Young Bui
Dung C. Bui, Ph.D.
Scientist
Human Factors & Industrial Engineering
  • Los Angeles

Dr. Dung Bui is a Scientist in Exponent’s Human Factors practice. He has expertise in human (meta)cognition, perception, learning, and memory. Dr. Bui has conducted research that examines how cognitive processes are influenced by variability in age, attention, processing speed, and working memory. He works on cases that span a wide range of issues within these domains, including driver behavior and perception, warnings, decision making, and eyewitness memory. Dr. Bui also uses his expertise to understand how people’s perception of motor vehicle distance and speed influences decision making as a function of both external (roadway condition, weather, time of day) and internal (age, attention) factors. Additionally, he has experience overseeing projects employing various methodologies (human-subjects testing, comprehensive literature reviews, quantitative risk analyses), and has experience coordinating and carrying out large-scale usability testing.

Dr. Bui received his Ph.D. from Washington University in St. Louis, where his work focused on how cognitive and environmental factors influence what people remember and forget, as well as on the processes that people rely on to plan, monitor, and assess their own understanding and behavior. His dissertation examined the effect of retrieval cues in working memory, and how this effect differs compared to long-term episodic memory. Dr. Bui has also applied his programming skills to use online crowdsourcing techniques to collect larger datasets than would otherwise be available, which has allowed more cost- and time-efficient access to a wider population and quicker implementation of studies targeting specific user questions.

CREDENTIALS & PROFESSIONAL HONORS

  • Ph.D., Psychology, Washington University in St. Louis, 2015
  • M.A., Psychology, Washington University in St. Louis, 2011
  • B.A., Psychology, University of California, Los Angeles (UCLA), 2008
  • Dissertation Fellowship Award, Washington University in St. Louis, 2014–2015

    Outstanding Teaching Assistant Award, Washington University in St. Louis, 2011–2012

    Graduate Fellowship Award, Washington University in St. Louis, 2009–2010

    Research Fellowship Award, University of California, Los Angeles, 2007

Publications

Storm, B.C., & Bui, D.C. (2016). Type of retrieval practice influences the relationship between working memory capacity and retrieval-induced forgetting. Memory, 24, 1407-1418.

Bui DC, Myerson J, Hale S. Demonstrating age-related declines in processing speed using online samples. The Psychological Record 2015.

McDonough IM, Bui DC, Friedman MC, Castel AD. Retrieval monitoring is influenced by information value: The interplay between motivation and confidence on false memory. Acta Psychologica 2015; 161:7–17.

Bui DC, McDaniel MA. Enhancing of learning in lecture note-taking: Outlining and illustrative diagrams. Journal of Applied Research in Memory and Cognition 2015; 4:129–135.

Storm BC, Bui DC. Individual differences in mind wandering while reading predict lower rates of spontaneous transfer in an analogical reasoning task. Journal of Learning and Individual Differences 2015.

Nestojko JF, Bui DC, Kornell N, Bjork EL. Expecting to teach enhances organization of knowledge in free recall of text passage. Memory & Cognition 2014; 42:1038–1048.

Bui DC, Myerson J. The role of working memory ability in lecture note-taking. Journal of Learning and Individual Differences 2014; 33:12–22.

Bui DC, Maddox GB, Zou F, Hale S. Examining the lag effect under incidental encoding: Contributions of semantic priming and reminding. Quarterly Journal of Experimental Psychology 2014; 67:2134–2148.

Bui DC, Friedman MC, McDonough IM, Castel AD. False memory and importance: Can we prioritize without consequence? Memory & Cognition 2013; 41:1012–1020.

Bui DC, Maddox GB, Balota DA. The roles of working memory and intervening task difficulty in determining the benefits of repetition. Psychonomic Bulletin & Review 2013; 20:341–347.

Bui DC, Myerson J, Hale S. Notetaking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology 2013; 105:299–309.

Abstracts

Flores, C., Lilienthal, L., Bui, D.C., Myerson, J., & Hale, S. (2015, November). Age and Spatial Working Memory in Online Samples. Presented at the 56th Annual Meeting of the Psychonomic Society, Chicago, IL.

Bui DC, Hale S, Myerson J. Using encoding specificity to assess the nature of the secondary memory component of working memory. Presented at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA, November 2014.

Bui DC, Pyc MA, Bailey H. When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “Displaced-JOL Effect. Presented at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA, November 2014.

Flores CC, Bui DC, Lilienthal L, Myerson J, Hale S Age-related declines in simple and complex visuospatial tasks in online samples. Presented at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA, November 2014.

Maddox GB, Bui DC, Hale S. Different contributions of encoding variability and reminding to the benefit of spacing in recognition and recall testing. Presented at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA, November 2014.

Bui DC, McDaniel MA. Enhancing of learning in lecture note-taking: Outlining and illustrative diagrams. Talk delivered at the 86th annual meeting of the Midwestern Psychological Association, Chicago, IL, May 2014.

Flores CC, Bui DC, Myerson J, Hale S. Age-related cognitive slowing in online samples. Poster presented at the 15th Biennial Cognitive Aging Conference, Atlanta, GA, April 2014.

McDonough IM, Bui DC, Castel AD. Reducing false memories takes more time with age: Age-related differences in value-directed processing. Poster presented at the 15th Biennial Cognitive Aging Conference, Atlanta, GA, April 2014.

McDonough IM, Bui DC, Friedman MC, Castel AD. Initiation and effectiveness of retrieval monitoring depends on information value. Presented at the 54th Annual Meeting of the Psychonomic Society, Toronto, ON, November 2013.

Maddox GB, Zou F, Bui DC, Hale S The influence of incidental encoding and levels of processing on the spacing effect. Presented at the 53rd Annual Meeting of the Psychonomic Society, Minneapolis, MN, November 2012.

Nestojko JF, Bui DC, Roediger HL. Thinking like a teacher enhances memory for text information. Presented at the 53rd Annual Meeting of the Psychonomic Society, Minneapolis, MN, November 2012.

Nestojko JF, Bui DC, Roediger HL. How expecting to teach improves learning. Talk delivered at the 84th annual meeting of the Midwestern Psychological Association, Chicago, IL, May 2012.

Bui DC, Maddox GB, Zou F, Balota DA. The roles of working memory and intervening task difficulty in determining the benefits of repetition. Presented at the 24th Annual Meeting of the Association for Psychological Science, Chicago, IL, May 2012.

Bui DC, McDonough IM, Friedman MC, Castel AD, Myerson J. False memory and importance: Can we prioritize without consequence? Presented at the 52nd Annual Meeting of the Psychonomic Society, Seattle, WA, November 2011.

Bui DC, Storm BC. Exploring the relationship between working memory capacity and retrieval-induced forgetting. Presented at the 23rd Annual Meeting of the Association for Psychological Science, Washington, DC, May 2011.

Bui DC, Hale S, Myerson J. Note-taking strategies: Combining production and levels-of-processing effect. Presented at the 51st Annual Meeting of the Psychonomic Society, St. Louis, MO, November 2010.

Bui DC, Hale S, Myerson J. Note-taking strategies and modalities: Size matters for test performance. Poster presented at the 82nd annual meeting of the Midwestern Psychological Association, Chicago, IL, April 2010.

Nestojko JF, Bjork EL, Bui DC, Kornell N. Preparing to teach—without actually teaching—improves organization of recall. Talk delivered at the 80th annual meeting of the Rocky Mountain Psychological Association, Denver, CO, April 2010.

Nestojko JF, Bui DC, Kornell N, Bjork EL. Preparing to teach improves the processing and retention of information. Poster presented at the 50th Annual Meeting of the Psychonomic Society, Boston, MA, November 2009.

Nestojko JF, Bui DC, Kornell N, Bjork, RA. The cognitive costs and benefits of preparing to teach. Poster presented at the 89th annual meeting of the Western Psychological Association, Portland, OR, April 2009.

Academic Appointments

Instructor, Department of Psychology, Washington University in St. Louis

Professional Affiliations

The Psychonomic Society

International Association for Metacognition

Human Factors and Ergonomics Society—HFES

Society for Automotive Engineers

Additional Information

Peer Reviewer

Journal of Educational Psychology

Memory & Cognition

Psychology Learning & Teaching Journal

Journal of Memory and Language

Experimental Psychology

Journal of Experimental Child Psychology

CREDENTIALS & PROFESSIONAL HONORS

  • Ph.D., Psychology, Washington University in St. Louis, 2015
  • M.A., Psychology, Washington University in St. Louis, 2011
  • B.A., Psychology, University of California, Los Angeles (UCLA), 2008
  • Dissertation Fellowship Award, Washington University in St. Louis, 2014–2015

    Outstanding Teaching Assistant Award, Washington University in St. Louis, 2011–2012

    Graduate Fellowship Award, Washington University in St. Louis, 2009–2010

    Research Fellowship Award, University of California, Los Angeles, 2007