. Poster presented at the annual meeting of the American Association of Physics Teachers.

Paneerselvam, B., Roberts, A., & Callender, A. A. (2014). Divergent effects on familiarity on memory and multiple choice question performance. Poster presented at the annual meeting of the Psychonomic Society.

Callender, A. A. & Widder, B. * (November, 2013). Self-explanation prompts plus metacomprehension monitoring improve memory for text. Poster presented at the annual meeting of the Psychonomic Society.

Roberts, A. S., Davis, M., Franco-Watkins, A.M., Callender, A. A., & Johnson, J. G. (November, 2013). Under pressure: Are we metacognitively aware of the effects of pressure on our performance? Poster presented at the annual meeting of the Psychonomic Society.

Crossing, A.* & Callender, A. A. (March, 2013). Validating the think-aloud task as a reading measure for children. Poster presented at the annual meeting of the Eastern Psychological Association.

Widder, B. * & Callender, A. A. (March, 2013). Effects of prompted self-explanation of text on comprehension and memory. Poster presented at the annual meeting of the Eastern Psychological Association.

Roberts, A.S. Callender, A. A., & Franco-Watkins, A. M. (November, 2012). Calibration bias: Effects of training, incentives, and feedback on metacognition in the classroom. Poster presented at the annual meeting of the Psychonomic Society.

Callender, A. A. & Roberts, A. S. (November, 2011). When Is Expanding Retrieval More Effective Than Evenly Spaced Retrieval? Poster presented at the annual meeting of the Psychonomic Society.

Callender, A. A. (August, 2010). Expanding retrieval increases long term retention by reducing rapid rates of forgetting. Poster presented at the annual meeting of the Cognitive Science Society.

Callender, A. A. & McDaniel, M.A. (November, 2009) Self generated questions and the testing effect. Poster presented at the annual meeting of the Psychonomic Society, Boston, MA.

Callender, A. A. & McDaniel, M.A. (August, 2007) Text comprehension and education. Poster presented at the American Psychological Association, San Francisco, CA.

Callender, A. A., & McDaniel, M.A. (May, 2006). Rereading benefits depend on prior knowledge. Poster presented at the Midwestern Psychological Association, Chicago.

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