Kandi J. Turley-Ames, Ph.D.
Dean of the College of Arts and Letters; Professor, Experimental Psychology
B.S. (1990) and M.S. (1993), Idaho State University;
Ph.D. (1996), Washington State University.
Working memory and strategies; individual differences, executive function, and clinical implications; executive function and counterfactual thinking.
Ricks, T., Turley-Ames, K.J., & Wiley, J. (2007). Effects of working memory capacity on mental set due to domain knowledge. Memory and Cognition 35, 1456-1462.
Guajardo, N.R., & Turley-Ames, K.J. (2004). Preschoolers' generation of different types of counterfactual statements and theory of mind understanding. Cognitive Development, 19, 53-80.
Turley-Ames, K.J. , & Whitfield, M.M. (2003). Strategy training and working memory task performance. Journal of Memory and Language, 49, 446-468.
Sanna, L.J., Meier, S., Parks, C.D., Kassin, B.R., Lechter, J.L., Turley-Ames, K.J., & Miyake, T.M. (2003). A game within inches: Spontaneous use of counterfactuals by broadcasters. Journal of Applied Social Psychology, 33, 455-475.