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 include individuals with intellectual disabilities in settings with traditional students. Some of my research examines the complex challenges faced by individuals with intellectual disabilities, and I am particularly invested in 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 traditional students.
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). Inclusive of students with intellectual disabilities enhances openness to diversity on a college campus. Journal of Policy and Practice for Intellectual Disability, 9(4), 240-246.
May, C. P., & Pittard*, L. (2012). Reflections from the peer mentor experience: Evidence for social and moral growth. Monograph of State of the Science in Postsecondary Education for Students with Intellectual and Developmental Disabilities.
Check out some of my articles for Scientific American Mind Matters