Scott Fraundorf

Associate Professor, University of Pittsburgh Department of Psychology

Research Scientist, Learning Research & Development Center

Lab

https://www.lrdc.pitt.edu/maplelab/

Education and Training

PhD, University of Illinois at Urbana-Champaign

Research Interests

My research focuses on the interplay between language and long-term learning. How does long-term learning about language contribute to our ability to understand language quickly and accurately, and how do linguistic devices in turn affect what we learn and remember over the long term? A related line of work concerns metacognition: how learners understand and reason about their own learning, and how they may leverage that when studying and retrieving information.

Recent Publications

Tullis, J. G., & Fraundorf, S. H. (2022). Selecting effectively contributes to the mnemonic benefits of self-generated cues. Memory & Cognition, 50, 765-781.

Aghjayan, S. L., Bournias, T., Kang, C., Zhou, X., Stillman, C. M., Donofry, S. D., Kamarck, T. W., Marsland, A. L., Voss, M. W., Fraundorf, S. H., & Erickson, K. I. (2022). Aerobic exercise improves episodic memory in late adulthood: A systematic review and meta-analysis. Communications Medicine, 2(1), 1–11

Constantine, R. R., Getty, D. J., & Fraundorf, S. H. (2022). The role of priming in grammatical acceptability judgements for native versus non-native speakers: Effects of intelligibility. PLOS One.

Macaluso, J. A., Beuford, R. R., & Fraundorf, S. H. (2022). Familiar strategies feel fluent: The role of study strategy familiarity in the misinterpreted-effort model of self-regulated learning. Journal of Intelligence.

Lee, E.-K., & Fraundorf, S. H. (2021). Do L1-L2 differences in discourse processing reflect processing demands or difficulty of form-function mapping? Evidence from self-paced listening of contrastive prosody. Studies in Second Language Acquisition.

Scott Fraundorf's Google Scholar profile

News and Awards