Dr. Kit Cho
Biography
Dr. Kit Cho is a cognitive psychologist with research interests in cognitive, educational, and social psychology. His current research agenda focuses on:
- creating more optimal learning experiences for students,
- math anxiety,
- student motivation, and
- factors that affect academic success among traditional and nontraditional college students.
For more information on his research and to view a selection of his publications, see the "More Information" tab.
Degrees Earned
Ph.D. 2015 University at Albany, State University of New York
M.A. 2011 University at Albany, State University of New York
B.A. 2009 The City College of New York, City University of New York
Courses Taught
PSY 1303 – Introduction to Psychology
PSY 2311 – Biological Psychology
PSY 2317 – Statistical Methods in Psychology
PSY 3304 - Advanced Research Methods in Pyschology
PSY 3312 – Positive Psychology
PSY 3319 – Cognitive Psychology
PSY 3320 – Research Methods in Psychology
PSY 4395 – Research Experience in Psychology
Experience Qualifications
Selected Publications(see Google Scholar for a complete list; *indicates undergraduate student co-author; see also Cognition in Action lab website for more information on his research agenda)
Cho, K. W., & *Frizzell, S. (2023). A condensed Positive Psychology course improves students' subjective well-being and academic achievement. Teaching of Psychology, 1–12. https://doi.org/10.1177/00986283231179913
Cho, K. W., & *Kongo, D. (2023). The relations among math anxiety, math self-construct, and math achievement in older and underserved minority students. Journal of Continuing Higher Education, 1–16. https://doi.org/10.1080/07377363.2023.2218580.
Cho, K. W. (2021). A hack for learning math: Starting and ending on high notes to create a more pleasurable learning experience. Educational Psychology, 41(9), 1082–1096. https://doi.org/10.1080/01443410.2021.1934404
Cho, K. W., & Serrano, D. (2020). Noncognitive predictors of academic achievement among nontraditional and traditional ethnically diverse college students. Journal of Continuing Higher Education, 68(3), 190–206. https://doi.org/10.1080/07377363.2020.1776557
Cho, K. W. (2019). Exploring the dark side of exposure to peer excellence among traditional and nontraditional college students. Learning and Individual Differences, 73, 52–58. https://doi.org/10.1016/j.lindif.2019.05.001
Cho, K. W., & *Powers, A. (2019). Testing enhances both memorization and conceptual learning of categorical materials. Journal of Applied Research in Memory and Cognition, 8(2) 166–177. https://doi.org/10.1016/j.jarmac.2019.01.003
Cho, K. W., Neely, J. H., Brennan, M. K., Vitrano, D., & Crocco, S. (2017). Does testing increase spontaneous mediation in learning semantically related paired associates? Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(11), 1768–1778. https://doi.org/10.1037/xlm0000414
Cho, K. W., & Neely, J. H. (2017). The roles of encoding strategies and retrieval practice in test expectancy effects. Memory, 25(5), 626–635 .https://doi.org/10.1080/09658211.2016.1202983
Cho, K. W., Neely, J. H., Crocco, S., & Vitrano, D. (2017). Testing enhances both encoding and retrieval for both tested and untested items. Quarterly Journal of Experimental Psychology, 70(7), 1211–1235. https://doi.org/10.1080/17470218.2016.1175485
Cho, K. W., Altarriba, J., & *Popiel, M. (2015). Mental juggling: When does multitasking impair reading comprehension? The Journal of General Psychology, 142, 90–105. https://doi.org/10.1080/00221309.2014.1003029
*Veltre, M., Cho, K. W., & Neely, J. H. (2014). Transfer appropriate processing in the testing effect. Memory, 23, 1229-1237. https://doi.org/10.1080/09658211.2014.970196
More Information
Selected Publications (visit the Cognition in Action lab website for the complete list of publications; *indicates undergraduate student co-author)
Cho, K. W. (2021). A hack for learning math: Starting and ending on high notes to create a more pleasurable learning experience. Educational Psychology, 1-15. https://doi.org/10.1080/01443410.2021.1934404
Cho, K. W., & Serrano, D. (2020). Noncognitive predictors of academic achievement among nontraditional and traditional ethnically diverse college students. Journal of Continuing Higher Education, 68(3), 190-206. https://doi.org/10.1080/07377363.2020.1776557
Cho, K. W. (2019). Exploring the dark side of exposure to peer excellence among traditional and nontraditional college students. Learning and Individual Differences, 73, 52-58. https://doi.org/10.1016/j.lindif.2019.05.001
Cho, K. W., & *Powers, A. (2019). Testing enhances both memorization and conceptual learning of categorical materials. Journal of Applied Research in Memory and Cognition, 8(2) 166-177. https://doi.org/10.1016/j.jarmac.2019.01.003
Cho, K. W., Neely, J. H., Brennan, M. K., Vitrano, D., & Crocco, S. (2017). Does testing increase spontaneous mediation in learning semantically related paired associates? Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(11), 1768-1778. https://doi.org/10.1037/xlm0000414
Cho, K. W., & Neely, J. H. (2017). The roles of encoding strategies and retrieval practice in test expectancy effects. Memory, 25(5), 626-635. https://doi.org/10.1080/09658211.2016.1202983
Cho, K. W., Neely, J. H., Crocco, S., & Vitrano, D. (2017). Testing enhances both encoding and retrieval for both tested and untested items. Quarterly Journal of Experimental Psychology, 70(7), 1211-1235. https://doi.org/10.1080/17470218.2016.1175485
Cho, K. W., Altarriba, J., & *Popiel, M. (2015). Mental juggling: When does multitasking impair reading comprehension? The Journal of General Psychology, 142, 90-105. https://doi.org/10.1080/00221309.2014.1003029
*Veltre, M., Cho, K. W., & Neely, J. H. (2014). Transfer appropriate processing in the testing effect. Memory, 23, 1229-1237. https://doi.org/10.1080/09658211.2014.970196
Dr. Cho began teaching when he was a graduate student at the University at Albany. He maintains an active research laboratory at UHD conducting empirical research and supervising undergraduates on research projects. Dr. Cho is always looking for motivated undergraduates to work with in his lab. Click the More Information tab to view a selected list of his publications, along with a link to his lab's website.