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Dan Woltz

Affiliations: 
Educational Psychology University of Utah, Salt Lake City, UT 
Area:
Educational Psychology Education, Cognitive Psychology
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"Dan Woltz"
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Melanie L. Battistone grad student 2003 University of Utah
Sean P. Gyll grad student 2003 University of Utah
Jennifer Tolman grad student 2005 University of Utah
Christopher A. Was grad student 2005 University of Utah
Linda J. Sorensen grad student 2014 University of Utah

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Publications

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Was C, Woltz D, Hirsch D. (2018) Memory processes underlying long-term semantic priming. Memory & Cognition
Fiet P, Sorensen L, Mayne Z, et al. (2016) Repetition Priming Magnitude Depends on Affirmative Prime Responses: A Test of Two Congruity Explanations. The American Journal of Psychology. 129: 391-405
Sorensen LJ, Woltz DJ. (2016) Blocking as a friend of induction in verbal category learning. Memory & Cognition
Sorensen LJ, Woltz DJ. (2015) Transforming response time and errors to address tradeoffs in complex measures of processing speed Learning and Individual Differences. 40: 73-83
Woltz DJ, Sorensen LJ, Indahl TC, et al. (2015) Long-term semantic priming of propositions representing general knowledge Journal of Memory and Language. 79: 30-52
Bermingham D, Hill RD, Woltz D, et al. (2013) Cognitive strategy use and measured numeric ability in immediate- and long-term recall of everyday numeric information. Plos One. 8: e57999
Was CA, Woltz DJ. (2012) Implicit memory and aging: Adapting technology to utilize preserved memory functions Engaging Older Adults With Modern Technology: Internet Use and Information Access Needs. 1-19
Yuan Y, Woltz D, Zheng R. (2010) Cross-Language Priming of Word Meaning During Second Language Sentence Comprehension Language Learning. 60: 446-469
Battistone M, Woltz D, Clark E. (2008) Processing speed deficits associated with traumatic brain injury: processing inefficiency or cautiousness? Applied Neuropsychology. 15: 69-78
Woltz DJ, Was CA. (2007) Available but unattended conceptual information in working memory: temporarily active semantic content or persistent memory for prior operations? Journal of Experimental Psychology. Learning, Memory, and Cognition. 33: 155-68
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