|Name:||Prof. Erik Moody|
|Office Location:||Dyson 341|
|Extension:||(845) 575-3000 ext. 2692|
Ph.D., Experimental Psychology (2003)
Jayaprakash S., Moody E., Lauría E., Regan J., Baron J., (2014) "Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative", Journal of Learning Analytics 1, 1, 6-47.
Lauria, E., Moody, E., Jayaprakash, S., Jonnalagadda, N., & Baron, J. (2013). Open Academic Analytics Initiative: Initial Research Findings. Procedings of the 3rd international Conference on Learning Analytics and Knowledge. ACM New York, NY, USA, 150-154 doi:10.1145/2460296.2460325
Moody, E. W., Sunsay, C., & Bouton, M. E. (2006). Priming and trial spacing in extinction: Effects on extinction performance, spontaneous recovery, and reinstatement in appetitive conditioning. The Quarterly Journal of Experimental Psychology, 59(5), 809-829.
Bouton, M. E., Garcia-Gutierrez, A., Zilski, J., & Moody, E. W. (2006). Extinction in multiple contexts does not necessarily make extinction less vulnerable to relapse. Behaviour Research and Therapy, 44, 983-994.
Bouton, M. E., Woods, A. M., Moody, E. W., Sunsay, C., & Garcia-Guitierrez, A. (2006). Counteracting the context-dependence of extinction: Relapse and some tests of possible methods of relapse prevention. In M. G. Craske, D. Hermans, & D. ansteenwegen (Eds.), Fear and learning: Basic science to clinical application. Washington, DC: American Psychological Association.
Millin, P.M., Moody, E.W., & Riccio, D.C. (2001). Interpretations of Retrograde Amnesia: Old Problems Redux. Nature Reviews Neuroscience, 2(1), 68-70.
Most recently I have been investigating the use of Learning Analytical technology in higher education. The emerging field of Learning Analytics is harnessing the power of technology and data to improve learning outcomes. As a member of the Online Academic Analytic Initiative OAAI, a Marist based effort to investigate the use of Learning Analytic technology in higher education, I contributed to a multi-institution effort to study the effectiveness of early alerts and interventions in college students. Recently we have entered into a collaborative effort with Acrobatiq Inc., which will use their Adaptive Courseware platform to investigate the use early alerts a means to improve student performance and retention among other techniques intended to improve student outcomes.
I have an ongoing effort with undergraduate student volunteers investigating false and implanted memories. Human memory is vulnerable to specific and sometimes unexpected failures. We use the Deese-Roediger-McDermott Paradigm to explore the specific circumstances that lead to the implantation of false memories.
My postdoctoral research at the University of Vermont has been a part of a larger effort by the Bouton lab to understand relapse. Spontaneous recovery, reinstatement, and renewal are three different forms of relapse we investigate in the lab. One approach has been to explore different schedules of extinction treatments with regard to their effect on spontaneous recovery and reinstatement. There is evidence to suggest that trial and session intervals determine the likelihood of relapse in the form of spontaneous recovery and perhaps other forms of relapse. The administration of extinction treatment in different contexts is another technique that we are investigating in hopes of identifying procedures that will attenuate or prevent relapse. Eventually the findings of this massive project will evolve in to treatments for panic and anxiety disorders as well as addiction.
My graduate work at Kent State University with David Riccio focused on the permanence of stored memories and the conditions that allow old memories to be modified. Although there has been rapid growth in the identification of the neuroanatomical structures involved with memory formation, there is still very limited understanding of how a memory trace exists organizationally. For example, when a memory is recalled and new information is encountered, is that information incorporated as a part of the original trace or is a new independent trace formed?
Moody E., Regan J., Lauría E., Jayaprakash S., Baron J., (May, 2014) Open Academic Analytics Initiative, a Lesson Learned, Poster presentation. 26th Meeting of the Association of Psychological Science May 2014, San Francisco, Ca.
Holmsten A, Swan M., E Moody (April, 2014) Effect of Retention Interval on False Memory. Talk given at the Hudson Valley Undergraduate Psychology Conference at Dominican College, Nyack, NY.