Amber Witherby, PhD

Assistant Professor

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Contact

amberwitherby@creighton.edu
Psychology
HLSB - Hixson Lied Science Building - 307

Amber Witherby, PhD

Assistant Professor

Research Focus

My program of research uses theories of self-regulated learning to investigate factors that influence learning and memory. I evaluate how people monitor their learning - that is, how they think about and evaluate their learning - as well as how they control their learning (e.g., the decisions they make during learning). I investigate basic questions regarding the mechanisms underlying these processes as well as applied questions regarding how to enhance learning in the real world. I also investigate how metacognitive processes operate across the lifespan. 

Department

Psychological Science

Position

Assistant Professor

Articles

  • Behavioral Sciences
    Witherby, A. E., Northern, P. E., & Tauber, S. K. (2025). Does covert retrieval benefit students learning in 8th grade science classes? Behavioral Sciences,
    15, p. 1-21 2025
  • Behavioral Sciences
    Witherby, A. E., Babineau, A. L., & Tauber, S. K. (2025). Students, teachers, and parents knowledge about and perceptions of learning strategies. Behavioral Sciences,
    15, p. 1-24 2025
  • Oxford Handbook of Undergraduate Psychology Education
    Malavanti, K., Maffeo, M., Thakkar, V. J., & Witherby, A. E. (in press). Teaching the neural basis of behavior: Updates and best practices. In D. S. Dunn & A. S. Richmond (Eds.). Oxford Handbook of Undergraduate Psychology Education 2nd Ed , p. 1-23 2025
  • Memory & Cognition
    Rivers, M. L., Dunlosky, J., Janes, J. L., Witherby, A. E., & Tauber, S. K. (2023). Judgments of learning enhance recall for category-cued but not letter-cued pairs: Support for the cue-strengthening hypothesis. Memory & Cognition,
    51, p. 1547-1531 2023
  • Metacognition and Learning
    Witherby, A. E., Carpenter, S. K., & Smith, A. M. (2023). Exploring the relationship between prior knowledge and metacognitive monitoring accuracy. Metacognition and Learning,
    18, p. 591-621 2023
  • Journal of Intelligence
    Rivers, M. L., Janes, J. L., Dunlosky, J., Witherby, A. E., & Tauber, S. K. (2023). Exploring the role of attentional reorienting in the reactive effects of judgments of learning on memory performance. Journal of Intelligence,
    11:164, p. 1-13 2023
  • Journal of Intelligence
    Witherby, A. E., Babineau, A. L., & Tauber, S. K. (2023). Does interactive imagery influence the reactive effect of judgments of learning on memory? Journal of Intelligence,
    11:139, p. 1-12 2023
  • Journal of Intelligence
    Babineau, A. L., Witherby, A. E., Ariel, R., Pelch, M. A., & Tauber, S. K. (2022). Do domain knowledge and retrieval practice predict students’ study order decisions? Journal of Intelligence,
    10:122, p. 1-20 2022
  • Journal of Applied Research in Memory and Cognition
    Witherby, A. E., & Carpenter, S. K. (2022). The impact of lecture fluency and technology fluency on students’ online learning and evaluations of instructors. Journal of Applied Research in Memory and Cognition,
    11, p. 500-509 2022
  • Journal of Experimental Psychology: Learning, Memory, and Cognition
    Witherby, A. E., Tauber, S. K., & Goodrich, M. (2022). People hold mood-congruent beliefs about memory, but do not use these beliefs when monitoring their learning. Journal of Experimental Psychology: Learning, Memory, and Cognition,
    48, p. 499-519 2022
  • Journal of Experimental Psychology: Learning, Memory, and Cognition
    Witherby, A. E., & Carpenter, S. K (2022). The rich-get-richer effect: Prior knowledge predicts new learning of domain-relevant information. Journal of Experimental Psychology: Learning, Memory, and Cognition,
    48, p. 483-498 2022
  • Trends and Prospects in Metacognition Research across the Lifespan: A Tribute to Anastasia Efklides
    Witherby, A. E., Tauber, S. K., & Dunlosky, J. (2021). Why do emotional stimuli influence judgments of learning? Theory, evidence, and future directions. In D. Moraitou and P. Metallidou (Eds.) Trends and Prospects in Metacognition Research across the Lifespan: A Tribute to Anastasia Efklides , p. 3-24 2021
  • Educational Psychology Review
    Ariel, R., Karpicke, J., Witherby, A. E. & Tauber, S. K. (2021). Do judgments of learning directly enhance learning of educational materials? Educational Psychology Review,
    33, p. 693-712 2021
  • Journal of Applied Research in Memory and Cognition
    Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On students’ (mis)judgments of learning and teaching effectiveness: Where we stand and how to move forward. Journal of Applied Research in Memory and Cognition,
    9, p. 181-185 2020
  • Journal of Applied Research in Memory and Cognition
    Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On students’ (mis)judgments of learning and teaching effectiveness. Journal of Applied Research in Memory and Cognition,
    9, p. 137-151 2020
  • Psychology and Aging
    Sitzman, D. M, Tauber, S. K., & Witherby, A. E. (2020). How do older adults maintain corrections in knowledge across a lengthy delay? Psychology and Aging,
    35, p. 112-123 2020
  • Journal of Applied Research in Memory and Cognition
    Witherby, A. E., & Tauber, S. K. (2019). The current status of students’ note-taking: Why and how do students take notes? Journal of Applied Research in Memory and Cognition,
    8, p. 139-153 2019
  • Psychology and Aging
    Witherby, A. E., Tauber, S. K., Rhodes, M. G., & Castel, A. D. (2019). Aging and forgetting: Forgotten information is perceived as less important than is remembered information. Psychology and Aging,
    34, p. 228-241 2019
  • Psychology and Aging
    Tauber, S. K., & Witherby, A. E. (2019). Do judgments of learning modify older adults’ actual learning? Psychology and Aging,
    34, p. 836-847 2019
  • Memory & Cognition
    Tauber, S. K., Witherby, A. E., & Dunlosky, J. (2019). Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs. Memory & Cognition,
    47, p. 1102-1119 2019
  • Cognition and Emotion
    Witherby, A. E., & Tauber, S. K. (2018). Monitoring of learning for emotional faces: How do fine-grained categories of emotion influence participants’ judgments of learning and beliefs about memory? Cognition and Emotion,
    32, p. 860-866 2018
  • Journal of Applied Research in Memory and Cognition
    Tauber, S. K., Witherby, A. E., Dunlosky, J., Rawson, K. A., Putnam, A. L., & Roediger, H. L. (2018). Does covert retrieval benefit learning of key-term definitions? Journal of Applied Research in Memory and Cognition,
    7, p. 106-115 2018
  • Journal of Applied Research in Memory and Cognition
    Witherby, A. E., & Tauber, S. K. (2017). The influence of judgments of learning on long-term learning and short-term performance. Journal of Applied Research in Memory and Cognition,
    6, p. 496-503 2017
  • Memory & Cognition
    Witherby, A. E., & Tauber, S. K. (2017). The concreteness effect on judgments of learning: Evaluating the contribution of fluency and beliefs. Memory & Cognition,
    45, p. 639-650 2017
  • Memory & Cognition
    Rhodes, M. G., Witherby, A. E., Castel, A. D., & Murayama, K. (2017). Explaining the forgetting bias effect on value judgments: The influence of memory for past test. Memory & Cognition,
    45, p. 362-374 2017
  • Encyclopedia of Geropsychology
    Tauber, S. K., & Witherby, A. E. (2016). Metacognition in Older Adulthood. In N. A. Pachana (Ed.). Encyclopedia of Geropsychology , p. 1-15 2016