Nathan Foster

Nathaniel Foster

Assistant Professor - Psychology

Office: Morgan 110
Phone: 330-263-2046
Email: nfoster@wooster.edu
CV

Degrees

  • Ph.D. University of North Carolina at Greensboro, 2012
  • M.A. University of North Carolina at Greensboro, 2008
  • B.A. Willamette University, 2004

Courses Taught 

  • Cognitive Psychology with Lab
  • Learning & Cognition
  • Research Methods
  • Introduction to Psychology
  • First Year Seminar: Bizarre Notions in the Modern World

Research Interests

  • Human Memory
  • Metacognition
  • Concept Learning
  • Intentional Forgetting 

Recent Publications

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.