• Ph.D. University of North Carolina at Greensboro, 2012
  • M.A. University of North Carolina at Greensboro, 2008
  • B.A. Willamette University, 2004
Areas of Interest
  • Human Memory
  • Metacognition
  • Concept Learning
  • Intentional Forgetting
Courses Taught
  • Memory and Cognition with Lab
  • Introduction to Statistics and¬†Experimental Design
  • First Year Seminar: Bizarre Notions in the Modern World



Foster, N. L., Mueller, M. L., Was, C. A., Rawson, K. A., Dunlosky, J. (2019). Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice. Memory & Cognition. https://doi.org/10.3758/s13421-019-00918-4.

Foster, N. L., Rawson, K. A., Dunlosky, J. (2018). Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving? Learning and Instruction, 55, 124-138. DOI: 10.1016/j.learninstruc.2017.10.002.

Morehead, K., Dunlosky, J., & Foster, N. L. (2017). Do people use category learning judgments to regulate their learning of natural categories? Memory & Cognition, 45, 1253-1269. DOI: 10.3758/s13421-017-0729-9.

Sahakyan, L., & Foster, N. L. (2016). The Need for Metaforgetting: Insights from Directed Forgetting. In J. Dunlosky & S. U. K. Tauber (Eds.), Oxford Handbook of Metamemory. Oxford Press: London, 341-355.

Foster, N. L., Was, C. A, Dunlosky, J., & Isaacson, R. M. (2016). Even after thirteen class exams, students are still overconfident: The role of memory for past exam performance in student predictions. Metacognition and Learning, 12, 1-19. DOI: 10.1007/s11409-016-9158-6.

Foster, N. L., Dunlosky, J., & Sahakyan, L. (2015). Is awareness of the ability to forget (or remember) critical for demonstrating directed forgetting? The Journal of Memory and Language, 85, 88-100.