Dr. Jodi Price

Acting Associate Dean, Psychology Department Chair of Psychology Professor

Contact

1310 Ben Graves Drive
Morton Hall
Room 206E
Huntsville, AL 35899
Campus Map

256.824.3321
jodi.price@uah.edu

Biography

Dr. Price was born in Maryland, but grew up in Chattanooga, TN, where she completed her bachelor and master’s degrees before moving to Atlanta, GA to pursue doctoral work. She enjoys listening to live music, reading both fiction and nonfiction, and spending time with her two dogs.

Dr. Jodi Price's Curriculum Vitae


Education

  • Ph.D., Experimental Psychology, Georgia Institute of Technology
  • M.S., Experimental Psychology, University of Tennessee in Chattanooga
  • B.S., Psychology, University of Tennessee in Chattanooga

Affiliations

  • Lifelong Learning Lab
  • American Psychological Association
  • Association for Psychological Science
  • Psychonomic Society
  • Southeastern Psychological Association

Expertise

  • Developmental changes in metacognition, memory, and self-regulated learning

Recent Publications

  • Jenkins, B. D.,Le Grand, A. M., Neuschatz, J. S., Golding, J. M., Wetmore, S. A., & Price, J. L. (in press). Testing the forensic confirmation bias: How jailhouse informants violate evidentiary independence. Journal of Police and Criminal Psychology.

  • Hertzog, C., Price, J., & Murray, R. (2020). Age differences in item selection behaviors and subsequent memory for new foreign language vocabulary: Evidence for a region of proximal learning heuristic. Psychology and Aging. http://dx.doi/org/10.1037/pag0000574

  • Smith, L., Argentina, V., Price, J., & O’Brien, C. (2020). The mobile Physical Activity and Cognitive Training (mPACT) App for Older Adults: A Pilot Study. Computers, Informatics, Nursing, 38(11).

  • Skinner, D., & Price, J. (2019). Age-related differences in value-directed remembering: The role of fluency in the absence of point values. Applied Cognitive Psychology, 1-10.doi: 10.1002/acp.3552

  • Price, J. (2017). The impact of presentation format on younger and older adults’ self-regulated learning. Experimental Aging Research, 43,391-408.https://doi.org/10.1080/0361073X.2017.1333835

  • Price, J., & Harrison, A. (2017). Examining what prestudy and immediate judgments of learning reveal about the bases of metamemory judgments. Journal of Memory and Language, 94,177-194. http://dx.doi.org/10.1016/j.jml.2016.12.003

  • Price, J., McElroy, K., & Martin, N. (2016). The role of font size and font style in younger and older adults’ predicted and actual recall performance. Aging, Neuropsychology, and Cognition, 23,366-388. http://dx.doi.org/10.1080/13825585.2015.1102194

  • Ariel, R., Price, J., & Hertzog, C. (2015). Age-related associative memory deficits in value-based remembering: The contribution of agenda-based regulation and strategy use. Psychology and Aging, 30,795-808. http://dx.doi.org/10.1037/a0039818

  • Key, K., Cash, D., Neuschatz, J. S., Price, J., Wetmore, S.A., & Gronlund, S. D. (2015). Age differences (or lack thereof) in discriminability for lineups and showups. Psychology, Crime and Law, 21,1-35. doi: 10.1080/1068316x.2015.1054387

  • Price, J., Jones, L. W., & Mueller, M. (2014). The role of warnings in younger and older adults’ retrieval-induced forgetting. Aging, Neuropsychology, and Cognition, 22, 1-24. doi: http://dx.doi.org/10.1080/13825585.2014.8888390