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Lynda Hall, Ph.D.

Lead Faculty, Doctoral Studies

lynda.hall@franklin.edu

Profile

Lynda began her career at Ohio Wesleyan University In 1985 as project administrator for a federally funded research program investigating very long-term memory. After she joined OWU’s faculty four years later, she assumed responsibility for teaching courses in Research Methods, Quantitative Methods, and Cognitive Psychology. She continued to partner with Dr. Harry Bahrick on research on maintenance of knowledge systems and with Dr. Rob Kail on investigations of developmental changes in processing speed in children. These collaborations were funded by a series of research grants from the National Science Foundation and the National Institute on Aging, and they culminated in 12 high impact journal publications and the 2013 book, Lifespan Maintenance of Knowledge. She served as chair of the OWU Psychology department from 2012 to 2015 and as Associate Dean for Academic Performance from 2016 until 2021. Following her retirement from Ohio Wesleyan in 2021, Lynda accepted the position of Research Fellow in the Center for Public Safety and Cybersecurity Education at Franklin University, and she served in this position until she joined the Doctoral Studies faculty in 2025.

Education

1986
University of Notre Dame (Notre Dame, Indiana)
Doctor of Philosophy, Social Science
1984
University of Notre Dame (Notre Dame, Indiana)
Master of Arts, Social Science
1980
Wittenberg University (Springfield, Ohio)
Bachelor of Arts, Psychology

Certifications

Instructional Design and Technology Certificate, University of Miami

Work Experience

2025 - Present
Franklin University, Lead Faculty, Doctoral Studies
2021 - 2025
Franklin University, Research Fellow, Columbus, Ohio
2021 - 2024
Franklin University, Adjunct Faculty
2016 - 2021
Ohio Wesleyan University, Associate Dean for Academic Performance, Delaware, Ohio
2012 - 2015
Ohio Wesleyan University, Department Chair (2012 – 2015), Delaware, Ohio
2001 - 2021
Ohio Wesleyan University, Professor, Delaware, Ohio
1995 - 2001
Ohio Wesleyan University, Associate Professor (1995 – 2001), Delaware, Ohio
1989 - 1995
Ohio Wesleyan University, Assistant Professor
1985 - 1989
Ohio Wesleyan University, Associate Director of Memory Research, Delaware, Ohio

Publications & Presentations

Hall, L. (2024, Nov. 11). Encountering Mental Illness & Promoting Mental Health. Columbus Police Academy Community Immersion Training, Columbus, OH.
Hall, L. (2023, Jan. 24). Age-Related Changes in Memory and Cognitive Processing. Clinical Pearls, Franklin University.
Hall, L. (2022, Oct. 03). The Impact of Increasing Longevity. Lifelong Learning Institute, Delaware, Ohio.
Hall, L. (2018, Jul. 23). Lifespan Maintenance of Knowledge. Summer Speaker Series, Lakeside, Ohio.
Bahrick, H., Hall, L., & Baker, M. (2013). Lifespan Maintenance of Knowledge. Taylor & Francis.
Bahrick, H., Baker, M., Hall, L., & Abrams, L. (2011). How Should We Define and Differentiate Metacognitions?. Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork (pp. 329-346). Psychology Press / Taylor & Francis.
Bahrick, H., Hall, L., & Da Costa, L. (2008). Fifty Years of Memory of College Grades: Accuracy and Distortions. Emotion, 8, pp. 13-22. American Psychological Association.
Bahrick, H., & Hall, L. (2005). The Contribution of Retrieval Failures to Long Term Retention: A Metacognitive Explanation of the Spacing Effect. Journal of Memory and Language, 52, pp. 566-577. Elsevier.
Kail, R., & Hall, L. (2001). Distinguishing Short-Term Memory from Working Memory. Memory & Cognition, 29, pp. 1-9. Springer Science.
Berger, S., Hall, L., & Bahrick, H. (1999). Stabilizing Access to Marginal and Sub-marginal Knowledge. Journal of Experimental Psychology: Applied, 5, pp. 438-447. American Psychological Association.
Kail, R., & Hall, L. (1999). Sources of Developmental Change in Children's Word Problem Performance. Journal of Educational Psychology, 91, pp. 660-668. American Psychological Association.
Kail, R., Hall, L., & Caskey, B. (1999). Processing Speed, Exposure to Print, and Naming Speed. Applied Psycholinguistics, 20, pp. 303-314. Cambridge University Press.
Hall, L., & Bahrick, H. (1998). The Validity of Metacognitive Predictions of Wide-spread Learning and Long-Term Retention. Metacognition and Cognitive Neuropsychology: Monitoring and Control Processes (pp. 23-36). Erlbaum.
Bahrick, H., Hall, L., & Berger, S. (1996). Accuracy and Distortion in Memory for High School Grades. Psychological Science, 7, pp. 265-271. Association for Psychological Science.
Kail, R., & Hall, L. (1994). Processing Speed, Naming Speed, and Reading. Developmental Psychology, 30, pp. 949-954. American Psychological Association.
Bahrick, H., Hall, L., Goggin, J., Bahrick, L., & Berger, S. (1994). Fifty Years of Language Maintenance and Language Dominance in Bilingual Hispanic Immigrants. Journal of Experimental Psychology: General, 123, pp. 264-283. American Psychological Association.
Bahrick, H., & Hall, L. (1993). Long Intervals between Tests Can Yield Hypermnesia: Comments on Roediger and Wheeler. Psychological Science, 4, pp. 206-207. Association for Psychological Science.
Bahrick, H., Hall, L., & Dunlosky, J. (1993). Reconstructive Processing of Memory Content for High Versus Low Test Scores and Grades. Applied Cognitive Psychology, 7, pp. 1-10. John Wiley & Sons.
Bahrick, H., & Hall, L. (1991). Lifetime Maintenance of High School Mathematics Content. Journal of Experimental Psychology: General, 120, pp. 20-33. American Psychological Association.
Bahrick, H., Wellman, C., & Hall, L. (1988). The Effect of Language Schemas on Learning and Retention of Vocabulary. Practical Aspects of Memory: Current Research and Issues (pp. 385-389). John Wiley.
Day, J., & Hall, L. (1987). Cognitive Assessment, Intelligence, and Instruction. Intelligence and Exceptionality: New Directions for Theory, Assessment, and Instructional Practices (pp. 57-80). Ablex Publishing.
Day, J., French, L., & Hall, L. (1985). Social Influences on Cognitive Development. Metacognition, Cognition, and Human Performance: Theoretical Perspectives (pp. 33-56). Academic Press.

Professional Service

2018
Member
Steering Committee for Ohio Wesleyan’s Lifelong Learning Institute
End Date: 2021