VITA
DANIEL J. BURNS
Janary, 2008
ADDRESS
OFFICE: Psychology Department
Union College
Schenectady, NY 12308
(518) 388-6275
Burnsd@Union.edu
Home:
4 Tieman Road Road
Glenville, NY 12302
EDUCATION
Ph.D., Experimental Psychology, 1986, State University of New York at
Binghamton
M.A., Experimental Psychology, 1984, State University of New York at
Binghamton
B.S. Honors in Psychology, 1981, State University of New York, College
at Oswego
PROFESSIONAL TRAINING
Chair of Psychology Department, 2006-present
Full Professor, Union College, 2004-present
Associate Professor, Union College, 1996-2004
Assistant Professor, Union College, 1993-1996
Assistant Professor, Lafayette College, 1989-1993
Assistant Professor, Creighton University, 1986-1989
Human Factors Research Consultant, Syndetic Corp., Omaha, NE,
1987-1988
Human Factors Research Assistant, IBM-Endicott, Endicott, NY,
1985-1986
Instructor of Psychology, SUNY-Binghamton, 1985-1986
Graduate Research Assistant, SUNY-Binghamton, 1982-1986
Undergraduate Research Assistant, SUNY-Oswego, 1980-1981
RECENT COMMITTEE WORK
Member of Tenure Committee, 2006-2007
Chair of Neuroscience Search Committee, 2006-2007
Science Facilities Planning Committee, 2005-present
Member of General Education Subcommittee on Quantitative
Reasoning, and Science & Technology, 2005-2006
Member of Health Professions Advisory Committee, 2004-2006
Reappointment Review Committee, 2004-2005
Admissions Liaison, 2003-2006
Chair of Tenure Committee, 2002-2003
Member of Tenure Committee, 1997-1998, 1999-2000
Chair of Human Subjects Internal Review Board (IRB) 1999-2002
Member of Human Subjects Internal Review Board 1998-1999
Remote College Consortium Steering Committee Member, 1997-2002
Member of Research & Grants Subcouncil, Union College, 1994-2001
PAPERS AUTHORED [ * indicates student coauthor(s)]
*Burns, D.J., & Jenkins, C. L. & Dean, E. E. (2007). Falsely recalled
items are rich in item-specific information. Memory & Cognition, 37,
1630-1640.
*Burns, D. J., Martens, N. J., Bertoni, A. A., Sweeney, E. J., & Lividini,
M. D. (2006). An item gains and losses analysis of false memories
suggests critical items receive more item-specific processing than list
items. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 32, 277-289.
*Burns, D.J., & Ladd, M. V. (2006). The simultaneous learning
effect: Why does simultaneous learning improve retention? American
Journal of Psychology, 119, 385-405.
Burns, D. J. (2006). Assessing distinctiveness: Measures of itemspecific and relational processing. In R.R. Hunt & K. Worthen (Eds.)
Distinctiveness and Memory. New York: Oxford University Press.
*Burns, D.J., & Hebert, T. (2005). Using cumulative recall curves to
assess the extent of relational and item-specific processing.
Memory, 13, 189-199.
Burns, D. J. (2004). The simultaneous acquisition effect: Simultaneoustask learning inhibits memory for order. American Journal of
Psychology, 117, 229-248.
*Burns, D. J., & Brown, C. A. (2000). The category access measure of
relational processing. Journal of Experimental Psychology:
Learning, Memory, & Cognition, 26, 1057-1062.
*Burns, D. J., & Gold, D. E. (1999). An analysis of item gains and losses
in retroactive interference. Journal of Experimental Psychology:
Learning, Memory, & Cognition, 25, 978-985.
*Burns, D. J., & Schoff, K. M. (1998). Slow and steady often ties the
race: The effects of item-specific and relational processing on
cumulative recall. Journal of Experimental Psychology: Learning,
Memory, & Cognition, 24, 1041-1051.
Burns, D. J. (1996). The item-order distinction and the generation
effect: The importance of order information in long-term
memory. American Journal of Psychology, 109, 567-580.
Burns, D. J. (1996). The bizarre imagery effect and intention to learn.
Psychonomic Bulletin & Review, 3, 254-257.
*Burns, D.J., Curti, E.T., & Lavin, J.C. (1993). The effects of generation
on item and order retention in immediate and delayed recall.
Memory & Cognition, 21, 846-852.
Burns, D.J. (1993). Item gains and losses during hypermnesic recall:
Implications for the Item-specific--relational information
distinction. Journal of Experimental Psychology, Learning,
Memory, and Cognition, 19, 163-173.
Hirshman, E., & Burns, D.J. & Kuo, T.M. (1993). Examining a
processing tradeoff explanation of proactive interference effects.
Memory & Cognition, 21, 5-10.
*Fox, S.E., & Burns, D.J. (1993). The mere exposure effect for stimuli
presented below recognition threshold: A failure to replicate.
Perceptual and Motor Skills, 76, 391-396.
Burns, D.J. (1992). The consequences of generation. Journal of Memory
and Language, 31, 615-633.
Burns, D.J., & Vinchur, A.J. (1992). The effects of evaluative quizzes on
test performance. Journal of Instructional Psychology, 19, 148154.
Burns, D.J. (1990). The generation effect: A test between single- and
multifactor theories. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 16, 1060-1067.
Burns, D.J. (1989). Proactive Interference: An individual-item versus
relational processing account. Journal of Memory and Language,
28, 345-359.
Gunther, V.A.L., Grosofsky, A., Burns, D.J., & Payne, D.G. (1988). The
effects of frequency and length of commands and training transfer
on text editing performance. SIGCHI Bulletin, 19, 67-69.
Morison, R.A., Burns, D.J., & Grosofsky, A. (1987). The legibility of print
produced by the IBM 4248 impact printer as a function of band
speed. IBM Technical Report.
Gunther, V.A.L., Burns, D.J., & Payne, D.G. (1987). Text editing
performance as a function of training with command terms of
varying lengths and frequencies. SIGCHI Bulletin, 18, 57-59.
Payne, D.G., Neely, J.H., & Burns, D.J. (1986). The generation effect:
Further tests of the lexical activation hypothesis. Memory &
Cognition, 14, 246-252.
Malmi, R.A., & Burns, D.J., (1984). Task-related PI and the
simultaneous acquisition retention phenomenon. American
Journal of Psychology, 97, 89-95.
PAPER PRESENTATIONS [ * indicates student coauthor(s)]
*Dean, E., & Burns, D. J. (2007). The effect of conceptual and
perceptual processing on false memories in the DRM paradigm.
Eastern Psychological Association, Philadelphia, PA.
*Willing, J. G., Ng, J. W., Burns, D. J. (2007). The effects of glucose
ingestion on memorial processes as a function of glucoregulation.
Eastern Psychological Association, Philadelphia, PA.
*Lividini, M., & Burns, D.J. (2004). Relational and distinctive processing
in children . Eastern Psychological Association, Washington, DC.
Burns, D. J. (2003). Measures of distinctive and relational processing.
Southwestern Pasychological Association, New Orleans, LA
*Sweeney, E. J., Bertoni, A. A., Martens, N. J., & Burns, D. J. (2003).
False memories produce more item gains across repeated tests
than real memories. Eastern Psychological Association, Baltimore,
MD.
*Ladd, M. V., & Burns, D.J. (2001). Why does simultaneous-task
learning improve recall? Eastern Psychological Association.
Eastern Psychological Association, Boston, MA.
*Noyes, T. L. & Burns, D.J. (2000). A cumulative recall analysisis of the
effects of impression formation on free recall. Eastern
Psychological Association, Baltimore, MD.
*Burns, D. J., Leivent, S., & Gersten, A. (1999). Similarity does not
increase proactive interference. Psychonomic Society, Los Angeles.
*Gold, D. E. & Burns, D.J. (1997). Interpolated lists increase forgetting
but have no effect on reminiscence. Eastern Psychological
Association, Washington, D.C.
*Selwyn, R., & Burns, D.J. (1997). Cumulative recall curves and
distinctive processing. Eastern Psychological Association,
Washington, D.C.
*Burns, D.J., & Schoff, K.M. (1996). Not all cumulative recall curves are
the same. Eastern Psychological Association, Philadelphia, PA.
*Burns, D.J., & Pflederer, D. A. (1995). Measures of organizational and
item-specific processing. Eastern Psychological Association,
Boston, MA.
*Hanlon, T.M., & Burns, D.J. (1995). Distinctive processing, item gains
and cumulative recall curves. Eastern Psychological Association,
Boston, MA.
*Burns, D.J., & Hanlon, T.M. (1994). More evidence for the item gain
measure of distinctive processing. Psychonomic Society, St. Louis.
Burns, D.J. (1994). The role of distinctive and relational information in
producing the picture superiority effect. Eastern Psychological
Association, Providence, R.I.
Burns, D.J. (1993). Measuring distinctive and relational processing:
Item gains and Losses in hypermnesic recall. Psychonomic Society,
Washington, DC.
*Burns, D.J., Lavin, J.C., & Curti, E.T. (1993). The effects of generation
on item and order retention in immediate and delayed recall.
Eastern Psychological Association, Washington, D.C.
*Fox, S.E., & Burns, D.J. (1993). The mere exposure effect for stimuli
presented below recognition threshold: A failure to replicate.
Eastern Psychological Association, Washington, D.C.
*Burns, D.J., & Lavin, J. (1992). The influence of item-specific and
relational information on performance in implicit and explicit
memory tests. Eastern Psychological Association, Boston, MA.
Burns, D.J. (1991). The item-specific/relational processing distinction:
Analysis of cumulative recall performance. Psychonomic Society,
San Francisco, CA.
Burns, D.J. (1990). The negative consequences of generation.
Psychonomic Society, New Orleans, LA.
*Burns, D.J., Tam, L.L., & Loucks, A.A. (1990). Hypermnesia: An
individual-item versus relational processing account. Eastern
Psychological Association, Philadelphia, PA.
*Burns, D.J., Quigley, A.A., & Fish, S.B. (1989). The generation and
negative generation effects: Some tests of multifactor theories.
Psychonomic Society, Atlanta, GA.
Burns, D.J. (1989). Proactive interference: An individual-item versus
relational processing account. Midwestern Psychological
Association, Chicago, IL.
*Burns, D.J., & Fish, S.B. (1989). A reversed generation effect in paired
associate learning with a slow presentation rate. Midwestern
Psychological Association, Chicago, IL.
Burns, D.J. (1988). Item-specific information and the generation effect.
Western Psychological Association, San Francisco, CA.
*Burns, D.J., McCarthy, B.A., & Walter, M.J. (1988). Intra-list categorical
similarity and the generation effect. Eastern Psychological
Association, Buffalo, NY.
*Perry, N.W., Burns, D.J., Kaleda, M., & Shimerdla, C. (1987). Children
as legal witnesses: Issues of competence and credibility. Nebraska
Psychological Association, Lincoln, NE.
Burns, D.J., & Payne, D.G. (1986). Against all odds: Reversing the
direction of a number of list-learning phenomena. Eastern
Psychological Association, New York, NY.
Gunther, V.A.L., Burns, D.J., & Payne, D.G. (1986). Text editing
performance as a function of training with command terms of
differing lengths and frequencies. Conference on Human Factors in
Computer Systems (CHI), Boston, MA.
Payne, D.G., & Burns, D.J. (1986). Transfer-specific interference
reevaluated: When transfer-specific interference results in better
retention than non-specific interference. Eastern Psychological
Association, New York, NY.
Waring, S., Burns, D.J., & Payne, D.G. (1986). The generation effect:
Some tests of the lexical activation hypothesis. Eastern
Psychological Association, New York, NY.
Burns, D.J., & Malmi, R.A. (1984). Context dependent proactive
interference. Eastern Psychological Association, Baltimore, MD.
JOURNAL REVIEWER
American Journal of Psychology
Behavior Research Methods, Instrumentation, & Computers
Journal of Experimental Psychology: General
Journal of Experimental Psychology: Learning, Memory,
and Cognition
Journal of Memory and Language
Memory
Memory & Cognition
Psychonomic Bulletin & Review
Quarterly Journal of Experimental Psychology