Skip to content

Georgia Tech - School of Psychology Georgia Institute of Technology Georgia Tech - School of Psychology

Menu
Close
  • Home
  • About
    • About Us
    • History of the School
    • Key Contacts
    • How to Find Us
  • People
    • Faculty
    • Emeritus Faculty
    • Graduate Students
    • Staff
  • Research
    • Programs
      • Cognition & Brain Science
      • Neuroscience
      • Adult Development and Aging
      • Engineering Psychology
      • Industrial/Organizational Psychology
      • Quantitative Psychology
    • Laboratories
    • Affiliated Centers
    • How to participate
  • Graduate Programs
    • Why Choose Georgia Tech
    • Prospective Students
      • Admission Requirements
      • Graduate Application
      • Financial Aid
      • F.A.Q.
    • Graduate Handbook
    • Programs
      • Cognition & Brain Science
      • Neuroscience
      • Adult Development and Aging
      • Engineering Psychology
      • Industrial/Organizational Psychology
      • Quantitative Psychology
      • Quantitative Biosciences
    • Graduate Courses
    • Graduate Alumni
  • Undergraduate Programs
    • Programs
    • Requirements for the major
      • Senior Thesis
      • Checklist
    • Requirements for the Minor
    • Certificates in Psychology
    • Research Options
    • Research Assistantship
    • Admissions
    • Courses by Semester
    • Where Are They Now
    • Undergraduate Activities
  • Resources
    • Funding Resources
      • Foundations & Organizations
      • Proposal Process Updates
    • Forms & Procedures
    • Who To See For What
    • IT Resources
    • Psychology Interlab Grant (PIG)
  • Visit Us
  • Georgia Tech Home
  • Campus Map
  • Directory
  • Offices
  • Facebook
  • Twitter
  • Google Plus
  • YouTube
  • LinkedIn
  • Flickr
Search

Search form

  • You are here:
  • GT Home
  • Home

Christopher Hertzog

Professor of Psychology
Cognition & Brain Science , Adult Development and Aging
christopher.hertzog@psych.gatech.edu
404-894-6774
JS Coon 235
Adult cognition lab

Education

Ph.D. (1979) Psychology, Adult Development & Aging University of Southern California

Research Interests

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.

Selected Publications

  • Chen, X., Hertzog, C., & Park, D. C. (2017). Cognitive predictors of everyday problem solving across the lifespan. Gerontology, 63, 372-384. doi:10.1159/000459622
  •  Hertzog, C., Lövdén, L., Lindenberger, U., & Schmiedek, F. (2017). Age differences in coupling of intraindividual variability in mnemonic strategies and practice-related associative recall improvements. Psychology and Aging, 32, 557-571. doi: 10.1037/pag0000177
  •  Hertzog, C., Smith, R. M., & Ariel, R. P. (2018). Type I versus Type II reasoning in older adults. Experimental Aging Research, 44, 18-34. doi: 10.1080/0361073X.2017.1398508
  • Hertzog, C.(2016-06-01). Aging and Metacognitive Control. In The Oxford Handbook of Metamemory. : Oxford University Press.   In J. Dunlosky & S. K. Tauber (Eds)
  • Ariel R, Price J, Hertzog C. Age-related Associative Memory Deficits in Value-based Remembering: The Contribution of Agenda-based Regulation and Strategy Use. Psychology and Aging. 2015;30(4):795-808. doi:10.1037/a0039818.
  • Bailey, H. R., Dunlosky, J., & Hertzog, C.  (2014). Does strategy training reduce age deficits in working memory?  Gerontology, 60, 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

  • Faculty
  • Emeritus Faculty
  • Graduate Students
  • Staff
Resources

Georgia Tech Resources

  • Offices & Departments
  • News Center
  • Campus Calendar
  • Special Events
  • GreenBuzz
  • Institute Communications
  • Visitor Resources
  • Campus Visits
  • Directions to Campus
  • Visitor Parking Information
  • GTvisitor Wireless Network Information
  • Georgia Tech Global Learning Center
  • Georgia Tech Hotel & Conference Center
  • Barnes & Noble at Georgia Tech
  • Ferst Center for the Arts
  • Robert C. Williams Paper Museum
Map of Georgia Tech - School of Psychology

School of Psychology J.S. Coon Bldg
Georgia Institute of Technology
654 Cherry Street
Atlanta, Georgia 30332-0170
Telephone: 404-894-2680

  • Web Team
  • Digital Asset Management
  • Project Management
  • Wiki
  • Site Map
  • Emergency Information
  • Legal & Privacy Information
  • Accessibility
  • Accountability
  • Accreditation
  • Employment
  • GT Login
  • Standard Login
Georgia Tech

© Georgia Institute of Technology