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Neuroscience

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Psychology

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Research.com Recognitions

  • 2004 - Fellow of the American Psychological Association (APA)

Overview

Mark A. McDaniel is affiliated with Washington University in St. Louis in the United States. Their research primarily spans the fields of psychology and social sciences, with notable contributions in developmental and educational psychology, education, artificial intelligence, experimental and cognitive psychology, and cognitive neuroscience.

The main topics covered in McDaniel's work include educational strategies and epistemologies, innovative teaching and learning methods, memory processes and influences, intelligent tutoring systems and adaptive learning, online and blended learning, education and critical thinking development, and science education and pedagogy.

Frequent co-authors collaborating with McDaniel include Regina F. Frey, Michael J. Cahill, Gilles O. Einstein, Elizabeth J. Marsh, and Reshma Gouravajhala.

McDaniel has published extensively in several academic journals. The most frequent publication venues are:

  • CBE-Life Sciences Education
  • Journal of Applied Research in Memory and Cognition
  • Perspectives on Psychological Science
  • Psychological Bulletin
  • Educational Psychology Review

Key recent papers authored by McDaniel are:

  • Training Learning Strategies to Promote Self-Regulation and Transfer: The Knowledge, Belief, Commitment, and Planning Framework (2020), published in Perspectives on Psychological Science
  • Training College Students to Use Learning Strategies: A Framework and Pilot Course (2021), published in Psychology Learning & Teaching
  • Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant? (2023), published in Educational Psychology Review

Other notable recent publications in the broader research community associated with McDaniel's fields include:

  • Why meta-analyses of growth mindset and other interventions should follow best practices for examining heterogeneity: Commentary on Macnamara and Burgoyne (2023) and Burnette et al. (2023) (2023), Psychological Bulletin
  • Force Concept Inventory: More than just conceptual understanding (2020), Physical Review Physics Education Research

In recognition of their professional contributions, McDaniel was named a Fellow of the American Psychological Association (APA) in 2004.

Best Publications

  • Learning Styles: Concepts and Evidence

    Harold Pashler;Mark McDaniel;Doug Rohrer;Robert Bjork

  • Normal aging and prospective memory.

    Gilles O. Einstein;Mark A. McDaniel

  • Make it stick

    Peter C Brown;Henry L Roediger Iii;Mark A McDaniel

  • Strategic and automatic processes in prospective memory retrieval: a multiprocess framework

    Mark A. McDaniel;Gilles O. Einstein

  • The Relationship Between Working Memory Capacity and Executive Functioning: Evidence for a Common Executive Attention Construct

    David P. McCabe;Henry L. Roediger Iii;Mark A. McDaniel;David A. Balota

  • Prospective Memory: An Overview and Synthesis of an Emerging Field

    Mark A. McDaniel;Gilles O. Einstein

  • Prospective memory : theory and applications

    Maria A. Brandimonte;Gilles O. Einstein;Mark A. McDaniel

  • Testing the testing effect in the classroom

    Mark A. McDaniel;Janis L. Anderson;Mary H. Derbish;Nova Morrisette

  • Aging and prospective memory: examining the influences of self-initiated retrieval processes.

    Gilles O. Einstein;Mark A. McDaniel;Sarah L. Richardson;Melissa J. Guynn

  • The Enigma of Organization and Distinctiveness

    R. Reed Hunt;Mark A. McDaniel

  • Multiple processes in prospective memory retrieval: factors determining monitoring versus spontaneous retrieval.

    Gilles O. Einstein;Mark A. McDaniel;Ruthann Thomas;Sara Mayfield

  • Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004.

    Harold Pashler;Patrice M. Bain;Brian A. Bottge;Arthur Graesser

  • THE FORMATION OF FLASHBULB MEMORIES

    Martin A. Conway;Stephen J Anderson;Steen F Larsen;C. M. Donnelly

  • Retrieval processes in prospective memory: Theoretical approaches and some new empirical findings.

    Gilles O. Einstein;Mark A. McDaniel

  • "Brain-specific" nutrients: a memory cure?

    Mark A. McDaniel;Steven F. Maier;Gilles O. Einstein

  • Prospective Memory Multiple Retrieval Processes

    Gilles O. Einstein;Mark A. McDaniel

  • Test-enhanced learning in the classroom: long-term improvements from quizzing

    Henry L. Roediger;Pooja K. Agarwal;Mark A. McDaniel;Kathleen B. McDermott

  • Age and Work Performance in Nonmanagerial Jobs: The Effects of Experience and Occupational Type

    Bruce J. Avolio;David A. Waldman;Michael A. McDaniel

  • Generalizing test-enhanced learning from the laboratory to the classroom

    Mark A. Mcdaniel;Henry L. Roediger;Kathleen B. Mcdermott

  • Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement.

    Mark A. McDaniel;Pooja K. Agarwal;Barbie J. Huelser;Kathleen B. McDermott

  • Prospective Memory : Cognitive, Neuroscience, Developmental, and Applied Perspectives

    Matthias Kliegel;Mark A. McDaniel;Gilles O. Einstein

Frequent Co-Authors

Gilles O. Einstein
Gilles O. Einstein Furman University
Henry L. Roediger
Henry L. Roediger Washington University in St. Louis
Michael K. Scullin
Michael K. Scullin Baylor University
Julie M. Bugg
Julie M. Bugg Washington University in St. Louis
Matthias Kliegel
Matthias Kliegel University of Geneva
Robert M. Nosofsky
Robert M. Nosofsky Indiana University
Jerome R. Busemeyer
Jerome R. Busemeyer Indiana University
Kathleen B. McDermott
Kathleen B. McDermott Washington University in St. Louis
Michael Pressley
Michael Pressley Michigan State University
Peter G. Rendell
Peter G. Rendell University of Queensland

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