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Richard Metzger , Ph.D.

Senior Lecturer
Psychology | School of Humanities and Social Sciences
Richard Metzger
Contact
443-394-9844
Office Hours

11 - 12  M, TU, W, TH

10-11 F

Office Location
MAC S212 Campus Map

Education

  • Sabbatical Research Assistant, Lineberger Cancer Center, University of North Carolina
  • Post-Doctoral Associate Institute for Child Development, University of Minnesota
  • Ph.D. University of North Dakota - Experimental Psychology (Cognitive)
  • M.S. University of North Dakota - Experimental Psychology
  • B.S. Muskingum College - Psychology
     

Professional Experience

  • Stevenson University, Senior Lecturer
  • University of Tennessee at Chattanooga Chair and Professor of Psychology
  • Mercer University, Department Head and Kilpatrick Professor of Psychology
  • The Pennsylvannia State University, Temporary Assistant Professor, Psychology
  • Sangamon State University, Assistant Professor, Department Coordinator, Psychology Department

Research

My research programs are designed for maximum accessibility to undergraduate majors.  I have selected problems and methods that are understandable to new scientists, e.g., working memory, child memory, health issues, outcomes evaluation.   Students enter the research problem assuming the surface level understanding they bring is sufficient, but become increasingly intrigued by the depth of investigation for a seemingly obvious activity. 

I currently have students who are investigating the level of recognition of stocking mask disguised faces, the cognitive basis of false memory semantic and eyewitness situations, the accuracy of self-report when disclosing sensitive information, and the impact of the presence of cell phones on the memory for classroom information. I also have on-going research that is mining the data from the Longitudinal Study of Child Abuse and Neglect (LONGSCAN).

The primary question that I have investigated is how context influences information encoding, representation, or use.  My original interest was how perceptual information is stored and retrieved. Over time, my definition of context has expanded from simply the physical characteristics of the stimulus, to physical environmental, personal emotions and mood, the context of prior retrieval and modification, and the context of cancer disease and treatment. I also have basic research, measurement, applied, and outcome assessment in my publication activities, many coauthored with students

Publications

Davidson, S. Metzger, R. L. & Finley, S. (2014) A Comparison of Hybrid and Completely Online RN to BSN Curriculum: Aspects of Program Structure that Lead to Success, The Journal of Continuing Education in Nursing,45(5), 219-224.

Remick, O., Ross, D., Metzger, R., Benton, T., & Shelton, J. (2012) Using a modified lag task to measure age differences in working memory.  Psychological Reports, 110, 1 – 10.

Davidson, S., Metzger, R., & Lindgren, K. (2011). A hybrid classroom-online curriculum format for RN-BSN students: Cohort support and curriculum structure improve graduation rates. The Journal of Continuing Education in Nursing, 42 (5), 223-232.

Metzger, R. L., Warren, A. R., Shelton, J. T., Price, J., Reed, A. & Williams, D. (in press). Do children “D/R-M” like adults? False memory production in children. (2008) Developmental Psychology,  44(1), 169-181

Shelton, J. A., Metzger, R. L. & Elliott, E. (2007). A group-administered lag task as a measure of working memory. Behavioral Research Method, 39 (3), 482–493

Ross, D. F., Marsil, D. F., Benton, T. R., Hoffman, R.,  Warren, A. R., Lindsay, R. C. L., Metzger, R. (2006). Children's Susceptibility to Misidentifying a Familiar Bystander From a Lineup: When Younger is Better. Law and Human Behavior, 30(3), 249-257.

Ross, D. F., Benton, T. R., McDonnell, S., Metzger, R., & Silver, C.. (2006). When accurate and inaccurate eyewitnesses look the same: A limitation of the ‘pop-out’ effect and the 10 – 12 second rule. Applied Cognitive Psychology, 21(5), 677-690.

Carey, L. A., Metzger, R. L., Dees E. C. , Collichio, F., Sartor, C. I., Ollila, D. W., Klauber-DeMore, N., Halle, J., Sawyer, L., Moore, D. T., Graham, M. L. (2005) AJCC TNM stage after neoadjuvant chemotherapy predicts breast cancer outcome. Journal of the National Cancer Institute, 97(15), 1137-1142.

Carey L. A., Ewend, M. G., Metzger R, Sawyer L, Dees EC, Sartor CI, Moore DT, Graham MG. (2004) Central nervous system metastases in women after multimodality therapy for high risk breast cancer. Breast Cancer Research and Treatment, 88 (3), 273-280.

Klauber-DeMore, N., Kuzmiak, C., Rager, E., Ogunride, O. B., Ollila, D., Calvo, B., Kim, H. J., Meyer, A., Dees, E. C., Graham, M., Collichio, F., Sartor, C., Metzger, R., Carey, L. A. (2004) High resolution axillary ultrasound is a poor prognostic test for determining pathologic lymph node status in patients undergoing neoadjuvant chemotherapy for locally advanced breast cancer. American Journal of Surgery, 188 (4), 386-389.

Brown, M. & Metzger, R.M. (1993).  The effect of worry on directed forgetting.  Modern Psychological Studies.

Meyer, T.J., Miller, M.L., Metzger, R.L. & Borkovec, T.D. (1990). Development and validation of the Penn State Worry Questionnaire. Behavior Research and Therapy, 28, 487-495.

Metzger, R.L., Miller, M., Cohen, M., Sofka, M. & Borkovec, T. (1990). Worry changes decision making: The effect of negative thoughts on cognitive processing. Journal of Clinical Psychology, 46, 78-88.

Borkovec, T.D., Metzger, R.L., & Pruzinsky, T. (1986) .  Self theory, worry and symptoms of anxiety. In L.M. Hartman & K.R. Blankenship (Eds.), Perception of Self in Emotional Disorders and Psychotherapy, New York: Plenum.

Metzger, R.L. (1985). Microcomputers in the small college psychology department. Micropsych Network, 2, 6-8.

Metzger, R.L. & Pambianco, L. (1985) .The relationship between reading level and retention in average and supra readers. Contemporary Educational Psychology, 10, 52-57.

Metzger, R.L. & Perlmutter, M.A. (1984) . Specific and global processing by preschool children and college adults.  Bulletin of the Psychonomic Society, 333-336.

Metzger, R.L. & Werner, D.B. (1984) . Visual training and reading disabilities: A review. Pediatrics, 73, 824-829.

Metzger, R.L. & Antes, J.A. (1983) . The nature of processing early in picture perception. Psychological Research, 45, 267 -274.

Antes, J.R., Penland J. & Metzger, R.L. (1981). Context effects on the recognition of usual and unusual objects.  Psychological Research, 43, 277-292.

Perlmutter, M.A., Metzger, R.L., Nezworski, T. & Miller, K. (1980). Spatial and temporal memory in 20 and 60 year olds. Journal of Gerontology, 36, 59-65.

Perlmutter, M.A., Metzger, R.L., Nezworski, T. & Miller, K. (1980). Memory of historical events. Experimental Aqinq Research, 6, 47-60.

Metzger, R.L., Boschee, P.F., Haugen, T. & Schnobrich, B.L. (1979). The classroom as learning context. Journal of Educational Psychology, 71, 440-442.

Esper, J.R., Cooney, L.L. & Metzger, R.L. (1979). An Overview of Autism: Readinqs and Sources. Springfield, IL: Illinois Society for Autistic Children.

Antes, J.R., Singsass, P. & Metzger, R.L. (1978). Components of pictorial informativeness. Perceptual and Motor Skills, 47, 549-564.

Metzger, R.L. & Antes, J.A. (1976). Sex and coding strategy effects on the reaction time to hemispheric probes. Memory & Cognition. 4, 167-171.

Metzger, R.L. (1974). A reliability and validity study of the State-Trait Anxiety Inventory. Journal of Clinical Psychology, 32, 276-278.

Teaching

At Stevenson I have taught:

  • Introduction to Psychology
  • Child Development
  • Tests and Measurement
  • History and Systems
  • Cognition, Emotion and Health

At other universities I have taught a variety of undergraduate and graduate course, including research design and analysis, memory seminars, psycho-oncology, psychology and art, as well as supervising over 100 theses and 5 dissertations.

DISCLAIMER: The content of this faculty profile page was created, authored, and published by the identified faculty member. Stevenson University (SU) makes absolutely no guarantee as to the currency, accuracy, or quality of information published. The views and opinions expressed on this page or any links made available are strictly those of the author and do not necessarily state or reflect those of SU. The content of this profile page has not been reviewed or approved by Stevenson University.

 
 
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