Young Bui
Young Bui, Ph.D.
Managing Scientist
Human Factors
Los Angeles

Dr. Bui has expertise in human cognition, perception, vision, learning, and memory. He has conducted research that examines how cognitive processes are influenced by limitations in age, attention, processing speed, and working memory. Dr. Bui works on cases that span a wide range of issues within these domains, including driver behavior, driver perception, warnings, and eyewitness memory. He has experience overseeing projects employing various methodologies including human-subjects testing, comprehensive literature reviews, and quantitative risk analyses.

Dr. Bui received his Ph.D. from Washington University in St. Louis, where his work focused on cognitive and environmental factors that influence what individuals learn and forget. His dissertation examined the effect of retrieval cues in working memory, and how this differs compared to long-term memory. Dr. Bui has 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.

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

Tavassoli, A, Perlmutter, S, Bui, DC, Todd, J. et al. (2017). Development of a robust database for measuring human gaze behavior and performance during naturalistic driving. SAE Technical Paper 2017-01-1369, 2017, doi:10.4271/2017-01-1369.

Storm, BC, & Bui, DC (2016). Retrieval-practice task affects relationship between working memory capacity and retrieval-induced forgetting. Memory, 24, 1407-1418.

Storm, BC, & Bui DC (2016). Individual differences in mind wandering while reading predict lower rates of spontaneous transfer in an analogical reasoning task. Journal of Learning and Individual Differences, 51, 427-432.

Bui, DC, Myerson, J, & Hale, S (2015). Demonstrating age-related declines in processing speed using online samples. The Psychological Record, 65, 649-655.

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

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

Nestojko, J. F., Bui DC, Kornell, N., & Bjork, E. L. (2014). Expecting to teach enhances organization of knowledge in free recall of text passage. Memory & Cognition, 42, 1038-1048.

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

Bui DC, Maddox, G. B., Zou, F., & Hale, S. (2014). Examining the lag effect under incidental encoding: Contributions of semantic priming and reminding. Quarterly Journal of Experimental Psychology, 67, 2134-2148.

Bui DC, Friedman, M. C., McDonough, I. M., & Castel, A. D. (2013). False memory and importance: Can we prioritize without consequence? Memory & Cognition, 41, 1012-1020.

Bui DC, Maddox, G. B., & Balota, D. A. (2013). The roles of working memory and intervening task difficulty in determining the benefits of repetition. Psychonomic Bulletin & Review, 20, 341-347.

Bui DC, Myerson, J., & Hale, S. (2013). Notetaking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology, 105, 299-309. 4

Abstracts

Bui DC, Hale, S., & Myerson, J. (2014, November). 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.

Bui DC, Pyc, M. A., & Bailey, H. (2014, November). 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.

Flores, C.C., Bui DC, Lilienthal, L., Myerson, J., & Hale, S. (2014, November). 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.

Maddox, G. B., Bui DC, & Hale, S. (2014, November). 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. 5

Bui DC, & McDaniel MA. (2014, May). 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.

Flores, C.C., Bui DC, Myerson, J., & Hale, S. (2014, April). Age-Related Cognitive Slowing in Online Samples. Poster presented at the 15th Biennial Cognitive Aging Conference, Atlanta, GA.

McDonough, I. M., Bui DC, & Castel, A. D. (2014, April). 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.

McDonough, I. M., Bui DC, Friedman, M. C., & Castel, A. D. (2013, November). Initiation and Effectiveness of Retrieval Monitoring Depends on Information Value. Presented at the 54th Annual Meeting of the Psychonomic Society, Toronto, ON.

Maddox, G. B., Zou, F., Bui DC, & Hale, S. (2012, November). 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.

Nestojko, J. F., Bui DC, & Roediger, H. L. (2012, November). Thinking Like a Teacher Enhances Memory for Text Information. Presented at the 53rd Annual Meeting of the Psychonomic Society, Minneapolis, MN.

Nestojko, J. F., Bui DC, & Roediger, H. L. (2012, May). How Expecting to Teach Improves Learning. Talk delivered at the 84th annual meeting of the Midwestern Psychological Association, Chicago, IL.

Bui DC, Maddox, G. B., Zou, F., & Balota, D. A. (2012, May). 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.

Bui DC, McDonough, I. M., Friedman, M. C., Castel, A. D., & Myerson, J. (2011, November). False Memory and Importance: Can We Prioritize Without Consequence? Presented at the 52nd Annual Meeting of the Psychonomic Society, Seattle, WA.

Bui DC & Storm, B. C. (2011, May). 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.

Bui DC, Hale, S., & Myerson, J. (2010, November). Note-taking Strategies: Combining Production and Levels-of-processing Effect. Presented at the 51st Annual Meeting of the Psychonomic Society, St. Louis, MO.

Bui DC, Hale, S., & Myerson, J. (2010, April). Note-taking strategies and modalities: Size matters for test performance. Poster presented at the 82nd annual meeting of the Midwestern Psychological Association, Chicago, IL. 6

Nestojko, J. F., Bjork, E. L., Bui DC, & Kornell, N. (2010, April). 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.

Nestojko, J. F., Bui DC, Kornell, N., & Bjork, E. L. (2009, November). Preparing to Teach Improves the Processing and Retention of Information. Poster presented at the 50th Annual Meeting of the Psychonomic Society, Boston, MA.

Nestojko, J. F., Bui DC, Kornell, N., & Bjork, R. A. (2009, April). The Cognitive Costs and Benefits of Preparing to Teach. Poster presented at the 89th annual meeting of the Western Psychological Association, Portland, OR.

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 of Automotive Engineers—SAE

Additional Information

Peer Reviewer

Accident Analysis & Prevention

Memory & Cognition

Experimental Psychology

Journal of Neuropsychology

Internationl Journal of Education in Mathematics, Science, and Technology

Contemporary Educational Psychology

Journal of Educational Psychology

Psychology Learning & Teaching Journal

Journal of Memory and Language

Journal of Experimental Child Psychology

News & Events

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