Gary D. Laver
Professor & Chair
- Office: 47-24
- Phone: (805) 756-2033
- Email: email@example.com
- Website: http://www.calpoly.edu/~glaver/
- Postdoctoral, Participant, Research Training Program in Psychology of Aging, sponsored by the National Institute of Aging at The College of St. Scholastica
- Ph.D., Cognitive Psychology, The Claremont Graduate School
- M.A., Cognitive Psychology, The Claremont Graduate School
- B.A., U.C., Psychology, Santa Cruz; psychology (honors in the major)
- PSY 201/202: General Psychology
- PSY 329: Research Methods
- PSY 333: Quantitative Research Methods
- PSY 457: Memory & Cognition
- PSY 432: Psychological Testing & Measurement
Memory and cognition, research methodology, and quantitative analysis of data including computer applications; basic research on semantic memory and its changes over the course of adult aging
Selected Publications/Professional Activities
- Laver, G. D. (in press). Aging and semantic memory. In N. A. Pachana (Ed.), Encyclopedia of geropsychology. Singapore: Springer.
Laver, G. D. (2012). Nonword stimuli and the effect of adult aging on episodic priming. In N. Hsu & Z. Schütt (Eds.), Psychology of Priming (pp. 139–154). Hauppauge, NY: Nova Science Publishers.
Laver, G. D., & Slem, C. M. (2011, July). Laptops in the lecture hall: Useful tool or distraction? Poster session presented at the Third Vancouver International Conference on the Teaching of Psychology, Vancouver, BC.
- Laver, G. D. (2009). Adult aging effects on semantic and episodic priming in word recognition. Psychology and Aging, 24, 28–39.
- Laver, G. D., Valencia-Laver, D. L., Pineda, N. C., & Dueck, A. M. (2008, April). Implicit and explicit measures of directed forgetting in young and older adults. Poster presented at the Cognitive Aging Conference, Atlanta, GA.
- Laver, G. D. (2007, July) A direct comparison of episodic and semantic priming effects across adulthood. Paper presented at the 20th Anniversary Cognitive Aging Conference, Adelaide, South Australia.
- Laver, G. D. (2006). Expanding the educational horizons of undergraduates through cognitive aging research. Educational Gerontology, 32, 539–551.