Technology and Memory

           My main line of research is concerned with the interaction between technology and memory (for review, see Storm & Soares, in press). This line includes investigation of the memory and metacognitive effects of using smartphone cameras, as well as inquiry into how the use of digital technology influences classroom learning. While most of my work takes an experimental approach, I have also used mixed-methods and qualitative designs to contextualize how participants use digital devices. My work aims to develop and test theories that will enhance our understanding of how we extend memory into digital space, and the effects of doing so on internal memory. I hope to inform applied use and development of technologies related to learning and memory and communicate my research broadly within and beyond the academic community.


Memory and Forgetting in Applied Settings

           Some of my projects have developed out of applied and theoretical questions about everyday memory events. In response to questions from my students, I designed experiments to test whether fidget-spinners are likely to help typical college students learn in the classroom (Soares & Storm, 2020). I am also interested in understanding how forgetting can help us adaptively update memory, including in social contexts. I have also collaborated with colleagues and undergraduate research assistants to investigate topics such as déjà vu and classroom note-taking.