Ph.D. Stony Brook University (2001)

Areas: Cognitive and Social

Member: Institute for Neuroscience


  • Social and contextual influences on performance
  • Stereotypes and aging
  • Learning and education
  • Memory

My research sits at the intersection of social and cognitive psychology. My students and I are studying how stereotypes and expectations affect how people feel about themselves and how they perform on cognitive tests. One goal of our work is to challenge erroneous perceptions to improve performance and psychological well-being. Much of this work focuses on improving cognitive performance in older adults. We are also investigating ways to improve students' academic performance.


National Institutes of Health Research Grant (R01). Investigating how prior task success improves memory performance in older adults. 2012-2015. Role: PI.


Hughes, M. L., Geraci, L., & De Forrest, R. L. (in press). Aging 5 years in 5 minutes: The effect of taking a memory test on older adults' subjective age. Psychological Science.

Geraci, L. & Miller, T. M. (2013). Improving older adults’ memory performance using prior task success. Psychology and Aging, 28, 340-345.

McCabe, D. P., Geraci, L., Bowman, J. K., Sensenig, A. E., & Rhodes, M. G. (2011). One the validity o remember-know judgments: Evidence from think aloud protocols. Consciousness and Cognition, 20, 1625-1633.

Miller, T. M. & Geraci, L. (2011). Unskilled but aware: Reinterpreting overconfidence in low performing students. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 502-506.

Geraci, L. & Bartnhardt, T. M. (2010). Aging and implicit memory: Examining the contribution of awareness. Consciousness and Cognition, 19, 606-616.





Department of Psychology, Texas A&M University, 4235 TAMU, College Station, TX 77843-4235 • tel: (979) 845-2581
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