Bob Widner

Contributing Faculty
Richard W. Riley College of Education and Human Sciences
School of Psychology
Ph.D. Developmental Psychology

Bob Widner received a Master’s degree in Experimental Psychology from the University of Texas, a second Master’s degree in Special Education from Minnesota State University, and his PhD in Cognitive Psychology from Texas A&M University. He did two postdocs: One at the Georgia Institute of Technology and the other at New York University. Dr. Widner is a new contributing faculty member in the Ph.D. in Developmental Psychology program at Walden University. He has served as a committee chair and methodologist for numerous doctoral candidates and has taught psychology classes within the various subdisciplines as well as statistics and research design classes at the undergraduate as well as graduate levels in online and traditional classroom settings. His research focuses on metacognitive states, such as feeling-of-knowing and tip-of-the-tongue experiences, of individuals with neurodegenerative conditions (e.g., Parkinson’s, Alzheimer’s) as well as with children in K-12 grades with specific learning disabilities (e.g., reading and math). He is currently extending his research into these areas using the rapid serial visual processing paradigm. He has presented at numerous conferences, conducted seminars, and has publications within those areas.


BS, University of Maryland

MS, University of Texas

PhD, Texas A&M University

MS, University of Texas

Awards / Honors

American Psychological Association Advanced Training Institute Award (functional Magnetic Resonance Imaging), APA, 2001

Chancellor’s Outstanding Teaching Award, University of Colorado , 2001

Faculty Excellence Award, 1. Minnesota State University, Mankato Presidential Teaching Scholar Fellow, 2002

Golden Key International Honor Society, , 2011

Kappa Delta Pi International Society in Education, , 2011

Outstanding Methodologist Award, , 2020


Widner, R. (1995). Associative spread as a mediating variable in the generation effect.. Memory

Widner, R. (2007). Classification accuracy across multiple tests following item-method directed forgetting. Quarterly Journal of Experimental Psychology

Widner, R. (2005). Conscious and Unconscious processes in hypermnesia..

Widner, R. (2007). Examining Information Processing Biases in Spider Phobia using the Rapid Serial Visual Presentation Paradigm.. Journal of Anxiety Disorders

Widner, R. (1988). Familiarity and lexicality as determinants of the Generation effect.. Journal of Experimental Psychology: Learning, Memory, and Cognition

Widner, R. (1996). Feeling-of-knowing judgments from the subject's perspective. . American Journal of Psychology

Widner, R. (1987). Generation effects with nonwords: The role of test appropriateness.. Journal of Experimental Psychology: Learning, Memory, and Cognition

Widner, R. (2009). Hypermnesia, reminiscence, and repeated testing.

Widner, R. (1999). Hypermnesia: The role of multiple retrieval cues. Memory & Cognition

Widner, R. (2008). Hypermnesia: A further examination of age differences between young and older adults. British Journal of Psychology

Widner, R. (2000). Hypermnesia: Age-related differences between young and older adults.. Memory & Cognition

Widner, R. (1997). Increasing the long-term retention of knowledge and skills.. PsycCritiques

Widner, R. (2005). Introduction to Special Issue. Metacognition: New Issues and Approaches. Journal of General Psychology

Widner, R. (2007). Memory for emotionally arousing stimuli: A comparison of young and older adults. Journal of General Psychology

Widner, R. (2007). Psychological methods of stereotyping and profiling in law enforcement: Can we reduce racial bias by increasing the usage of non-racial cues?. Journal of Crime and Justice

Widner, R. (2005). Remembering a nuclear accident in Japan. Did it trigger flashbulb memories? . Memory

Widner, R. (1985). Representation in the mental lexicon: Implications for theories of the generation effect. Memory & Cognition

Widner, R. (2006). Segregation accuracy in item-method directed forgetting across multiple tests. British Journal of Psychology

Widner, R. (1995). The effect of retrieved information on question-answering.. ProQuest

Widner, R. (1996). The effects of demand characteristics on the reporting of tip-of-the-tongue and feeling-of-knowing states. . American Journal of Psychology

Widner, R. (2005). Tip-of-the-tongue experiences are not merely strong feeling-of-knowing experiences. Journal of General Psychology