Mark McDaniel

Mark McDaniel

​Professor of Psychological & Brain Sciences
PhD, University of Colorado - Boulder
MS, University of Colorado - Boulder
BS, Oberlin College

contact info:

mailing address:

  • Washington University
    CB 1125
    One Brookings Drive
    St. Louis, MO 63130-4899

​Professor McDaniel is the principal investigator in the Memory and Complex Learning Laboratory. He has two main research interests: prospective memory and education.

McDaniel conducts research in the general area of human learning and memory. His most significant lines of work encompass several areas: prospective memory, encoding processes in enhancing memory, retrieval processes and mnemonic effects of retrieval, functional and intervening concept learning, and aging and memory. One unifying theme in this research is the investigation of factors and processes that lead to memory and learning failures. In much of this work, he has extended his theories and investigations to educationally relevant paradigms.

Selected Publications

Mark A. McDaniel∗, Michall J. Cahill, Regina F. Frey, Michael Rauch, James Doele, David Ruvolo,Megan M. Daschbach. (In Press) Individual Differences in Learning Exemplars Versus Abstracting Rules: Associations with Exam Performance in College Science. Journal of Applied Research in Memory and Cognition xxx (2017) xxx–xxx

Mark A. McDaniel, Francis T. Anderson, and Jan Rummel. (2018) Proceeding With Care for Successful Prospective Memory: Do We Delay Ongoing Responding or Actively Monitor for Cues? Journal of Experimental Psychology: Learning, Memory, and Cognition 2018, Vol. 44, No. 7, 1036–1050

Mark A. McDaniel, Robert M. Nosofsky and Craig A. Sanders. (2018) Tests of an Exemplar-Memory Model of Classification Learning in a High-Dimensional Natural-Science Category Domain. Journal of Experimental Psychology: General 2018, Vol. 147, No. 3, 328–353

Mark A. McDaniel, Michael J. Cahill, and Julie M. Bugg. (2016) The Curious Case of Orthographic Distinctiveness: Disruption of Categorical Processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol. 42, No. 1, 104–113

Mark A. McDaniel, Siera M. Stoen, Regina F. Frey, Zachary E. Markow,  K. Mairin Hynes, Jiuqing Zhao, and Michael J. Cahill. (2016) Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics. PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH 12, 020141