I teach Cognitive Psychology (PSY 260), Advanced Cognitive Psychology (PSY 360), Psychology of Language (PSY 355), Introduction to Psychology (PSY 113), and Decision Making (PSY 220). In all my courses, I strive to provide my students with the means to reach their goals in acquiring knowledge of the subject matter, in strengthening their reading, writing, and oral skills, and in sharpening critical thinking skills that enhance their ability to apply their knowledge to issues of everyday life.
My main focus of research is on implicit memory, the influence of past experience that facilitates or biases current performance in the absence of conscious recollection. I have explored this aspect of memory a) in the context of aging, where older adults (over 55 years old) often have equivalent levels of implicit memory but weaker explicit memory to that of younger adults (around 20 years old), b) in the context of problem solving, where primes in the environment facilitate or bias solutions that come to mind in solving insight problems, and c) in the context of its perceptual/conceptual nature, where the repetition between the priming event and task performance shows strongest implicit memory when the perceptual characteristics overlap (includes modality and dysphonemic effect studies). Other interests include executive functioning and memory, prospective memory and time management, and the use of self-assessment scales of memory as tools for decision making concerning memory in our everday lives. Lastly, I am studying the odd-even effect in Sudoku puzzles, where like in math, we are more accurate and faster in reasoning with puzzles that contain only even numbers compared to only odd numbers.
Macan, T. H., Gibson, J. M., & Cunningham, J. (2010). Will you remember to read this article later when you have time? The relationship between prospective memory and time management. Journal of Personality and Individual Differences, 48, 725-730.http://dx.doi.org/10.1016/j.paid.2010.01.015
Gibson, J. M., Macan, T., Potter, K., & Cunningham, J. (2010). In an ideal world self-report scales predict memory experimental data. Cognitive Technology, 15, 44-60.
Gibson, J. M., Dhuse, S., Hrachovec, L., & Grimm, L. R. (2011). Priming insight in groups: Facilitating and inhibiting solving an ambiguously-worded insight problem. Memory & Cognition. 39, 128-146. http://dx.doi.org/10.3758/s13421-010-0014-7
Chang, H., & Gibson, J. M. (2011). The odd-even effect in Sudoku puzzles: Effects of working memory, aging, and experience. American Journal of Psychology, 124, 313-324. http://dx.doi.org/10.5406/amerjpsyc.124.3.0313
Gibson, J.M. (2012). Empirical investigations on priming of word-stem completion. In N. Hsu & Z Schütt (Eds.), Psychology of priming (pp. 1-48). . Hauppauge, N.Y: Nova Science.
Brooks, J. O. III, & Gibson, J. M. (2012). Factor analysis of eight implicit memory measures. In N. Hsu & Z Schütt (Eds.), Psychology of priming (pp. 245-263). . Hauppauge, N.Y Nova Science.
Recent Conference Presentations
Vu, M. H., Kubicek, H. M., & Gibson, J. M. Working Memory, Age, and Expertise in Sudoku Puzzles. Poster presented at the 84th Annual Meeting of the Midwestern Psychological Association, Chicago, May 5, 2012.
Ullberg, E.M., & Gibson, J. M. Morphemes Matter to Lexical Organization: A Reexamination of the Word Length Effect. Poster presented at the 2012 Annual Convention of the Association for Psychological Science, May 25, 2012.
Paintings | Poems | Essays | Short Stories | Cartoon story
|"If psychology thinks the mind is the brain, then I observe that psychology has lost its mind." --J. M. Gibson|