Research Themes

  • Desirable difficulties 

    • Testing effect ​

    • Contextual variation 

    • Learning vs. performance

  • Collaborative learning

    • Collaborative testing 

    • Attitudes towards group work

    • Collaborative learning in the classroom  

    • Group metacognition 

  • Self-regulated learning 

    • Metacognition 

    • Learning with flashcards 

    • Note-taking strategies 

    • Online learning

  • Inaccurate information 

    • Reliance on falsehoods

    • False balance ​

    • Conspiratorial thinking 

    • Source memory 

    • Beliefs about science 


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Megan Imundo's CV

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Imundo, M. N., & Rapp, D. N. (in press). Weight-of-evidence reporting can ameliorate the negative effects of falsely balanced texts. Journal of Applied Research in Memory and Cognition. 

Imundo, M. N., Pan, S. C., Bjork, E. L., & Bjork, R. A. (2020). Where and how to learn: The distinct benefits of contextual variation, restudying, and retrieval practice for memory.  Quarterly Journal of Experimental Psychology, 74(3), 413-424.  

Engeln, R., & Imundo, M. N. (2020). I (don’t) love my body: Counter-intuitive effects of body-affirming statements on college women.  Journal of Social & Clinical Psychology, 39(7), 617-639.

Engeln, R., Loach, R., Imundo, M. N., & Zola, A. (2020). Compared to Facebook, Instagram use causes more appearance comparison and greater body dissatisfaction in college women.  Body Image, 34, 38-45.

Rapp, D. N., Imundo, M. N., & Adler, R. M. (2019). Do individual differences in conspiratorial and political leanings influence the use of inaccurate information? In P. Kendeou, D. H. Robinson, & M.T. McCrudden (Eds.), Misinformation and Fake News in Education (pp.103-122). Charlotte, NC: Information Age Publishing.

*Undergraduate advisee



*Tien, I., Imundo, M. N., & Bjork, E. L. (under review).  Cognitive consequences of anxiety when learning online. 

*Zung, I, Imundo, M. N., & Pan, S. C. How do students use digital flashcards to learn?

Imundo, M. N., Paquette-Smith, M., & Bjork, E. L. Collaborative learning: A core component of the modern classroom. 

Imundo, M. N., Paquette-Smith, M., Clark, C. M., & Bjork, E. L.  Collaborative practice testing enhances long-term learning in Introductory Psychology. 

*Teo, R. L., *Gonzales, B., & Imundo, M. N. Students' note-taking strategies during remote instruction. 

Salovich, N. A., Imundo, M. N., & Rapp, D. N. A corpus of stories for use in examining the effects of reading inaccurate and accurate assertions.

Imundo, M. N., *Zung, I., & Pan, S. C. When two learners are better than one: The advantages of using flashcards with a partner.




Imundo, M. N. (April 2021). Getting Meta about Metacognition

*Frei, K., & Imundo, M. N. (Nov 2020). Applying the pausing principle to university classes

*Zung, I., & Imundo, M. N. (April 2020). Flashcards: Are you using them effectively when learning?

Imundo, M. N. (Jan 2020). Collaborative inhibition: The surprising effect of recalling information in groups.  

Imundo, M. N. (Nov 2019). Mythbusters: Studying in the same place, at the same time, every day is good for learning

Imundo, M. N. (July 2019). The debate on simultaneous and sequential lineups

Imundo, M. N. (May 2019). Using evidence-based study strategies to optimize your learning.

Imundo, M. N. (Feb 2019). Why can’t we quit fake news?

Imundo, M. N. (Oct 2018). The dangers of fluency

*Undergraduate advisee