Faculty Profile

2015-2020 U.S. Department of Education's  First in the World Grant for Spelman College

2015 Spelman College Presidential Award for Excellence in Teaching, Junior Faculty                   

2014 Recipient of the Psychonomic Society and Women in Cognitive Science Travel and Networking Award

2014 Golden Key International Honor Society Honorary Member, Spelman College Chapter          

Research Methods
Cognitive Psychology
Statistics I
First Year Experience

Dr. Guillory Wright's research interests include the various levels of conscious experience associated with memory. Specifically, her research focuses on inferences in memory, metacognition (how students learn and remember information), and aging and memory.

In her primary line of research, Dr. Guillory Wright uses applied educational materials and classroom experiences to examine the factors that influence student learning and knowledge retention. In this line of research, Dr. Guillory Wright applies recent advances in cognitive science to education practice. The long-term goal of her research in this area is to produce an array of strategies that can be used to improve teaching and learning outcomes. Her research on metacognition in the classroom serves as the foundation for the First in the World grant awarded to Spelman College by the U.S. Department of Education.   

In Dr. Guillory Wright's secondary line of research, she explores the persistence of incorrect inferences in memory and examines the factors that may allow people to overcome the lingering effects of false information. She is specifically interested in the political and medical applications belief perseverance.

Finally, in her third line of research, Dr. Guillory Wright examines aging and memory. Older adults regularly show worse memory performance than younger adults on explicit tests that require them to attempt to recall the past; however, older adults only sometimes show impairments in performance when memory is tested implicitly. Dr. Guillory Wright's research explores the types of memory that do not change with age.

Select Publications

Guillory, J. J. & Blankson, A. N. (2017) Using Recently Acquired Knowledge to Self-Assess Understanding in the Classroom. Scholarship of Teaching and Learning in Psychology, 3(2), 77-89.

Guillory, J. J., & Geraci, L. (2016) The Persistence of Erroneous Information in Memory: The Effect of Valence on Acceptance of Corrected Information. Applied Cognitive Psychology, 30(2), 282-288.

Geraci, L., Hamilton, M., & Guillory, J. J. (2015). Age Effects in Implicit Memory: The Role of Response Competition Induced by Relative Word Frequency. Experimental Aging Research, 41(5), 496-509.

Guillory, J. J., & Geraci, L. (2013). Correcting Erroneous Inferences in Memory: The Role of Source Credibility. Journal of Applied Research in Memory and Cognition, 2(4), 201-209.

Guillory, J. J., & Geraci, L. (2010). The Persistence of Inferences in Memory for Younger and Older Adults: Remembering Facts and Believing Inferences. Psychonomic Bulletin & Review, 17(1), 73-81.

Geraci, L., McCabe, D. P., & Guillory, J. J. (2009). On Interpreting the Relationship Between Remember–Know Judgments and Confidence: The Role of Instructions. Consciousness and Cognition: An International Journal, 18(3), 701-709.