Faculty Profiles

Loprinzi, P. D., Fuglaar, L., Mangold, R., Petty, S., Jung, M., Patrick, Z., … Kelemen, W. L. (2025). The Effects of Acute Exercise Intensity on Memory: Controlling for State-Dependence. Memory & Cognition, 53, 1419–1432. https://doi.org/https://doi.org/10.3758/s13421-024-01660-2

Kelemen, W. L. (2024). The Promise and Pitfalls of Campus-Wide Digital Access of Course Learning Materials in Postsecondary Education. Journal of Higher Education Management, 39(2), 115–126. Retrieved from https://issuu.com/aaua10/docs/jhem_39_2_

Tanner, J. G., & Kelemen, W. L. (2023). College Students’ Perceptions of Campus Safety Before and After Concealed Carry. Journal of School Violence, 22(2), 246–259. https://doi.org/https://doi.org/10.1080/15388220.2023.2175362

Loprinzi, P. D., Rigdon, B., Javadi, A.-H., & Kelemen, W. L. (2022). Effects of acute exercise intensity on source episodic memory and metamemory accuracy. Quarterly Journal of Experimental Psychology, 75(12), 2232–2243. https://doi.org/https://doi.org/10.1177/17470218211069856

Loprinzi, P. D., Pull, M. R., Tomporowski, P. D., Javadi, A.-H., & Kelemen, W. L. (2022). Effects of Acute Exercise on Memory: Considerations of Exercise Intensity, Post-Exercise Recovery Period and Aerobic Endurance. Memory & Cognition. https://doi.org/https://doi.org/10.3758/s13421-022-01373-4

Loprinzi, P. D., Javadi, A.-H., Jung, M., Watson, H., Sanderson, C., Kang, M., & Kelemen, W. L. (2022). Vigorous-Intensity Acute Exercise During Encoding Can Reduce Levels of Episodic and False Memory. Memory, 30(8), 1031–1045. https://doi.org/10.1080/09658211.2022.2072895

Johnson, M. L., Marshall, S. G., Kelemen, W. L., & Westerberg, C. E. (2019). The effects of a single night of continuous positive airway pressure on memory in patients with obstructive sleep apnea. Sleep, 42(A33).

Zuniga, K. E., Mueller, M. N., Santana, A. R., & Kelemen, W. L. (2019). Acute Aerobic Exercise Improves Memory Across Intensity and Fitness Levels. Memory, 27(5), 628–636. https://doi.org/10.1080/09658211.2018.1546875

Palmore, C. C., Garcia, A. D., Bacon, L. P., Johnson, C. A., & Kelemen, W. L. (2012). Congruity influences memory and judgments of learning during survival processing. Psychonomic Bulletin & Review, 19, 119–125. https://doi.org/10.3758/s13423-011-0186-6

Salas, C. R., Minakata, K., & Kelemen, W. L. (2011). Walking before study enhances free recall but not judgment-of-learning magnitude. Journal of Cognitive Psychology, 23, 507–513. https://doi.org/10.1080/20445911.2011.532207

Kelemen, W. L., & Fulton, E. K. (2008). Cigarette abstinence impairs memory and metacognition despite administration of 2 mg nicotine gum. Experimental and Clinical Psychopharmacology, 16, 521–531. https://doi.org/10.1037/a0014246

Kelemen, W. L. (2008). Stimulus and response expectancies influence the cognitive effects of cigarettes. Journal of Smoking Cessation, 3, 136–143. https://doi.org/10.1375/jsc.3.2.136

Weaver, C. A., Terrell, J. T., Krug, K. S., & Kelemen, W. L. (2008). The delayed JOL effect with very long delays: Evidence from flashbulb memories. In Handbook of Metamemory and Memory. Routledge. https://doi.org/10.4324/9780203805503.ch9

Kelemen, W. L., & Kaighobadi, F. (2007). Pharmacological and expectancy-related effects of nicotine on cognition using a balanced-placebo design. Experimental and Clinical Psychopharmacology, 15, 93–101. https://doi.org/10.1037/1064-1297.15.1.93

Kelemen, W. L., Winningham, R. G., & Weaver, III, C. A. (2007). Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy. European Journal of Cognitive Psychology, 19, 689–717. https://doi.org/10.1080/09541440701326170

Kelemen, W. L., Weinberg, B., Alford, H., Mulvey, E., & Kaeochinda, K. (2006). Improving the reliability of event-based laboratory tests of prospective memory. Psychonomic Bulletin & Review, 13, 1028–1032. https://doi.org/10.3758/BF03213920

Weaver, III, C. A., & Kelemen, W. L. (2003). Processing similarity does not improve metamemory: Evidence against transfer-appropriate monitoring. Journal of Experimental Psychology:  Learning, Memory, and Cognition, 29, 1058–1065. https://doi.org/10.1037/0278-7393.29.6.1058

Kelemen, W. L., & Creeley, C. E. (2003). State-dependent memory effects using caffeine and placebo do not extend to metamemory. Journal of General Psychology, 130, 70–86. https://doi.org/10.1080/00221300309601276

Weaver, C. A., & Kelemen, W. L. (2002). Comparing processing-based, stimulus-based, and subject-based factors in metacognition: Evidence against a general metacognitive ability. In P. Chambres, M. Izaute, & P. J. Marescaux (Eds.), Metacognition: Process, Function and Use (pp. 49–60). Boston: Kluwer Academic Publishers. https://doi.org/10.1007/978-1-4615-1099-4_4

Calsyn, R. J., Kelemen, W. L., Jones, E. T., & Winter, J. P. (2001). An experimental comparison of techniques to reduce agency awareness overclaiming in needs assessment studies. Evaluation Review, 25, 583–604. https://doi.org/10.1177/0193841X0102500601

Kelemen, W. L., & Creeley, C. E. (2001). Caffeine (4 mg/kg) influences sustained attention and delayed free recall but not memory predictions. Human Psychopharmacology: Clinical and Experimental, 16, 309–319. https://doi.org/10.1002/hup.287

Kelemen, W. L., Frost, P. J., & Weaver, III, C. A. (2000). Individual differences in metacognition:  Evidence against a general metacognitive ability. Memory & Cognition, 28, 92–107. https://doi.org/10.3758/BF03211579

Kelemen, W. L. (2000). Metamemory cues and monitoring accuracy: Judging what you know and what you will know. Journal of Educational Psychology, 92, 800–810. https://doi.org/10.1037/0022-0663.92.4.800

Kelemen, W. L., & Weaver, III, C. A. (1997). Enhanced metamemory at delays:  Why do judgments of learning improve over time? Journal of Experimental Psychology:  Learning, Memory, and Cognition, 23, 1394–1409. https://doi.org/10.1037/0278-7393.23.6.1394

Weaver, III, C. A., & Kelemen, W. L. (1997). Judgments of learning at delays:  Shifts in response patterns or increased metamemory accuracy? Psychological Science, 8, 318–321. https://doi.org/10.1111/j.1467-9280.1997.tb00445.x

Kelemen, W. L. (1997). Teaching your first course in graduate school. APS Observer, 10(2), 40–42.