NATE KORNELL
Williams College
Department of Psychology
18 Hoxsey Street
Williamstown, MA 01267
Curriculum Vitae
Phone: (413) 842-6283
Fax: (413) 597-2085
email: nkornell@gmail.com
http://williams.edu/Psychology/Faculty/Kornell/
Education & Training
Born December 19, 1973.
BA, Psychology, Reed College, 1996.
Ph. D., Columbia University, 2005.
Postdoctoral researcher, UCLA, 2005-2009.
Assistant Professor, Williams College, 2009-Present.
Research Interests
Human learning and memory.
Metacognition and self-regulated learning.
Applying principles of learning and memory to education.
Memory and memory monitoring in animals.
Awards
UCLA Chancellor's Award for Postdoctoral Research ($5,000), 2008.
Named a “Rising Star,” Association for Psychological Science, 2007.
Teaching
Introductory Psychology
Cognitive Psychology.
Human Learning and Memory.
Perspectives on Psychological Issues.
Complex Skill Acquisition (i.e., juggling).
Ad-hoc reviewing
Animal Cognition; Applied Cognitive Psychology; Behavior Research Methods;
Behavioural Processes; Brain Research; Canadian Journal of Experimental
Psychology; Child Development; Cognitive Development; Cognitive Science;
Current Directions in Psychological Science; European Journal of Cognitive
Psychology; European Journal of Psychology of Education; Journal of
Experimental Psychology: Animal Behavior Processes; Journal of Experimental
Psychology: Learning, Memory, and Cognition; Journal of Experimental
Psychology: General; Learning & Behavior; Learning and Individual
Differences; Memory; Memory & Cognition; National Science Foundation;
Neurocase; Proceedings of the Royal Society B; Psychological Science;
Psychological Record; Psychonomic Bulletin & Review; Trends in Cognitive
Sciences.
Journal Articles
• Kornell, N., Bjork, R. A., & Garcia, M. A. (in press). Why tests appear to prevent
forgetting: A distribution-based bifurcation model. Journal of Memory and
Language.
•
Finley, J. R., Benjamin, A. S., Hays, M. J., Bjork, R. A., & Kornell, N. (2011).
Benefits of Accumulating Versus Diminishing Cues in Recall. Journal of Memory
and Language 64, 289-298.
•
Kornell, N., Rhodes, M. G., Castel, A. D., & Tauber, S. K. (2011). The ease of
processing heuristic and the stability bias: Dissociating memory, memory beliefs,
and memory judgments. Psychological Science , 22, 787-794. DOI:
10.1177/0956797611407929.
•
Schwartz, B. L., Son, L. K., Kornell, N., & Finn, B. (2011). Four principles of
memory improvement: A guide to improving learning efficiency. International
Journal of Creativity and Problem Solving, 21, 7-15.
•
Hays, M. J., Kornell, N., & Bjork, R. A. (2010). The costs and benefits of
providing feedback during learning. Psychonomic Bulletin & Review, 17, 797801. doi:10.3758/PBR.17.6.797.
•
Kornell, N., Castel, A. D., Eich, T. S., & Bjork, R. A. (2010). Spacing as the
friend of both memory and induction in young and older adults. Psychology and
Aging, 25, 498-503.
•
Son, L. K., & Kornell, N. (2010). The virtues of ignorance. Behavioral Processes,
83, 207-212.
•
Kornell, N. (2009a). Metacognition in humans and animals. Current Directions in
Psychological Science, 18, 11-15.
•
Kornell, N. (2009b). Optimizing learning using flashcards: Spacing is more
effective than cramming. Applied Cognitive Psychology, 23, 1297-1317.
•
Kornell, N., & Bjork, R. A. (2009). A stability bias in human memory:
Overestimating remembering and underestimating learning. Journal of
Experimental Psychology: General, 138, 449-468.
•
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts
enhance subsequent learning. Journal of Experimental Psychology: Learning,
Memory, & Cognition, 35, 989-998.
•
Kornell, N., & Son, L. K. (2009). Learners’ choices and beliefs about self-testing.
Memory, 17, 493-501.
•
Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback
in children’s and adults' vocabulary learning. Memory & Cognition, 37, 10771087.
•
Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do
unsuccessful retrieval attempts enhance learning? Journal of Experimental
Psychology: Applied, 15, 243-257.
•
Son, L. K., & Kornell, N. (2009). Simultaneous decisions at study: time
allocation, ordering, and spacing. Metacognition and Learning, 4, 237-248.
•
Kornell, N. & Bjork, R. A. (2008a). Learning concepts and categories: Is spacing
the “enemy of induction”? Psychological Science, 19, 585-592.
•
Kornell, N., & Bjork, R. A. (2008b). Optimizing self-regulated study: The
benefits—and costs—of dropping flashcards. Memory, 16, 125-136.
•
Vlach, H. A., Sandhofer, C. M., & Kornell, N. (2008) The spacing effect in
children’s memory and category induction. Cognition, 109, 163-167.
•
Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated
study. Psychonomic Bulletin & Review, 14, 219-224.
•
Kornell, N., Son, L. K., & Terrace, H. S. (2007). Transfer of metacognitive skills
and hint seeking in monkeys. Psychological Science, 18, 64-71.
•
Kornell, N., & Terrace, H. S. (2007). The generation effect in monkeys.
Psychological Science, 18, 682-685.
•
Metcalfe, J., & Kornell, N. (2007). Principles of cognitive science in education:
The effects of generation, errors and feedback. Psychonomic Bulletin & Review,
14, 225-229.
•
Metcalfe, J., Kornell, N., & Son, L. K. (2007). A cognitive-science based program
to enhance study efficacy in a high and low-risk setting. European Journal of
Cognitive Psychology, 19, 743-768.
•
Kornell, N., & Metcalfe, J. (2006b). "Blockers" do not block recall during tip-ofthe-tongue states. Metacognition and Learning, 1, 248-261.
•
Kornell, N., & Metcalfe, J. (2006a). Study efficacy and the region of proximal
learning framework. Journal of Experimental Psychology: Learning, Memory, &
Cognition, 32, 609-622.
•
Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study
time allocation. Journal of Memory and Language, 52, 463-477.
•
Metcalfe, J. & Kornell, N. (2003). The dynamics of learning and allocation of
study time to a region of proximal learning. Journal of Experimental Psychology:
General, 132, 530-542.
•
Neuringer, A., Kornell, N., & Olufs, M. (2001) Stability and variability in
extinction. Journal of Experimental Psychology: Animal Behavior Processes, 27,
79-94.
Chapters, Commentaries, and Conference Proceedings
• Kornell, N., (in press). A Stability Bias in Human Memory. To appear in N. Seel
(Ed.), Encyclopedia of the Sciences of Learning. New York: Springer.
•
Kornell, N. (in press). Discrimination learning: Training methods. To appear in H.
Pashler (Ed.), Encyclopedia of the Mind. Thousand Oaks: Sage Reference.
•
Son, L. K., Kornell, N., Finn, B., & Cantlon, J. F. (in press). Metacognition and
the social animal. To appear in Briñol, P., & DeMarree, K. G. (Eds.). Social
Metacognition. New York, NY: Psychology Press.
•
Kornell, N. (2010). Failing to predict future changes in memory: A stability bias
yields long-term overconfidence. In A. S. Benjamin (Ed.), Successful
Remembering and Successful Forgetting: A Festschrift in Honor of Robert A.
Bjork (pp. 365-386). New York, NY: Psychology Press.
•
Kornell, N. (2010). Metacognition. In D. Mills (ed.), The Encyclopedia of
Applied Animal Behaviour & Welfare (pp. 413-414). Wallingford, Oxon, UK:
CABI publishing.
•
Kornell, N., Schwartz, B. L., & Son, L. K. (2009). What monkeys can tell us
about metacognition and mindreading (commentary). Behavioral and Brain
Sciences, 32, 150-151.
•
Richland, L. E., Kao, L. S., & Kornell, N. (2008). Can unsuccessful tests enhance
learning? In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the
30th Annual Conference of the Cognitive Science Society (pp. 2338-2343).
Austin, TX: Cognitive Science Society.
•
Son, L. K., & Kornell, N. (2008). Research on the allocation of study time: Key
studies from 1890 to the present (and beyond). In J. Dunlosky & R. A. Bjork
(Eds.), A handbook of memory and metamemory (pp. 333-351). Hillsdale, NJ:
Psychology Press.
•
Son, L. K., & Kornell, N. (2005). Metaconfidence judgments in rhesus macaques:
Explicit versus implicit mechanisms. In Terrace, H. S. & Metcalfe, J. (Eds.), The
missing link in cognition: Origins of self-reflective consciousness (pp. 296-320).
New York: Oxford University Press.
•
Son, L. K., Schwartz, B. L., & Kornell, N. (2003). Implicit metacognition, explicit
uncertainty, and the monitoring/control distinction in animal Metacognition
(commentary). Behavioral and Brain Sciences, 26, 355-356.