Scott Fraundorf, Ph.D.

  • Associate Professor, Psychology

Graduate Student Advisee:

  • Douglas Getty
  • Jessica Macaluso

Education & Training

  • Ph.D., University of Illinois at Urbana-Champaign

Research Interest Summary

Experience & Language Comprehension; Metacognition & Learning

Research Interests


Psycholinguistics, memory, cognitive aging, metacognition, statistical modeling, cognitive development, attention, decision making, educational technology


Prosody, experience in language processing, disfluency, cognitive aging of languageand memory, metamemory, hierarchical linear models, executive attention, language acquisition, decision making, intelligent tutoring systems


Representative Publicaitons

Kirk-Johnson, A. R., Galla, B. M., & Fraundorf, S. H. (2019). Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice. Cognitive Psychology, 115, 101237.

Fraundorf, S. H., Hourihan, K. L., Peters, R. A., & Benjamin, A. S. (2019). Aging and recognition memory: A meta-analysis. Psychological Bulletin, 145, 339-371.

James, A. N., Fraundorf, S. H., Lee, E.-K., & Watson, D. G. (2018). Individual differences in syntactic processing: Is there evidence for reader-text interactions? Journal of Memory and Language, 102, 155-181.

Fraundorf, S. H., & Watson, D. G. (2011). The disfluent discourse: Effects of filled pauses on recall. Journal of Memory and Language, 65, 161-175.

Fraundorf, S. H., Watson, D. G., & Benjamin, A. S. (2010). Recognition memory reveals just how contrastive contrastive accenting really is. Journal of Memory and Language, 63, 367-386.


Accepting Graduate Students