Cynthia May

Professor of Psychology

Education

Ph.D., Duke University

B.A., Furman University

Research Interests

Human memory, aging, and neurodiversity

Courses Taught

  • PSYC 103: Introduction to Psychological Science
  • PSYC 215: Cognitive Psychology
  • PSYC 373: Applied Cognitive Psychology
  • PSYC 374: Sins of Memory
  • PSYC 468: Advanced Cognitive Psychology with Lab
  • HONS 163: Honors Psychology

Selected Publications

Undergraduate student coauthors are marked with an asterisk.

May, C. P., Hasher, L., & Healey, K. (2023). For whom (and when) the time bell tolls: chronotype and synchrony effects. Perspectives in Psychological Science. https://doi.org/10.1177/17456916231178553

May, C. (2023). A Planning Guide for New Inclusive Programs and Initiatives Serving College Students with Intellectual Disability. Think College Publication. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion. 

Whelpley, C., & May, C. P. (2022). Seeing is disliking: Evidence for bias against individuals with autism spectrum disorder in job interviews. Journal of Autism and Developmental Disorders. doi.org: 10.1007/s10803-022-05432-2

May, C. P., Desplaces, D., & Wyman, D. (2021). Universal Design: A Problem-Based Exercise in a Fast-Paced Competitive Environment. Management Teaching Review. DOI: 10.1177/2379298121995177

May, C. P., *Dein, A., & Ford, J. (2020). New insights into the formation and duration of flashbulb memories: Evidence from medical diagnosis memories. Applied Cognitive Psychology, 34(5), 1154-1165. DOI: 10.1002/acp.3704.    

Plotner, A., & May, C. P. (2017). A comparison of the college experience for students with and without disabilities. Journal of Intellectual Disabilities. DOI: https://doi.org/10.1177/1744629517719346 

May, C. P., & Hasher, L. (2017).  Synchrony affects performance for older but not younger neutral-type adults. Timing and Time Perception, 5, 129-148.  

May, C. P., Manning, M., Einstein, G. O., Becker, L., & Owens, M. (2015). The best of both worlds: Emotional cues boost prospective memory accuracy and reduce repetition errors. Aging, Neuropsychology, and Cognition, 22(3), 357-375. DOI: 10.1080/13825585.2014.952263

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), 240-246.