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In 2009, independent video game designer Markus "Notch" Persson released a work in progress that would go on to break every industry rule for achieving success. Part exploratory adventure, part creative building tool, Minecraft evolved from a cult classic into an unprecedented hit, raking daily sales in by the thousands. By the end of 2010, Notch was able to quit his day job and live the dream of founding his own development studio, Mojang. Minecraft: The Story of Mojang is a feature-length documentary that follows the young company over the course of its first year as their profile expandedacross the world stage and into the homes of millions of gamers. Featuring insights from industry icons (Peter Molyneux, Tim Schafer), journalists (Geoff Keighley, Stephen Totilo), tastemakers (Gabe & Tycho of Penny Arcade), and players profoundly impacted by the game (Yogscast, The Shaft, Minecraft Teacher), the film serves as a time capsule for one of this generation's most unorthodox success stories.

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I am a member of the Department of Psychology at The Ohio State University with a summer teaching appointment at Vanderbilt University since 2012. I received my B.A. from Purdue University in 2004 and my Ph.D. from the University of Iowa in 2009. While at Iowa I primarily worked with Andrew Hollingworth, while also collaborating with Shaun Vecera and Steve Luck. From 2008-2010 I taught at the Ohio State University, Marion after which I spent five years at Manchester University where I was granted tenure and promotion in May 2015. I then spent a year at Tennessee State University as an Associate Professor before joining the faculty at The Ohio State University.  In 2014 Geoff Woodman and I established a paradigm measuring recognition-induced forgetting. Recognition-induced forgetting occurs when practice recognizing an object, from a group of objects learned at the same time, leads to worse memory for objects from that group that were not practiced. This forgetting effect is commonly accompanied by improved memory for practiced objects. Work in my lab has shown that recognition-induced forgetting is not an artifact of category-based set size. Our developmental work has shown that this forgetting effect comes online by 6 years of age without a memory benefit for practiced objects until 9 years of age. Further, the forgetting appears to remain robust with healthy aging in samples of older adults, without the benefit for practiced objects shown in young adults but accompanied by a decrease in intrusion errors.  We are currently applying behavioral, transcranial direct-current stimulation, and electrophysiological techniques to the recognition-induced forgetting paradigm to understand how this forgetting phenomenon operates on a variety of stimuli and applied settings. Advantages of this paradigm include that it is possible to test memory of young children using visual objects before they can read, it allows for testing of multiple types of stimuli, and it can be used with animal models. Inspired by the excellent mentorship I have received from many wonderfully supportive and astoundingly intelligent professors, advisors and collaborators, I welcome new students into my lab regularly. 

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