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Juliana K.
Leding, M.A.
(See other
graduate student profiles)
1. Where are you from originally? Where did you grow up?
I am from Springdale, AR.
2. Where did you do your
undergraduate work at and when did you get your degree?
I received my Bachelor’s degree in 2002 from Hendrix College
3. Who is your faculty mentor
and what kind of projects do you work on with them.
My advisor is Dr. James Lampinen
and we have worked on a variety of projects in the past four years.
Our main area of interest is false memory research (both theoretical and
applied) but we have also conducted research in stereotypical attitudes
of other groups and consciousness
4. What is your typical day like
as a graduate student?
All of my days are different depending on what
day of the week it is. This semester I am working as an
undergraduate advisor, I am teaching a section of Honors General
Psychology, I am working on collecting and analyzing my dissertation
data, and I am beginning to apply for jobs. So, my days are usually
some combination of all of those tasks and various other meetings.
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5. Describe some of the work you've
published or presented at conferences
I have been
working with Jim Lampinen for the past four years and I have developed two
main lines of research. The first line of research deals with basic
memory theories and false memory theories. We have used many
different false memory paradigms to test the theories and most recently I
have been using the memory conjunction paradigm to test ideas such as
recollection rejection and phantom recollection. My dissertation is
designed to test these constructs, and more generally, to provide evidence
for dual-process theories of memory.
The
other line of research that I have developed is more applied and is
concerned with how people can use social influence techniques to alter or
distort others’ memories. We have conducted research on this idea
with a number of different paradigms, including the misinformation effect
paradigm and the post-identification feedback paradigm.
Thus,
one of my lines of research is very theoretical while the other is more
applied and blends both cognitive and social psychology theories and
paradigms.
PUBLICATIONS:
Leding, J. K., Lampinen, J. M., Edwards, N. W., &
Odegard, T. N. (in press). Memory conjunction errors: Norming data
for conjunction triplets. Behavior Research Methods .
Lampinen, J. M., Leding, J. K., Reed, K. B., & Odegard,
T. N. (in press). Global Gist Extraction in Children and Adults. Memory
.
Lampinen, J. M., Scott, J. N., Pratt, D., Leding, J. K.,
& Arnal, J. D. (in press). The effects of warning on the
post-identification feedback effect. Applied Cognitive Psychology.
Lampinen, J. M., Meier, C. R., Arnal, J. D., &
Leding, J. K. (2005). Compelling untruths: Content borrowing and
vivid false memories. Journal of Experimental Psychology: Learning,
Memory, and Cognition, 31, 954-963.
Lampinen, J.M., Odegard, T.N., & Leding, J. K.
(2004). Diachronic disunity. In D.R. Beike, J.M. Lampinen & D.A.
Behrend (Eds.) The Self and Memory. Psychology Press.
MANUSCRIPTS IN PREPARATION
Leding, J. K., & Lampinen, J. M. False
Memories and Persuasion Strategies: Social Influences on a “Cognitive”
Problem.
Lampinen, J. M., Leding J. K., & Odegard, T. N.
Multiple Parents in the Memory Conjunction Paradigm: Memory Conjunction
Clusters
CONFERENCE PRESENTATIONS
Leding, J. K., Finch, J. D., Foster, A. B., &
Lampinen, J. M. (2006). The Memory Conjunction Paradigm: Evidence for the
Use of Recollection. Annual Meeting of the Association for Psychological
Science. New York, NY.
Leding, J. K., Lampinen, J. M., & Arnal, J. D.
(2005). Global
Gist Extraction in Children and Adults. Annual Meeting of the Southwestern
Psychological Association. Memphis, TN.
Arnal, J. D., Lampinen, J. M., & Leding, J. K.
(2005). Manipulation of the Implicit Association Test. Annual Meeting
of the Southwestern Psychological Association. Memphis, TN.
Lampinen, J. M., Meier, C. R., Arnal, J. D., &
Leding, J. K. (2005). Compelling untruths: Content borrowing and vivid
false memories. Cognitive Science Conference. Mt. Hood, OR.
Leding, J. K. (2004). Eyewitness Memory. Invited
Talk for the Fulbright College’s Day of Diversity at the University of Arkansas.
Leding, J. K., & Lampinen, J. M. (2004). The
effect of media portrayals on stereotypes: The Sopranos and
Italian-Americans. Annual Meeting of the American Psychological
Society. Chicago.
Leding, J. K., & Lampinen, J. M. (2004). The
relation between verbal overshadowing and memory strength. Annual
Meeting of Midwestern Psychological Association, Chicago.
Leding, J. K. (2003). Verbal Overshadowing.
Invited Talk for Hendrix College’s Department of Psychology Department
Recruitment.
Leding,
J. K., Lampinen, J. M., Armstrong, J. W., & Fowler, D. W. (2003).
Demarcating DRM lists: Effects on false memories in a free recall paradigm.
Annual Meeting of the American Psychological Society. Atlanta.
6.
Why did you choose the U of A to do your graduate work?
I chose the University of Arkansas because I wanted to work with Jim. When I was applying for
graduate school I had interviews at other schools but I did not think that
I would enjoy working with the other potential faculty advisors as much as
I would enjoy working with Jim. In addition, I got to meet the other
members of his lab and they were all very friendly and helpful. I
knew that graduate school was going to be a large investment of energy,
effort, and time, and I wanted to be around people and work with people who
would make it easier.
7. What do you think of the U of A campus and the Fayetteville area?
My favorite place on campus is the lawn in front of Old
Main. There are always people there playing frisbee, taking naps,
walking their dogs, or tailgating before football games. It’s
beautiful in the fall.
8. What sorts of things do you do for fun?
When the weather
is nice I like to go to restaurants on Dickson Street and sit on the patio
with my friends. I also like to go hiking, watch football, read, and
take naps
9. What are some of your best experiences as a graduate student so
far?
I think the best experiences are when you have worked really hard on
something and it pays off. For example, if you work really hard on a
research project and you get the paper or presentation accepted, or if you
work really hard preparing for and teaching a class and your students
appreciate it.
10. What sorts of things are you working on right now?
I’m working on my dissertation as well as job applications. Wish me
luck!
11. What are your plans for the future?
I plan on obtaining
a faculty position at a college or university.
12. How has the UA program helped prepare you for your future career?
I have been able to gain an enormous amount of teaching and research
experience during my time at the U of A.. Those experiences helped prepare
me to become a faculty member.
13. What advice would you give someone thinking of
going to graduate school in psychology?
As an
undergraduate I took as many psychology classes as I could (even ones not
required by my major). I think this helped me in graduate school because I
came into it with a broad basis of knowledge in psychology. I also think it
is very important to find a good advisor. You cannot get through
graduate school without the help and dedication of your advisor, so starting
graduate school with a helpful and dedicated advisor is extremely
important. So find out about your potential advisor. Make sure that he or
she is someone you can work with.
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