My research interests revolve around memory and metacognition in an educational context, and aging. For example, previous studies have found that students tend to lack insight into their actual level of preparedness for upcoming exams—students often believe they’ll receive an above average grade, regardless of their prior performance. Therefore, part of my work focuses on trying to improve students’ metacognitive accuracy so they will be able to accurately assess how prepared they are for upcoming exams, and study further or more effectively to improve their grades.
My interest in aging pertains mostly to how memory is impacted by the aging process and how it can be improved through simple interventions targeting contextual factors. For instance, previous studies have found that alleviating stereotype threat by giving older adults experience succeeding on easy cognitive tasks improved performance on a subsequent memory test. My work has also extended into the early detection and statistical modeling of the course of Alzheimer’s disease. To do this, we look at which diagnostic tools are the most sensitive in early, moderate, and severe Alzheimer’s disease, and when in the spectrum of Alzheimer’s disease do neurological, cognitive, and functional changes occur.
Balsis, S., Geraci, L., Benge, J., Lowe, D., Choudhury, T. K., Tirso, R., & Doody, R. (in press). Statistical model of dynamic markers of the Alzheimer’s pathological cascade. Journals of Gerontology, Series B Psychological Sciences.
Geraci, L., De Forrest, R., Hughes, M., Saenz, G., & Tirso, R. (2017). The effect of cognitive testing and feedback on subjective age. Aging, Neuropsychology, and Cognition, 1-18.
Saenz, G., Geraci, L., Miller, T., & Tirso, R. (2017). Metacognition in the classroom: The association between students’ exam predictions and their desired grades. Consciousness and Cognition, 51, 125-139.