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Jeffrey P. Toth |
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Greetings from the Chair | Faculty & Staff | Faculty Openings | |
I am a cognitive psychologist who takes a brain-based approach to understanding mind and behavior. My primary research interests are in Memory and Attention, Subjective Experience and Judgment, Cognitive Control, Unconscious Influences, and Cognitive Aging. I use a variety of methods to investigate these topics, including behavioral experimentation, quantitative modeling, and neuroscience techniques. The ultimate goal of my research is to understand the neural and psychological processes that underlie as well as undermine people's ability to control their thoughts and actions. My most recent research has been directed at the development of techniques for enhancing cognitive function in older adults. Toward that end, I recently created the Aging & Cognitive Training (ACT) Lab at UNCW with the goal of integrating research on cognitive aging with that on cognitive training and enhancement. Select Publications Toth, J.P. & Parks, C.M. (2006). Effects of age on familiarity in the process-dissociation procedure: The role of noncriterial recollection. Memory & Cognition, 34, 527-537. Daniels, K.A., Toth, J.P., & Jacoby, L.L. (2006). The aging of executive functions. In E. Bialystok & F.I.M. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 96-111). New York, NY: Oxford University Press. Parks, C.M. & Toth, J.P. (2006). Fluency, familiarity, aging, and the illusion of truth. Aging, Neuropsychology, and Cognition, 13, 225-253. Jacoby, L.L., Bishara, A.J., Hessels, S., & Toth, J.P. (2005). Aging, subjective experience, and cognitive control: Dramatic false remembering by older adults. Journal of Experimental Psychology: General, 134, 131-148. Toth, J.P. & Daniels, K.A. (2002). Effects of prior experience on judgments of normative word frequency: Automatic bias and correction. Journal of Memory and Language, 46, 845-874. Toth, J.P. (2000). Nonconscious processes in memory. In E. Tulving & F.I.M. Craik (Eds.) The Oxford Handbook of Memory (pp. 245-261). New York: Oxford University Press. Teaching Courses Taught:
Research Mentoring:
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