Publications
Zhang, M., & Hupbach, A. (2022). The effects of variable encoding contexts on item and source recognition. Memory & Cognition
Hupbach, A., Olcaysoy-Okten, I., & Horn, P. (2022) Intentional forgetting in the social domain: forgetting behaviors but not impressions. Journal of Applied Research in Memory and Cognition, 11(4), 522–533.
Zhang, M., & Hupbach, A. (2020). Repeated encoding fosters retention of perceptual detail in visual recognition memory. Learning & Memory, 27, 457-461.
Scully, I. D. & Hupbach, A. (2020). Directed forgetting affects how we remember and judge other people. Journal of Applied Research in Memory and Cognition, 9, 336-344.
Sabia, M & Hupbach, A. (2020). Stress-induced increase in cortisol negatively affects the consolidation of contextual elements of episodic memories. Brain Sciences, 10, 358.
Scully, I.D. & Hupbach, A. (2020). Different reactivation procedures enable or prevent episodic memory updating. Hippocampus, 30, 806– 814.
Dongaonkar, B., Hupbach, A., & Nadel, L., & Chattarji, S. (2019). Differential effects of unipolar versus bipolar depression on episodic memory updating. Neurobiology of Learning and Memory, 161, 158-168.
Hupbach, A. (2018). The Ever-Changing Engram: Towards an Integrated Understanding of Long-Term Memory Dynamics. Memory, 26, 291-293.
Hupbach, A. (2018). Long-term effects of directed forgetting. Memory, 26, 321-329.
Hupbach, A., Weinberg, J., & Shiebler, V. (2018). Forget-me, forget-me not: Evidence for directed forgetting in preschoolers. Cognitive Development, 45, 24-30.
Scully, I., Napper, L, & Hupbach, A. (2017). Does reactivation trigger episodic memory change? A meta-analysis. Neurobiology of Learning and Memory, 124, 99-107.
Sabia, M., Hardt, O., & Hupbach, A. (2017). The long-term consequences of correctly rejecting and falsely accepting target-related foils in visual recognition memory. Learning and Motivation, 57, 67-81.
Hupbach, A. (2015). Retrieval practice does not safeguard memories from interference-based forgetting. Learning and Motivation, 49, 23-30.
Hupbach, A., & *Dorskind, J. (2014). Stress selectively affects reactivated components of a declarative memory. Behavioral Neuroscience, 128, 614-620.
Hupbach, A. & Sahakyan, L. (2014). Additional boundary condition of list-wise directed forgetting: The effect of presentation format. Journal of Experimental Psychology: Learning, Memory, & Cognition, 40, 596-601.
Funk, A. & Hupbach, A. (2014). Memory for emotionally-arousing items: context pre-exposure enhances subsequent context-item binding. Emotion, 14, 611-614.
Gershman S. J., **Schapiro, A. C.,Hupbach, A., & Norman, K. A. (2013). Neural context reinstatement predicts memory misattribution. The Journal of Neuroscience, 33, 8590-8595.
Hupbach, A. (2013). When forgetting preserves memory. Frontiers in Psychology, 4:32.
Dongaonkar, B., Hupbach, A., Gomez, R., & Nadel, L. (2013). Effects of Psychosocial Stress on Episodic Memory Updating. Psychopharmacology, 226, 769-779.
Hupbach, A. & *Fieman, R. (2012). Moderate stress enhances immediate and delayed retrieval of educationally relevant material in healthy young men. Behavioral Neuroscience, 126, 819-825.
Nadel, L., Hupbach, A., Gomez, R., & **Newman-Smith. K. (2012). Memory formation, consolidation and transformation. Neuroscience and Biobehavioral Reviews, 36, 1640-1645.
Hupbach, A., Gomez, R., & Nadel, L. (2011). Episodic memory updating: The role of context familiarity. Psychological Bulletin & Review, 18, 787-797.
Marin, M.-F., Hupbach, A., Maheu, F., Nader, K., & Lupien, S. (2011). Metyrapone administration reduces the strength of an emotional memory trace in a long-lasting manner. The Journal of Clinical Endocrinology & Metabolism, 96, 1221-1227.
Hupbach, A., Gomez, R., & Nadel, L. (2009). Episodic memory reconsolidation: Updating or source confusion? Memory, 17, 502-510.
Hupbach, A., Gomez, R., Nadel, L., & Bootzin, R. (2009). Nap-dependent learning in infants. Developmental Science, 12, 1007-1012.
Hardt, O., Hupbach, A., & Nadel, L. (2009). Factors moderating blocking in human place learning: The role of task instructions. Learning & Behavior, 37, 42-59.
Hupbach, A., Hardt, O., Gomez, R., & Nadel, L. (2008). The Dynamics of memory: Context-dependent updating. Learning & Memory, 15, 574-579.
Hupbach, A., Hardt, O., Nadel, L., & Bohbot, V. (2007). Spatial reorientation: Effects of verbal and spatial shadowing. Spatial Cognition & Computation, 7 (2), 213-226.
Hupbach, A., Gomez, R., Hardt, O., & Nadel, L. (2007). Reconsolidation of episodic memories: A subtle reminder triggers integration of new information. Learning & Memory, 14, 47-53.
Hupbach, A., Melzer, A., & Hardt, O. (2006). The mere exposure effect is sensitive to color information: Evidence for color effects in a perceptual implicit memory test. Experimental Psychology, 53, 233-245.
Hupbach, A. & Nadel, L. (2005). Reorientation in a rhombic environment: No evidence for an encapsulated geometric module. Cognitive Development, 20, 279-302.
Glisky, E., Ryan, L., Reminger, S., Hardt, O., Hayes, S., Hupbach, A., & Kaiser (2004). A case of dissociative fugue? I understand, aber ich verstehe nichts. Neuropsychologia, 42, 1132-1147.
Mecklenbräuker, S., Hupbach, A. & Wippich, W. (2003). Age-related improvements in a conceptual implicit memory test. Memory & Cognition, 31, 1208-1217.
Mecklenbräuker, S., Hupbach, A. & Wippich, W. (2001). What color is the car? Implicit memory for color information in children. The Quarterly Journal of Experimental Psychology, 54A(4), 1069-1086.
Hupbach, A. & Mecklenbräuker, S. (1998). Typizitätsnormen zu neun Kategorien für Kindergartenkinder zweier Altersstufen. [Typicality norms to nine semantic categories for preschool children.] Sprache & Kognition, 17, 41-50.