Christopher Hertzog

I study individual differences in adult cognitive development. I am interested in age-related declines in basic mechanisms of cognition, memory, and information processing, especially in terms of understanding ‘successful cognitive aging.’ That is, characterizing who declines and who does not, and evaluating possible explanations for the differences. A major focus of my research program is in metacognition and strategic self-regulation –evaluating how people monitor and adapt their behavior in tasks to improve their performance. I have also studied how personality, beliefs, attitudes, and behaviors influence cognitive task performance, and how older adults maintain effective functioning even when challenged by age-related changes.

Professor of Psychology
JS Coon 235
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Adult cognition lab
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Ph.D. (1979) Psychology, Adult Development & Aging University of Southern California

Selected Publications: 
  • Hertzog, C. (in press). Aging and metacognitive control.  In J. Dunlosky & S. K. Tauber (Eds), Oxford Handbook of Metacognition.
  • ​Ariel, R., Price, J., & Hertzog, C. (in press). Age-related associative memory deficits in value-based remembering: The contribution of agenda-based regulation and strategy use.  Psychology and Aging.
  • Bailey, H. R., Dunlosky, J., & Hertzog, C.  (2014). Does strategy training reduce age deficits in working memory?  Gerontology60, 346-356. doi: 10.1159/000356699
  • Hertzog, C., Fulton, E. K., Sinclair, S. M., & Dunlosky, J. (2014).  Recalled aspects of original encoding strategies influence episodic feeling of knowing.  Memory & Cognition, 42, 126-140. doi: 10.3758/s13421-013-0348-z
  • Hertzog, C., Fulton, E. J., Mandviwala, L., & Dunlosky, J. (2013). Older adults show deficits in retrieving and decoding mediators generated at study.  Developmental Psychology49, 1127-1131. doi:10.1037/a0029414
  • Hertzog, C., Kramer, A. F., Wilson, R. S., & Lindenberger, U. (2008). Enrichment effects on adult cognitive development: Can the functional capacity of older adults be preserved and enhanced? Psychological Science in the Public Interest, 9, 1-65.
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