Lori E. James, PhD

 Lori E. James


Associate Professor, Director of Undergraduate Training*
Ph.D.: Claremont Graduate School, 1997
Area: Cognitive Psychology; Cognitive Aging
Office: Columbine Hall 4045
Phone: (719) 255-4172
Email: ljames@uccs.edu

*The DUT leads a committee that is responsible for determining course offerings, psychology major and minor requirements, and department policies related to undergraduate education. DUT also handles student requests for course substitutions, waivers of degree requirements, and course transfer requests, and acts as a liaison to advisors in Student Success.

Professor Lori E. James came to UCCS from the University of California, Los Angeles, where she was in a post-doctoral research position from 1997-2001. Dr. James earned her Ph.D. and M.A. in Cognitive Psychology from the Claremont Graduate School in Claremont, CA. She obtained her B.A. in 1991 from the University of California, Los Angeles. Dr. James teaches undergraduate courses in cognitive psychology and research methodology, and graduate courses in cognitive psychology and aging.

Dr. James' primary research areas are memory, language, and age-related changes in these abilities. Her program of research has two goals: elucidating the mechanisms involved in memory and language function, and identifying areas of improvement, stability and decline in cognitive performance in older adulthood. Dr. James' current projects include tests of memory for proper names, age-related differences in the perception versus production of language, comparisons of young and older adults' communication abilities, and tests of the ability to detect and describe errors across adulthood.

Research Areas:

Cognitive psychology, language, memory, and cognitive aging.

Representative Publications:

Fogler, K.A., & James, L.E., & Crandall, E. (2010). How name descriptiveness impacts proper name learning in young and older adults. Aging, Neuropsychology, and Cognition. 17, 505-518.

Tauber, S.K., James, L.E., & Noble, P.M. (2010). The effects of age on conveying meaning and judgements of communicative effectiveness. Psychology and Aging, 25, 702-707.

James, L.E., Fogler, K.A., & Tauber, S.K. (2008). Recognition memory yeilds disproportionate effects of aging on learning face-name associations. Psychology and Aging, 23, 657-664.