I have a broad interest in human memory and the many factors that influence whether and how we remember information. Many of my investigations have been aimed at understanding the basic mechanisms that underlie memory, and at developing strategies and interventions for maximizing performance. My recent studies have explored the ways in which emotion can be used to boost memory. These strategies are particularly important for special populations (e.g., older adults, individuals with intellectual disabilities), who may show impairments on different types of cognitive processes.
More recently I have developed an interest in educational systems that optimize outcomes for individuals with intellectual disabilities, and in particular have advocated for settings that include students with and without disabilities. Some of my research examines the complex challenges faced by individuals with intellectual disabilities, and the development of interventions and best practices that promote successful inclusion of individuals with intellectual disabilities in every facet of society. Other work examines the ways in which inclusion affects the academic, social, and moral development of students without disabilities.
Plotner, T.J., & May, C.P. (2017). A comparison of the college experience for students with and
without intellectual disabilities. Journal of Intellectual Disabilities.
May, C.P., & Hasher, L. (2017). Synchrony affects performance for older but not younger
neutral-type adults. Timing and Time Perception, 5, 129-148.
Jones, M., Boyle, M., May, C. P., Paiewonsky, M., Prohn, S., Updike, J., & Wheeler, C. (2015).
Building inclusive campus communities: A framework for inclusion. Think College Insight Brief,
May, C. P., Manning, M., Einstein, G. O., Becker, L., & Owens, M. (2015).
The best of worlds: Emotional cues improve prospective memory execution and reduce
repetition errors, Aging, Neuropsychology, & Cognition, 22(3), 357-375.
May, C. P., & Owens, M., & Einstein, G. (2012). The impact of emotion on prospective memory
and monitoring: No pain, big gain. Psychonomic Bulletin and Review, 19(6), 1165-1171.
May, C. P. (2012). Inclusion of students with intellectual disabilities enhances openness to
diversity on a college campus. Journal of Policy and Practice for Intellectual Disability, 9(4), 240-
Here’s an article written with Will Farrior,
a graduate of the College of Charleston
who participated in the REACH Program.