• 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: Fact, Fallacy, or Fantasy?



Foster, N. L., Mueller, M. L., Dunlosky, J., & Finkenthal, L. (in press). What is the impact of interleaving practice and delaying judgments on the accuracy of category-learning judgments? Journal of Experimental Psychology: Applied.

Foster, N. L., & Harriman, G. (2022). Instructions to shift eyes do not increase item-method directed forgetting. Memory, https://doi.org/10.1080/09658211.2022.2085302

Foster, N. L. & Bell, G. (2021). The effects of divided attention on memory for road signs. Psi Chi Journal of Psychological Research, 26(3), 283–295. https://doi.org/10.24839/2325-7342.JN26.3.283

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, 47, 1088-1101. 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.