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Melody Wiseheart


Melody Wiseheart


Department: Psychology
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Research Interests

We study methods for improving educational outcomes, including the spacing effect. Currently, we are investigating whether the spacing of learning episodes can improve development and long-term retention of critical thinking skills in STEAM fields, such as physics, mathematics, computer programming, and musical performance. Recent studies investigated whether spacing was beneficial to improving media literacy skills, including website evaluation. Other recent studies examined song learning, including melody and lyric retention, and piano playing.

Separately, we are developing and validating a new socio-economic status scale. This scale is designed to cover SES in a more comprehensive manner than most previous scales. Our aim is to help researchers in psychology, epidemiology, medicine, and other fields understand the impact of financial and social influences on their measures of interest.

Published Manuscripts (Select Publications)

Foot-Seymour, V., Foot, J., & Wiseheart, M. (2019). Judging credibility: Can spaced lessons help students think more critically online? Applied Cognitive Psychology, 33, 1032-1043.

Kim, A. S. N., Wong-Kee-You, A. M. B., Wiseheart, M., & Rosenbaum, R. S. (2019). The spacing effect stands up to big data. Behavior Research Methods, 51, 1485-1497.

Kim, A. S. N., Saberi, F. M., Wiseheart, M., & Rosenbaum, R. S. (2018). Ameliorating episodic memory deficits in a young adult with developmental (congenital) amnesia. Journal of the International Neuropsychological Society, 24, 1003-1012.

D'Souza, A. A., & Wiseheart, M. (2018). Cognitive effects of music and dance training in children. Archives of Scientific Psychology, 6, 178-192.

D'Souza, A. A., Moradzadeh, L., & Wiseheart, M. (2018). Musical training, bilingualism, and executive function: Working memory and inhibitory control. Cognitive Research: Principles and Implications, 3(11).

Wiseheart, M., D'Souza, A. A., & Chae, J. (2017). Lack of spacing effects during piano learning. PLoS ONE, 12, e0182986.

Bialystok, E., Hawrylewicz, K., Wiseheart, M., & Toplak, M. (2017). Interaction of bilingualism and attention-deficit/hyperactivity disorder in young adults. Bilingualism: Language and Cognition, 20, 588-601.

Wiseheart, M., Viswanathan, M., & Bialystok, E. (2016). Flexibility in task switching by monolinguals and bilinguals. Bilingualism: Language and Cognition, 19, 141-146.

Kapler, I. V., Weston, T., & Wiseheart, M. (2015). Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning. Learning and Instruction, 36, 38-45.

Moradzadeh, L., Blumenthal, G., & Wiseheart, M. (2015). Musical training, bilingualism, and executive function: A closer look at task switching and dual task performance. Cognitive Science, 39, 992-1020.