Christopher L. Blume

Christopher L. Blume
Doctoral Candidate
McAlester Annex
PDF Documents: 
Research Interests: 

My research is focused on verbal and visual working memory development. My work comprises investigations of developmental changes and trajectories from children as young as 6 years up to 14 years. Generally, I compare development progression throughout childhood with young adults (~18-22) and mid-adults (~30-50 years).

In addition, I investigate the Focus of Attention within a working memory framework as well as construct theory on the organization of a normal, fully developed (i.e., young adults) working memory.


I have acted as a teaching assistant in a grading and one-on-one assistance capacity for (1) Health Psychology; (2) Learning, Memory, & Cognition; (3) Research Methods I; (4) Automatic Social Judgments; (5) and the Human Relationships Capstone.

As a teaching assistant I have acted as an instructor (in addition to grading and one-on-one assistance) for two lab sections of Research Methods II. In this capacity I was responsible for teaching undergraduate students how to utilize SPSS for data analysis using prepared materials from the professor of the lecture portion of the course. Similarly, I have acted as instructor for the Statistical Software Packages companion lab course of the graduate level General Linear Models lecture course. In this capacity I coordinated with the professor of the GLM lecture portion to teach first year graduate students how to utilize SAS for data analysis.

In the fall (2017) I will develop and teach my own course for Learning, Memory, & Cognition as a Robert S. Daniel Fellow.


Educational Background:

I spent time volunteering as an undergraduate research assistant in the Social Cognitive Neuroscience Lab of Bruce Bartholow, the Cognitive Aging Lab of Moshe Naveh-Benjamin, and the Working Memory Lab of Nelson Cowan. I spent the Spring semester of 2008 studying at the National University of Ireland-Galway. I received my B.A. in Psychology from the University of Missouri in 2010. I spent the following year working as the lab manager of the Working Memory Lab as well as working as a research assistant in the Cognitive Aging Lab. I then moved to Georgia to attain an M.S. in Experimental Psychology with an emphasis in Cognitive Psychology from Georgia Southern University in 2013. After this I returned to the University of Missouri to earn an M.A. in Psychology with an emphasis in Cognition & Neuroscience in 2014. I am currently working toward my Ph.D under the advisement of Nelson Cowan.

Personal Background:

In my free time I enjoy reading classic literature; with a particular fondness for Russian and Irish works. I also enjoy reading non-fiction Philosophy and Science books from outside (and sometimes within) Psychology; with a particular interest in Physics and Evolutionary Biology.

Selected Publications: 

Blume, C.L., Boone, A.P., & Cowan, N. (2016). On the use of Response Chunking as a Tool to Investigate Strategies. Frontiers in Psychology, 6, 1942. doi:10.3389/fpsyg.2015.01942

Cowan, N., Hardman, K., Saults, J.S., Blume, C.L., Clark, K.M., Sunday, M.A. (2015). Detection of the number of changes in a display in working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(2), 169-185. doi:10.1037/xlm0000163

Ricker, T.J., Vergauwe, E., Hinrichs, G.A., Blume, C.L., Cowan, N. (2014). No recovery of memory when cognitive load is decreased. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(3), 972-880. doi:10.1037/xlm0000084

Cowan, N., Saults, J.S., & Blume, C.L. (2014). Central and peripheral components of working memory storage. Journal of Experimental Psychology: General, 143(5), 1806-1836. doi:10.1037/a0036814

Cowan, N., Blume, C.L., & Saults, J.S. (2013). Attention to attributes and objects in working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(3), 731-747. doi:10.1037/a0029687

Cowan, N., Rouder, J.N., Blume, C.L., & Saults, J.S. (2012). Models of verbal working memory capacity: What does it take to make them work? Psychological Review, 119(3), 480-499. doi:10.1037/a0027791