Dr. Ricker’s research investigates how information within the working memory system is maintained and forgotten. He uses behavioral experimentation, mathematical process modeling, and Bayesian estimation in support of this goal. His specific areas of interest include the effects of time, multi-tasking, and complexity on short-term retention as well as the influence of memory limitations on decision making. Dr. Ricker is especially interested in collaborations investigating relationships between working memory and fluid intelligence, language, and development across the lifespan.
Ph.D., University of Missouri
M.A., University of Missouri
B.A., Michigan State University
Scholarship / Publications
Ricker, T. J. & Hardman, K.O. (in press). The nature of short-term consolidation in visual working memory. Journal of Experimental Psychology: General.
Ricker, T. J., Thiele, J., Swagman, A.R., & Rouder, J. (2016). Recognition decisions from visual working memory are mediated by continuous latent strengths. Cognitive Science, Online First Publication.
Ricker, T. J., Vergauwe, E., & Cowan, N. (2016). Decay theory of immediate memory: From Brown (1958) to today (2014). Quarterly Journal of Experimental Psychology, 69, 1969-1995. doi:10.1080/17470218.2014.914546
Ricker, T. J. (2015). The role of short-term consolidation in memory persistence. AIMS Neuroscience, 2, 259–279. doi:10.3934/Neuroscience.2015.4.259
Ricker, T. J., Spiegel, L.R., & Cowan, N. (2014). Time-based loss in visual short-term memory is from trace decay, not temporal distinctiveness. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1510-1523. doi:10.1037/xlm0000018
Ricker, T. J. & Cowan, N. (2014). Differences in presentation methods in working memory procedures: A matter of working memory consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 417-428. doi:10.1037/a0034301
Ricker, T. J. & Cowan, N. (2010). Loss of visual working memory within seconds: The combined use of refreshable and non-refreshable features. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1355-1368. doi:10.1037/a0020356