Current Projects

Prospective Memory

Remembering to execute future intentions (termed prospective memory) plays a critical role in daily functioning. The CALM lab team investigates factors that promote successful prospective memory, including cognitive, socio-emotional, and motivational factors. We are particularly interested in translating basic laboratory research to better understand everyday human cognition. To this end, we leverage a variety of methodological approaches, including cognitive-behavioral, eye-tracking, and naturalistic measures.

Academic and Self-care Goal Execution

We are conducting studies to evaluate factors that influence college students’ ability to achieve their academic goals. For example, we have found that academic goals that are time-sensitive are particularly difficult for college students. Additionally, we are conducting research to examine self-care behavior in college students and how engagement in these practices influences academic performance and perceived stress. We have also designed several interventions to promote better goal execution, including mindfulness meditation.

Cognitive Offloading

Using memory aids, such as calendars, cell phones, and notes

Disability Perception and Identity

Dr. Shelton identifies as a disabled person and has been a member of the low vision/blind community since childhood. In addition to engaging in community outreach projects, the CALM lab team is conducting research in collaboration with Dr. Leslie Frazier to better understand factors that promote well-being in people with disabilities. Our goal is to leverage this information to promote resilience in the disabled community and beyond. Additionally, we are interested in others’ perceptions of disabled people with the goal of reducing stigmatizing attitudes.

Adult Development and Aging

Members of the CALM lab have engaged in a variety of research and community outreach projects with the goal of empowering older adults. One line of research focuses on examining the benefits of an experiential learning project designed for a Psychology of Aging course. Students taking this course are expected to engage in a series of structured conversations with an older adult to explore important issues in daily life, such as relationships, goal-setting, and resilience. We collect quantitative and qualitative data throughout the semester to evaluate the benefits of this experience in students and their older adult conversation partners. A second line of research focuses on evaluating the efficacy of educational programs in residential facilities. The goal of the program is to teach older adults strategies to promote better memory function and self-efficacy.