Mulligan, N. W., Spataro, P., & West, J. T. (in press). Memory and Attention: A Double Dissociation between Memory Encoding and Memory Retrieval. Cognition.
Mulligan, N. W, Buchin, Z. & Powers, A. (in press). Transitive Inference and the Testing Effect: Retrieval Practice Impairs Transitive Inference. Quarterly Journal of Experimental Psychology.
Mulligan, N. W., Buchin, Z. L., & Zhang, A. L. (2022). The Testing Effect with Free Recall: Organization, Attention, and Order Effects. Journal of Memory and Language.
Buchin, Z. L. & Mulligan, N. W. (2023). Retrieval-Based Learning and Prior Knowledge. Journal of Educational Psychology, 115, 22-35.
Spataro, P., Mulligan, N. W., & Rossi-Arnaud, C. (2022). The Attentional Boost Effect facilitates the encoding of contextual details: New evidence with verbal materials and a modified recognition task. Attention, Perception and Pshychophysics, 84, 1489-1500.
Mulligan, N. W., Susser, J. A. & Horschler, D. J. (2022). Action Memory and Metamemory. Journal of Experimental Psychology: Learning, Memory and Cognition, 48, 1821-1832.
Mulligan, N. W., Buchin, Z. L., & West, J. T. (2022). Attention, the Testing Effect, and Retrieval-Induced Forgetting: Distraction Dissociates the Positive and Negative Effects of Retrieval on Subsequent Memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 48, 1905-1922.
Besken, M. & Mulligan, N. W. (2022). The Bizarreness Effect and Visual Imagery: No Impact of Concurent Visual-Working-Memory Distraction Indicates Little Role for Visual Imagery. Journal of Experimental Psychology: Learning, Memory and Cognition, 48, 1281-1295.
Mulligan, N. W., Spataro, P., Rossi-Arnaud, C., & Wall, A. (2022). The Attentional Boost Effect and Source Memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 48, 1725-1737.
Spataro, P., Mulligan, N. W., Cestari, V., Santirocchi, A., & Rossi-Arnaud, C. (2022). The Attentional Boost Effect Enhances the Item-Specific, but not the Relational, Encoding of Verbal Material: Evidence from Multiple Recall Tests. Journal of Experimental Psychology: Learning, Memory and Cognition, 48, 1083-1097.
West, J. T., & Mulligan, N. W. (2021). Investigating the replicability and boundary conditions of the mnemonic advantage for disgust. Cognition and Emotion, 35, 753-773.
Smith, S. A., & Mulligan, N. W. (2021). Immersion, Presence, and Episodic Memory in Virtual Reality Environments. Memory, 29, 983-1005.
Su, N., Buchin, Z. L., & Mulligan, N. W. (2021). Levels of Retrieval and the Testing Effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 47, 652-670.
Spataro, P., Saraulli, D., Cestari, V., Mulligan, N. W., Santirocchi, A., Borowiecki, O., & Rossi-Arnaud, C. (2020). The attentional boost effect enhances the recognition of bound features in short-term memory. Memory, 28, 926-937.
Mulligan, N. W. (2020). Negative Effects of Repetition and Testing. In A. M. Cleary & B. L. Schwartz (Eds.), Memory Quirks: The Study of Odd Phenomena in Memory. New York: Routledge Press.
Mulligan, N. W., Buchin, Z. L., & West, J. T. (2020). Assessing why the testing effect is moderated by experimental design. Journal of Experimental Psychology: Learning, Memory and Cognition, 46, 1293-1308.
Picklesimer, M. E., Buchin, Z. L., & Mulligan, N. W. (2019). The effect of retrieval practice on transitive inference. Experimental Psychology, 66, 377-392.
Buchin, Z. & Mulligan, N. W. (2019). Divided Attention and the Encoding Effects of Retrieval. Quarterly Journal of Experimental Psychology, 72, 2474-2494.
Buchin, Z. & Mulligan, N. W. (2019). The Testing Effect Under Divided Attention: Educational Application. Journal of Experimental Psychology: Applied, 25, 558-575.
West, J. T., & Mulligan, N. W. (2019). Prospective Metamemory, Like Retrospective Metamemory, Exhibits Underconfidence with Practice. Journal of Experimental Psychology: Learning, Memory and Cognition, 45, 2224-2238.
Susser, J. A., & Mulligan, N. W. (2019). Exploring the Intrinsic-Extrinsic Distinction in Prospective Metamemory. Journal of Memory and Language, 104, 43-55.
Mulligan, N. W., Smith, S. A., & Buchin, Z. (2019). The Generation Effect and Experimental Design. Journal of Experimental Psychology: Learning, Memory and Cognition, 45, 1422-1431.
Smith, S. A., & Mulligan, N. W. (2018). Distinctiveness and the Attentional Boost Effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 44, 1464-1473.
Mulligan, N. W. (2018). Methods of Studying Memory without Awareness. In H. Otani & B. Schwartz (Ed.), Research Methods in Human Memory. Boston: Routledge.
Mulligan, N. W. , Rawson, K. A., Peterson, D. J., & Wissman, K. T. (2018). The replicability of the negative testing effect: differences across participant populations. Journal of Experimental Psychology: Learning, Memory and Cognition, 44, 752-763.
Spataro, P., Saraulli, D., Mulligan, N. W., Rossi-Arnaud, C., Cestari, V. & Costanzi, M. (2018). Not all identification tasks are born equal: Testing the involvement of production processes in perceptual identification and lexical decision. Psychological Research, 82, 685–699.
Buchin, Z. & Mulligan, N. W. (2017). The Testing Effect under Divided Attention. Journal of Experimental Psychology: Learning, Memory and Cognition, 43, 1934-1947.
Susser, J. A., Panitz, J., Buchin, Z. & Mulligan, N. W. (2017). The Motoric Fluency Effect on Metamemory. Journal of Memory and Language, 95, 116-123.
Spataro, P., Mulligan, N. W., Gabrielli, G. B. & Rossi-Arnaud, C. (2017). Divided attention enhances explicit but not implicit conceptual memory: an item-specific account of the attentional boost effect. Memory, 25, 170-175.
Spataro, P., Rossi-Arnaud, C., & Mulligan, N. W. (2017). Implicit vs Explicit Memory. In J. Wixted (Ed.), Learning and Memory: A Comprehensive Reference. (2nd ed.). Oxford: Elsevier.
Foster, C. M., Picklesimer, M., Mulligan, N. W. & Giovanello, K. (2016). The effect of age on relational encoding as revealed by hippocampal functional connectivity. Neurobiology of Learning and Memory, 134, 5-14.
Mulligan, N. W., Susser, J. A., & Smith, S. A. (2016). The Testing Effect is Moderated by Experimental Design. Journal of Memory and Language, 90, 49-65.
Mulligan, N. W. & Picklesimer, M. E. (2016). Attention and the Testing Effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 42, 938-950.
Susser, J. A., Jin, A., & Mulligan, N. W. (2016). Identity Priming Consistently Affects Perceptual Fluency, but Only Affects Metamemory When Primes Are Obvious. Journal of Experimental Psychology: Learning, Memory and Cognition, 42, 657-662.
Mulligan, N. W., Smith, S. A., & Spataro, P. (2016). The Attentional Boost Effect and Context Memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 42, 598-607.
Peterson, D. J. & Mulligan, N. W. (2015). Action memory and encoding time: Evidence for a strategic view of action memory processing. American Journal of Psychology, 128, 419-429.
Susser, J. A., & Mulligan, N. W. (2015). The Effect of Motoric Fluency on Metamemory. Psychonomic Bulletin & Review, 22, 1014-1019.
Spataro, P., Mulligan, N. W. & Rossi-Arnaud, C. (2015). Limits to the Attentional Boost Effect: The Moderating Influence of Orthographic Distinctiveness. Psychonomic Bulletin & Review, 22, 987-992.
Mulligan, N. W., & Peterson, D. J. (2015). The Negative Testing and Negative Generation Effects are Eliminated by Delay. Journal of Experimental Psychology: Learning, Memory and Cognition, 41, 1014-1025.
Mulligan, N. W. & Spataro, P. (2015). Divided Attention Can Enhance Early-Phase Memory Encoding: The Attentional Boost Effect and Study Trial Duration. Journal of Experimental Psychology: Learning, Memory and Cognition, 41, 1223-1228.
Mulligan, N. W., & Peterson, D. J. (2015). Negative and Positive Testing Effects in Terms of Item-Specific and Relational Information. Journal of Experimental Psychology: Learning, Memory and Cognition, 41, 859-871.
Rossi-Arnaud, C., Saraulli, D., Spataro, P, Mulligan, N. W., Sciarretta, A., Marques, V. R. S., Cestari, V. (2014). The Attentional Boost Effect in Schizophrenia. Journal of Abnormal Psychology, 123, 588-597.
Mulligan, N. W., Spataro, P., & Picklesimer, M. E. (2014). The attentional boost effect with verbal materials. Journal of Experimental Psychology: Learning, Memory and Cognition, 40, 1049-1063.
Mulligan, N. W., & Peterson, D. J. (2014). Analysis of the Encoding Factors that Produce the Negative Repetition Effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 40, 765-775.
Northup, T. & Mulligan, N. W. (2014). Online Advertisements and Conceptual Implicit Memory: Advances in Theory and Methodology. Applied Cognitive Psychology, 28, 66-78.
Besken, M. & Mulligan, N. W. (2014). Perceptual Fluency, Auditory Generation, and Metamemory: Analyzing the Perceptual Fluency Hypothesis in the Auditory Modality. Journal of Experimental Psychology: Learning, Memory and Cognition, 40, 429-440.
Mulligan, N. W., & Peterson, D. J. (2014). Metacognitive Control and the Spacing Effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 40, 306-311.
Susser, J. A., Mulligan, N. W., & Besken, M. (2013). The Effects of List Composition and Perceptual Fluency on Judgments of Learning (JOLs). Memory & Cognition, 41, 1000-1011.
Besken, M. & Mulligan, N. W. (2013). Easily perceived, easily remembered? Perceptual interference produces a double dissociation between metamemory and memory performance. Memory & Cognition, 41, 897-903.
Mulligan, N. W., & Peterson, D. (2013). The negative repetition effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 39, 1403-1416.
Mulligan, N. W. (2013). Memory for Pictures and Actions. In T. Perfect & S. Lindsay (Eds.), Handbook of Applied Memory. London: Sage.
Peterson, D. & Mulligan, N. W. (2013). The negative testing effect and multi-factor account. Journal of Experimental Psychology: Learning, Memory and Cognition, 39, 1287-1293.
Spataro, P., Mulligan, N. W. & Rossi-Arnaud, C. (2013). Divided attention can enhance memory encoding: The attentional boost effect in implicit memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 39, 1223-1231.
Northup, T. & Mulligan, N. W. (2013). Conceptual Implicit Memory in Advertising Research. Applied Cognitive Psychology, 27, 127-136.
Mulligan, N. W. & Besken, M. (2013). Implicit Memory. In D. Reisberg (Ed.), Oxford Handbook of Cognitive Psychology. (pp. 220 – 231). Oxford: Oxford University Press.
Mulligan, N. W. (2013). Implicit Memory. In H. Pashler (Ed.), Encyclopedia of the Mind. Los Angeles: Sage.
Peterson, D. & Mulligan, N. W. (2012). A negative repetition effect in episodic memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 38, 1786-1791.
Mulligan, N. W. & Picklesimer, M. (2012). Levels of Processing and the Cue-dependent Nature of Recollection. Journal of Memory and Language, 66, 79-92.
Mulligan, N. W. (2012). Differentiating between conceptual implicit and explicit memory: A crossed double dissociation between category-exemplar production and category-cued recall. Psychological Science, 23, 404-406.
Spataro, P., Mulligan, N. W., Longobardi, E., & Rossi-Arnaud, C. (2012). Effects of Age of Acquisition in the Word Fragment Completion Task: Evidence for an Orthographic Locus in Implicit Memory. Experimental Psychology, 59, 22-29.
Mulligan, N. W. (2011). The Effect of Generation on Long-term Repetition Priming in Auditory and Visual Perceptual Identification. Acta Psychologica, 137, 18-23.
Mulligan, N. W. (2011). Generation Disrupts Memory for Intrinsic but not Extrinsic Contextual Details. Quarterly Journal of Experimental Psychology, 64, 1543-1562.
Mulligan, N. W. (2011). Conceptual Implicit Memory and Environmental Context. Consciousness & Cognition, 20, 737-744.
Mulligan, N. W. (2011). Implicit Memory and Depression: Preserved Conceptual Priming in Subclinical Depression. Cognition & Emotion, 25, 730-739.
Spataro, P., Mulligan, N. W., & Rossi-Arnaud, C. (2011). Attention and implicit memory. The role of the activation of multiple representations. Experimental Psychology, 58, 110-116.
Besken, M., & Mulligan, N. W. (2010). Context Effects in Auditory Implicit Memory. Quarterly Journal of Experimental Psychology, 63, 2012-2030.
Lozito, J. P., & Mulligan, N. W. (2010). Exploring the Role of Attention during Implicit Memory Retrieval. Journal of Memory and Language, 63, 387-399.
Mulligan, N. W., Besken, M., & Peterson, D. (2010). Remember-Know and Source Memory Instructions Can Qualitatively Change Old-New Recognition Accuracy: The Modality-Match Effect in Recognition Memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 36, 558-566.
Peterson, D. & Mulligan, N. W. (2010). Enactment and Retrieval. Memory & Cognition, 38, 233-243.
Spataro, P., Mulligan, N. W., & Rossi-Arnaud, C. (2010). Effects of Divided Attention in the Word-Fragment Completion Task with Unique and Multiple Solutions. European Journal of Cognitive Psychology, 22, 18-45.
Mulligan, N. W., & Dew, I. T. Z. (2009). Generation and Perceptual Implicit Memory: Different Generation Tasks Produce Different Effects on Perceptual Priming. Journal of Experimental Psychology: Learning, Memory and Cognition, 35, 1522-1538.
Mulligan, N. W., & Osborn, K. (2009). The Modality-Match Effect in Recognition Memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 35, 564-571.
Mulligan, N. W., & Peterson, D. (2008). Assessing a Retrieval Account of the Generation and Perceptual-Interference Effects. Memory & Cognition, 36, 1371-1382.
Dew, I. T. Z., & Mulligan, N. W. (2008). The Effects of Generation on Auditory Implicit Memory. Memory & Cognition, 36, 1157-1167.
Mulligan, N. W., & Peterson, D. (2008). Attention and Implicit Memory in the Category Verification and Lexical Decision Tasks. Journal of Experimental Psychology: Learning, Memory and Cognition, 34, 662-679.
Mulligan, N. W. (2008). Attention and Memory. In H. L. Roediger (Ed.), Learning and Memory: A Comprehensive Reference (pp. 7 – 22). Oxford: Elsevier.
Mulligan, N. W. (2007). The Revelation Effect: Moderating Influences of Encoding Conditions and Type of Recognition Test. Psychonomic Bulletin & Review, 14, 866-870.
Mulligan, N. W., Duke, M. & Cooper, A. (2007). The Effects of Divided Attention on Auditory Priming. Memory & Cognition, 35, 1245-1254.
Mulligan, N. W., & Lozito, J. P. (2007). Order Information and Free Recall: Evaluating the Item-Order Hypothesis. Quarterly Journal of Experimental Psychology, 60, 732-751.
Mulligan, N. W., Lozito, J. P., & Rosner, Z. A. (2006). Generation and Context Memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 32, 836-846.
Lozito, J. P. & Mulligan, N. W (2006). Exploring the Role of Attention During Memory Retrieval: Effects of Semantic Encoding and Divided Attention. Memory & Cognition, 34, 986-998.
Mulligan, N. W. (2006). Hypermnesia and Total Retrieval Time. Memory, 14, 502-518.
Mulligan, N. W., & Lozito, J. P. (2006). An Asymmetry between Memory Encoding and Retrieval: Revelation, Generation, and Transfer-Appropriate Processing. Psychological Science, 17, 7-11.
Mulligan, N. W. (2006). Conceptual Implicit Memory and the Item-specific—Relational Distinction. In R. R. Hunt & J. B. Worthen (Eds.), Distinctiveness and Memory (pp. 183-210). New York: Oxford University Press.
Mulligan, N. W. (2005). Total retrieval time and hypermnesia: Investigating the benefits of multiple recall tests. Psychological Research, 69, 272-284.
Mulligan, N. W., & Lozito, J. P. (2004). Self-generation and memory. In B. H. Ross (Ed.), Psychology of Learning and Motivation (pp. 175-214). San Diego: Elsevier Academic Press.
Mulligan, N. W. (2004). Generation and memory for contextual details. Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 838-855.
Hornstein, S. L., & Mulligan, N. W. (2004). Memory for actions: Enactment and source memory. Psychonomic Bulletin & Review, 11, 367-372.
Mulligan, N. W., & Wiesen, C. (2003). Using the analysis of covariance to increase the power of priming experiments. Canadian Journal of Experimental Psychology, 57, 152-166.
Hornstein, S., Brown, A. S., & Mulligan, N. W. (2003). Long-term flashbulb memory for learning of Princess Diana’s death. Memory, 11, 293-306.
Mulligan, N. W. & Hornstein, S. L. (2003). Memory for Actions: Self-performed tasks and the re-enactment effect. Memory & Cognition, 31, 412-421.
Mulligan, N. W. (2003). Effects of cross-modal and intra-modal division of attention on perceptual implicit memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 29, 262-276.
Ossman, J. M., & Mulligan, N. W. (2003). Inhibition and ADHD in adults. American Journal of Psychology, 116, 35-50.
Mulligan, N. W. (2003). Memory: Implicit versus explicit. In L. Nadel (Ed.), Encyclopedia of Cognitive Science (pp. 1114-1120). London: Nature Publishing Group/MacMillan.
Mulligan, N. W. & Brown, A. S. (2003). Attention and implicit memory. In L. Jiminez (Ed.), Attention, Consciousness, and Learning (pp. 297-334). Amsterdam: John Benjamins Publishing.
Mulligan, N. W. (2003). Implicit memory. In J. H. Byrne (Ed.), The Encyclopedia of Learning and Memory (2nd ed.). New York: Macmillan. (revised version of article originally by D. L. Schacter).
Mulligan, N. W., & Duke, M. (2002). Positive and negative generation effects, hypermnesia, and total recall time. Memory & Cognition, 30, 1044-1053.
Mulligan, N. W. (2002). The effects of generation on conceptual implicit memory. Journal of Memory and Language, 47, 327-342.
Mulligan, N. W. (2002). The generation effect: Dissociating enhanced item memory and disrupted order memory. Memory & Cognition, 30, 850-861.
Mulligan, N. W. (2002). The emergent generation effect and hypermnesia: Influences of semantic and non-semantic generation tasks. Journal of Experimental Psychology: Learning, Memory and Cognition, 28, 541-554.
Mulligan, N. W. (2002). The emergence of item-specific encoding effects in between-subjects designs: Perceptual interference and multiple recall tests. Psychonomic Bulletin & Review, 9, 375-382.
Mulligan, N. W. (2002). Attention and perceptual implicit memory: Effects of selective vs. divided attention and number of visual objects. Psychological Research, 66, 157-165.
Mulligan, N. W. (2001). Word frequency and memory: Effects on absolute order versus relative order and on item memory versus order memory. Memory & Cognition, 29, 977-985.
Hornstein, S., & Mulligan, N. W. (2001). Memory for action events: The role of objects in memory for self- and other-performed tasks. American Journal of Psychology, 114, 199-217.
Mulligan, N. W. (2001). Generation and hypermnesia. Journal of Experimental Psychology: Learning, Memory and Cognition, 27, 436-450.
Mulligan, N. W. (2000). Perceptual interference and memory for order. Journal of Memory and Language, 43, 680-697.
Mulligan, N. W. (2000). Perceptual interference at encoding enhances item-specific encoding and disrupts relational encoding: Evidence from multiple recall tests. Memory & Cognition, 28, 539-546.
Mulligan, N. W., & Hornstein, S. L. (2000). Attention and perceptual priming in the perceptual identification task. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 626-637.
Mulligan, N. W., Guyer, S., & Beland, A. (1999). The effects of levels-of-processing and organization on conceptual priming. Memory & Cognition, 27, 633-647.
Mulligan, N. W., & Stone, M. V. (1999). Attention and conceptual priming: Limits on the effects of divided attention in the category-exemplar production task. Journal of Memory and Language, 41, 253-280.
Mulligan, N. W. (1999). The effects of perceptual interference at encoding on organization and order: Investigating the roles of item-specific and relational information. Journal of Experimental Psychology: Learning, Memory and Cognition, 25, 54-69.
Mulligan, N. W. (1999). Applying a theory of implicit and explicit knowledge to memory research. Behavioral and Brain Sciences, 22, 775-776.
Mulligan, N. W. (1998). Perceptual Interference at Encoding Enhances Recall for High- but not Low-Imageability Words. Psychonomic Bulletin & Review, 5, 464-469.
Mulligan, N. W. (1998). The role of attention during encoding in implicit and explicit memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 24, 27-47.
Mulligan, N. W., & Hirshman, E. (1997). Measuring the bases of recognition memory: An investigation of the process dissociation framework. Journal of Experimental Psychology: Learning, Memory and Cognition, 23, 280-304.
Mulligan, N. W. (1997). Attention and implicit memory tests: The effects of varying attentional load on conceptual priming. Memory & Cognition, 25, 11-17.
Ward, P., Johnson L. A., Mulligan, N. W., Ward, M. C., & Jones, D. L. (1997). Improving cardiopulmonary resuscitation skills retention: Effects of two checklists designed to prompt correct performance. Resuscitation, 34, 221-225.
Mulligan, N. W. (1996). The effects of perceptual interference at encoding on implicit memory, explicit memory, and memory for source. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 1067-1087.
Mulligan, N. W., & Hartman, M. (1996). Divided attention and indirect memory tests. Memory & Cognition, 24, 453-465.
Mulligan, N. W., & Hirshman, E. (1995). Speed-accuracy tradeoffs and the dual-process model of recognition memory. Journal of Memory and Language, 34, 1-18.
Hirshman, E., Trembath, D., & Mulligan, N. W. (1994). Theoretical implications of the mnemonic benefits of perceptual interference. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 608-620.
Hirshman, E., & Mulligan, N. W. (1991). Perceptual interference improves explicit memory but does not enhance data-driven processing. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 507-513.