Heather Bailey, Ph.D.

Heather Bailey

Contact Information

Office: BH 414
Phone: 532-0807
E-mail: hbailey@ksu.edu

Curriculum Vita

Google Scholar Profile

Research Interests

I received my MS in Experimental Psychology from Wake Forest University in 2005 and my PhD in Cognitive Psychology at Kent State University in 2009. After graduate school, I spent 4 years as a post-doctoral researcher at Washington University St. Louis, and I recently joined the Department of Psychological Sciences at Kansas State University in 2013.

At the highest level, I am interested in memory systems and how they change with age. My three main lines of research are related to individual differences and age-related differences in working memory. The first line involves evaluating the efficacy of different strategies that people use to help improve their memory. For instance, when memorizing a grocery list, why do some people recite the list repeatedly and others organize the items according to the layout of the grocery store (i.e., produce, meat, dairy)? And when do certain strategies benefit us the most? In another line of work, I am interested in why performance on working memory tasks predicts how someone will perform on other important cognitive tests such as an IQ test or the SAT. Most recently, I have studied how individuals effectively segment, or chunk, incoming information and update their working memory representations accordingly. Findings have shown that an individual’s ability to segment information at encoding predicts how well they are able to remember it at a later time.

In conducting this research, I have combined experimental and neuroscience techniques and have worked with various populations including college students, cognitively healthy older adults as well as older adults with mild cognitive impairment and early stage Alzheimer’s disease.

Student Involvement

As an undergraduate research assistant, you would learn about all aspects of experimental design and data collection. This includes formulating and refining research questions, programming experiments, collecting data with young and/or older adults, learning statistics to analyze data, and presenting your work in the department, across campus, and even at regional conferences. Getting involved in each step of the research process provides great experience when applying for graduate school and it also gives you insight into the life of a graduate student. Undergraduate students who are interested in working in my lab can apply to be a PSYCH 599 research assistant. Those interested in working with me as a graduate student can contact me via email hbailey@ksu.edu

Recent Grant Funding

“Situation model updating in young and older adults”. PI of grant funded by National Institute of Aging. Total award: $170,128, 2011-2014.

“Transfer effects of perceptual learning on driving-related cognitive tasks” funded by Wichita State University and Kansas State University,$12,100, 2013.

Selected Publications

Bailey, H., Kurby, C. A., Giovannetti, T., & Zacks, J. M. (in press). Action perception predicts action performance. Neuropsychologia. {pdf}

Sargent, J. Q., Zacks, J. M., Hambrick, D. Z., Zacks, R. T., Kurby, C. A., Bailey, H., Eisenberg, M. L., & Beck, T. M. (in press). Event segmentation ability uniquely predicts memory across the lifespan. Cognition. {pdf}

Bailey, H., Zacks, J. M., Hambrick, D. Z., Zacks, R. T., Head, D., Kurby, C. A., & Sargent, J. Q. (in press). Medial temporal lobe volume predicts elders’ everyday memory. Psychological Science, 24, 1113-1122. {pdf}

Bailey, H. (2012). Computer-Paced versus Experimenter-Paced Working Memory Span Tasks: Are They Equally Reliable and Valid? Learning and Individual Differences, 22, 875-881. {pdf}

Bailey, H., Dagenbach, D., & Jennings, J. M. (2011). The locus of the benefits of repetition lag memory training. Aging, Neuropsychology, and Cognition, 18, 577-593. {pdf}

Bailey, H., Dunlosky, J., & Kane, M. J. (2011). Contribution of strategy use to performance on complex and simple span tasks. Memory & Cognition, 39, 447-461. {pdf}

Bailey, H., Dunlosky, J., & Hertzog, C. (2010). Self-regulation training at home: Does it improve older adults’ learning? Gerontology, 56, 414-420. {pdf}

Bailey, H., Dunlosky, J., & Hertzog, C. (2009). Does differential strategy use account for age-related differences in working-memory performance? Psychology & Aging, 24, 82-92. {pdf}

Bailey, H., Dunlosky, J., & Kane, M. J. (2008). Why does working memory span predict complex cognition? Testing the strategy-affordance hypothesis. Memory & Cognition, 36, 1383-1390. {pdf}