Room A122, Psychology Building Addition, Busch Campus
For any data analysis, coding, or computer based problems, fill out the research request form.
Dr. Jason Geller has a Ph.D. in Cognitive Psychology (with a certificate in quantitative psychology) from Iowa State University. Before joining the Rutgers Center for Cognitive Science (RuCCS) as a Scientific Programmer in 2020, he spent the last three years in postdoctoral positions at the University of Alabama at Birmingham and the University of Iowa studying the cognitive and neurological underpinnings of visual (e.g., word and semantic processing) and auditory (e.g., listening effort) language processing. Dr. Geller is also interested in better understanding and improving how people learn. Most of his work in the area of learning and memory has focused on metacognition and desirable difficulties (pre/retrieval and perceptual disfluency). Across his various academic appointments, Dr. Geller has designed and carried out many behavioral, eye-tracking, physiological (pupillometry), and neurophysiological (EEG/sEEG) experiments using such programs as E-Prime, Experiment Builder (SR Eyelink), Psychtoolbox, Psychopy, OpenSeasme, Gorilla, and Qualtrics. Dr. Geller is proficient with several popular statistical software platforms (e.g., R, SPSS, SAS, Mplus), as well as several programming languages (e.g., R, Python, Matlab, and R). Dr. Geller has also severed as an informal and formal consultant helping students and faculty design and program experiments and analyze data (frequentist and Bayesian).
- Brandt, M. J., IJzerman, H., Dijksterhuis, A., Farach, F. J., Geller, J., Giner-Sorolla, R., Grange, J. A., Perugini, M., Spies, J. R., & van ’t Veer, A. (2014). The Replication Recipe: What makes for a convincing replication? Journal of Experimental Social Psychology, 50, 217–224.
- Carpenter, S. K., & Geller, J. (2020). Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning. Quarterly Journal of Experimental Psychology, 73(2), 211–224.
- Geller, J., Still, M. L., & Morris, A. L. (2016). Eyes wide open: Pupil size as a proxy for inhibition in the masked-priming paradigm. Memory and Cognition, 44(4).
- Geller, J., Thye, M., & Mirman, D. (2019). Estimating effects of graded white matter damage and binary tract disconnection on post-stroke language impairment. NeuroImage, 189.
- Geller, J., Winn, M. B., Mahr, T., & Mirman, D. (2020). GazeR: A Package for Processing Gaze Position and Pupil Size Data. Behavior Research Methods.
- Geller, J., Carpenter, S. K., Lamm, M. H., Rahman, S., Armstrong, P. I., & Coffman, C. R. (2017). Prequestions do not enhance the benefits of retrieval in a STEM classroom. Cognitive Research: Principles and Implications, 2(1), 42.
- Geller, J., Davis, S. D., & Peterson, D. J. (2020). Sans Forgetica is not desirable for learning. Memory.
- Geller, J., Landrigan, J.-F., & Mirman, D. (2019). A Pupillometric Examination of Cognitive Control in Taxonomic and Thematic Semantic Memory. Journal of Cognition, 2(1).
- Geller, J., & Still, M. L. (2018). Testing Expectancy, but not Judgements of Learning, Moderate the Disfluency Effect. In J. Z. Chuck Kalish Martina Rau & T. Rogers (Eds.), CogSci 2018 (pp. 1705–1710).
- Geller, J., Still, M. L., Dark, V. J., & Carpenter, S. K. (2018). Would disfluency by any other name still be disfluent? Examining the disfluency effect with cursive handwriting. Memory & Cognition, 46(7), 1109–1126.
- Geller, J., Toftness, A. R., Armstrong, P. I., Carpenter, S. K., Manz, C. L., Coffman, C. R., & Lamm, M. H. (2018). Study strategies and beliefs about learning as a function of academic achievement and achievement goals. Memory, 26(5), 683–690.
- McGarrigle, R., Knight, S., Rakusen, L., Geller, J., & Mattys, S. (2020, July 10). Older adults show a more sustained pattern of effortful listening than young adults. Psychology and Aging.
- Toftness, A. R., Carpenter, S. K., Geller, J., Lauber, S., Johnson, M., & Armstrong, P. I. (2018). Instructor fluency leads to higher confidence in learning, but not better learning. Metacognition and Learning, 13(1), 1–14.
Jason Geller, Ph.D.
RuCCS, The Center for Cognitive Sciences
152 Frelinghuysen Road, A122, Busch Campus
Piscataway, New Jersey 08854