Thomas Redick

Degree: Ph.D. Georgia Institute of Technology, 2009

Research Interests:

Our lab’s main line of research examines the role that individual differences in working memory capacity play in relation to attention control, fluid intelligence, and multitasking. Recently, we’ve investigated whether higher-order cognition can be improved via brief cognitive training, along with evaluating the claims by other researchers and commercial programs that core competencies can be improved via working memory training. Also, we’ve done considerable work focusing on the valid and reliable measurement of individual differences in working memory capacity.

Recent Publications:

Wiemers, E. A., & Redick, T. S. (2018). Working memory capacity and intra-individual variability of proactive control. Acta Psychologica, 182, 21-31.

Foster, J. L., Harrison, T. L., Hicks, K. L., Draheim, C., Redick, T. S., & Engle, R. W. (2017). Do the effects of working memory training depend on baseline ability level? Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1677-1689.

Christopher, E. A., & Redick, T. S. (in press). Working memory. In V. Zeigler-Hill & T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. Springer. doi: 10.1007/978-3-319-28099-8 1039-1

Redick, T. S., Unsworth, U., Kane, M. J., & Hambrick, D. Z. (2017). Don’t shoot the messenger: Still no evidence that videogame experience is related to cognitive abilities – A reply to Green et al. (2017). Psychological Science, 28, 683-686.

Unsworth, N., & Redick, T. S. (2017). Working memory and intelligence. In J. Wixted (Ed.), Cognitive Psychology of Memory, Vol. 2 of Learning and Memory: A Comprehensive Reference, 2nd edition, Byrne, J. H. (ed.). pp. 163-180. Oxford: Academic Press.

Redick, T. S. (2016). On the relation of working memory and multitasking: Memory span and synthetic work performance. Journal of Applied Research in Memory and Cognition, 5, 401-409.

Redick, T. S., Shipstead, Z., Meier, M. E., Montroy, J. J., Hicks, K. L., Unsworth, N., Kane, M. J., Hambrick, D. Z., & Engle, R. W. (2016). Cognitive predictors of a common multitasking ability: Contributions from working memory, attention control, and fluid intelligence. Journal of Experimental Psychology: General, 145, 1473-1492.

McCabe, J. A., Redick, T. S., & Engle, R. W. (2016). Brain training pessimism, but applied memory optimism. Psychological Science in the Public Interest, 17, 187-191.

Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”: Evidence from a meta-analytic review. Perspectives on Psychological Science, 11, 512-534.

Richmond, L., Redick, T. S., & Braver, T. (2015). Remembering to prepare: The benefits (and costs) associated with high working memory capacity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(6), 1764-1777.

Redick, T. S., Shipstead, Z., Wiemers2, E. A., Melby-Lervåg, M., & Hulme, C. (2015). What’s working in working memory training? An educational perspective. Educational Psychology Review, 27, 617-633.

Oswald, F. O., McAbee, S. T., Redick, T. S., & Hambrick, D. Z. (2015). The development of a short domain-general measure of working memory capacity. Behavior Research Methods, 47, 1343-1355.

Unsworth, N., Redick, T. S., McMillan, B. D., Hambrick, D. Z., Kane, M. J., & Engle, R. W. (2015). Is playing video games related to cognitive abilities? Psychological Science, 26, 759-774.

Foster, J. L., Shipstead, Z., Harrison, T. L., Hicks, K. L., Redick, T. S., & Engle, R. W. (2015). Shortened complex span tasks can reliably measure working memory capacity. Memory & Cognition, 43, 226-236.

Redick, T. S. (2015). Working memory training and interpreting interactions in intelligence interventions. Intelligence, 50, 14-20.

Redick, T. S., & Webster, S. B. (2014). Videogame interventions and spatial ability interactions. Frontiers in Human Neuroscience, 8, 183.

Armand, J. T., Redick, T. S., & Poulsen, J. R. (2014). Task-specific performance effects with different numeric keypad layouts. Applied Ergonomics, 45, 917-922.

Redick, T. S. (2014). Cognitive control in context: Working memory capacity and proactive control. Acta Psychologica, 145, 1-9.

Harrison, T. L., Shipstead, Z., Hicks, K. L., Hambrick, D. Z., Redick, T. S., & Engle, R. W. (2013). Working memory training may increase working memory capacity but not fluid intelligence. Psychological Science, 24, 2409-2419.

Redick, T. S., & Lindsey, D. R. B. (2013). Complex span and n-back measures of working memory: A meta-analysis. Psychonomic Bulletin & Review, 20, 1102-1113.

Redick, T. S., Shipstead, Z., Harrison, T. L., Hicks, K. L., Fried, D. E., Hambrick, D. Z., Kane, M. J., & Engle, R. W. (2013). No evidence of intelligence improvement after working memory training: A randomized, placebo-controlled study. Journal of Experimental Psychology: General, 142, 359-379.

Thomas Redick

Assistant Professor, Cognitive Psychology

Mailing Address:
Department of Psychological Sciences
Purdue University
703 Third Street
West Lafayette, IN 47907-2081 USA

Campus Address:
Psychological Sciences, Room 3120

E-mail: tredick@purdue.edu
Telephone: (765) 494-5132
Website: Purdue Applied Cognition Lab
CV: Thomas Redick.pdf

Psychological Sciences, 703 Third Street, West Lafayette, IN 47907, (765) 494-6061 FAX: (765) 496-1264

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