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

Books

  • Witherby Amber E., Dunlosky John, Tauber Sarah K., Why do emotional stimuli influence judgments of learning? Theory, evidence, and future directions 2021

Publications

  • Behavioral sciences
    Witherby Amber E, Northern Paige E, Tauber Sarah K, Does Covert Retrieval Benefit Adolescents' Learning in 8th Grade Science Classes?
    15:7, p. 843 2025
  • Behavioral Sciences
    Witherby Amber E., Babineau Addison L., Tauber Sarah K., Students’, Teachers’, and Parents’ Knowledge About and Perceptions of Learning Strategies
    15:2 2025
  • Memory and Cognition
    Rivers Michelle L., Witherby Amber E., Dunlosky John, Janes Jessica L., Tauber Sarah K., Judgments of learning enhance recall for category-cued but not letter-cued items
    51:7 2023
  • Metacognition and Learning
    Witherby Amber E., Carpenter Shana K., Smith Andrew M., Exploring the relationship between prior knowledge and metacognitive monitoring accuracy
    18:2 2023
  • Journal of Intelligence
    Witherby Amber E., Babineau Addison L., Tauber Sarah K., Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory?
    11:7 2023
  • Journal of Intelligence
    Rivers Michelle L., Witherby Amber E., Janes Jessica L., Dunlosky John, Tauber Sarah K., Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance
    11:8 2023
  • Journal of Applied Research in Memory and Cognition
    Witherby Amber E., Carpenter Shana K., The Impact of Lecture Fluency and Technology Fluency on Students’ Online Learning and Evaluations of Instructors
    11:4 2022
  • Journal of Intelligence
    Babineau Addison L., Pelch Michael A., Witherby Amber E., Ariel Robert, Tauber Sarah K., Do Domain Knowledge and Retrieval Practice Predict Students’ Study Order Decisions?
    10:4 2022
  • Journal of Experimental Psychology: Learning Memory and Cognition
    Witherby Amber E., Carpenter Shana K., The Rich-Get-Richer Effect: Prior Knowledge Predicts New Learning of Domain-Relevant Information
    48:4 2021
  • Journal of Experimental Psychology: Learning Memory and Cognition
    Witherby Amber E., Tauber Sarah K., Goodrich Michael, People Hold Mood-Congruent Beliefs About Memory but Do Not Use These Beliefs When Monitoring Their Learning
    48:4 2021
  • Educational Psychology Review
    Ariel Robert, Karpicke Jeffrey D., Witherby Amber E., Tauber Sarah K., Do Judgments of Learning Directly Enhance Learning of Educational Materials?
    33:2 2021
  • Psychology and Aging
    Sitzman Danielle M., Tauber Sarah K., Witherby Amber E., How do older adults maintain corrections in knowledge across a lengthy delay?
    35:1 2020
  • Journal of Applied Research in Memory and Cognition
    Carpenter Shana K., Witherby Amber E., Tauber Sarah K., On Students’ (Mis)judgments of Learning and Teaching Effectiveness: Where We Stand and how to Move Forward
    9:2 2020
  • Psychology and Aging
    Tauber Sarah K., Witherby Amber E., Do judgments of learning modify older adults' actual learning?
    34:6 2019
  • Memory and Cognition
    Tauber Sarah K., Witherby Amber E., Dunlosky John, Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs
    47:6 2019
  • Psychology and Aging
    Witherby Amber E., Castel Alan D., Tauber Sarah K., Rhodes Matthew G., Aging and forgetting: Forgotten information is perceived as less important than is remembered information
    34:2 2019
  • Journal of Applied Research in Memory and Cognition
    Witherby Amber E., Tauber Sarah K., The Current Status of Students’ Note-Taking: Why and How Do Students Take Notes?
    8:2 2019
  • Cognition and Emotion
    Witherby Amber E., Tauber Sarah K., Monitoring of learning for emotional faces: how do fine-grained categories of emotion influence participants’ judgments of learning and beliefs about memory?
    32:4 2018
  • Journal of Applied Research in Memory and Cognition
    Tauber Sarah K., Roediger Henry L., Witherby Amber E., Dunlosky John, Rawson Katherine A., Putnam Adam L., Does Covert Retrieval Benefit Learning of Key-Term Definitions?
    7:1 2018
  • Memory and Cognition
    Rhodes Matthew G., Witherby Amber E., Castel Alan D., Murayama Kou, Explaining the forgetting bias effect on value judgments: The influence of memory for a past test
    45:3 2017
  • Journal of Applied Research in Memory and Cognition
    Witherby Amber E., Tauber Sarah K., The Influence of Judgments of Learning on Long-Term Learning and Short-Term Performance
    6:4 2017
  • Memory and Cognition
    Witherby Amber E., Tauber Sarah K., The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs
    45:4 2017

Grants

  • Cognition, Brain, and Intensity Outcomes Associated with High-Intensity Interval Training in Older Adulthood/Sponsor: Dr. George F. Haddix President's Faculty Research Grant

  • High-Intensity Interval Training for Older Adults/Sponsor: CURAS Magis Investigatio Research Award/MIRA

  • Can Making Judgments of Learning Directly Improve Learning of Educational Material?/Sponsor: CURAS Summer Faculty Research Fellowship