Tori Peña, Ph.D.

---

Stony Brook University (2023)

PRODiG+ Fellow / Lecturer
Social & Health / Cognitive Science

 

Dr. Tori Peña will not be reviewing graduate student applications for the upcoming academic year.

Contact: Tori.Peña@stonybrook.edu Psychology B 144 Phone: (631) 632-7806

Research Interests:

My research aims to uncover the socio-cognitive processes that are activated when we remember the past and project the future in social contexts. I consider a variety of social interactions – ranging from small collaborative groups to online interactions.

Current Research:

We often reminisce about the past with friends and family as well as plan for the future with our loved ones as a means of social connection. Our social contexts can have profound influences on both our memories and future projections. The goal of my research program is to understand the multitude of ways in which we can influence each other’s memories and future projections. My research questions include how does collaborating in small groups may shape cognition as well as social contexts such as social media.

PUBLICATIONS: Book Chapters

Rajaram, S., Greeley, G.D., Peña, T. (2024). Collaborative memory: A selective review. In: John H. Byrne (Ed.), Learning and Memory: A Comprehensive Reference (3rd edition). Oxford: Academic Press.

Rajaram, S., Peña, T., Greeley, G.D. (2022). How collective memories emerge: A cognitive psychological perspective. In H.L. Roediger & J. Wertsch (Eds.), Constructing National Identity: Conflicting Memories and Narratives. Oxford: Academic Press, pp. 409—433.

PUBLICATIONS: Journal Articles
Peña, T. & Rajaram, S. (2025). Do emotional and social primers change the pessimism in collective future thinking?: Testing the robustness of the collective negativity bias. Manuscript under revision after invitation from editor.

Peña, T., Pepe, N.W., Rajaram, S. (2025). How social is social memory?: Isolating the
influences of social versus nonsocial cues on recall. Manuscript under revision after invitation from editor.

Burchett, C.O., Peña, T., Monahan, C., Bermejo, R., Sarwana, M., London, B. (2025). The
crucial role of campus representation and sense of belonging of undergraduates in science, technology, engineering, and math. Advance online publication in
Journal for STEM Education Research. https://doi.org/10.1007/s41979-025-00148-1

Greeley, G.D., Peña, T., Pepe, N.W., Choi, H.-Y., Rajaram, S. (2025). Fluency tasks and
collective memory: Leveraging network analysis for a richer understanding of collective
cognition. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, 79(1), 61–73. https://doi.org/10.1037/cep0000353

Thorpe, D., Mirhashem, R., Peña, T., Smokoski, J., Bernard, K. (2024). Exposure to community violence and parenting behaviors: A meta-analytic review. Psychological Bulletin, 150(6), 666—693. https://doi.org/10.1037/bul0000435

Burnett, L.K.*, Peña, T.*, Rajaram, S., Richmond, L.L. (2023). Personal and national mental time travel across the adult lifespan during COVID-19. Psychology & Aging, 38(5), 374-–388. https://dx.doi.org/10.1037/pag0000758
* joint first authors

Peña, T.,* Maswood, R.*, Chen, M., Rajaram, S. (2023). Memory for tweets versus headlines: Does message consistency matter? Applied Cognitive Psychology, 37(4), 768-–784. https://doi.org/10.1002/acp.4068
* joint first authors

Pepe, N.W., Moyer, A., Peña, T., Rajaram, S. (2023). Deceitful hints: A meta-analytic review of the part-list cuing impairment in recall. Psychonomic Bulletin & Review, 30(4), 1243-–1272. https://doi.org/10.3758/s13423-023-02263-9

Greeley, G.D.*, Peña, T.*, Rajaram, S. (2022). Social remembering in the digital age:
Implications for virtual study, work, and social engagement. Memory, Mind & Media, 1–24. https://doi.org/10.1017/mem.2022.3
* joint first authors

Jozefowiez, J., Berruti, A.S., Moshchenko, Y., Peña, T., Polack, C.W., Miller, R.R. (2020).
Retroactive interference: Counterconditioning and extinction with and without biologically
significant outcomes. Journal of Experimental Psychology: Animal Learning & Cognition, 46(4), 443. https://doi.org/10.1037/xan0000272