Dr. William (“Bill”) A. Roberts is an internationally renowned experimental psychologist and Emeritus Professor at Western University (London, Ontario, Canada). Born in Safford, Arizona (USA), Bill completed his Bachelor of Science at the University of Maryland in 1960 and his Masters of Arts in 1962 and Ph.D. in 1965 at Bryn Mawr College, Pennsylvania, under the supervision of Dr. M.E. Bitterman. Bill was briefly a faculty member at Vassar College, New York, before moving to Canada, first as a postdoc with Dr. Endel Tulving at the University of Toronto from 1968 to 1969 and then as a faculty member at Western starting in 1970.
Dr. Roberts has authored over 160 publications, including well-regarded books such as Processes of Animal Memory (Medin et al. 2014) and Principles of Animal Cognition (Roberts 1998) and highly cited articles such as “Are animals stuck in time?” (Roberts 2002). Dr. Roberts has studied a wide variety of cognitive processes in animals, including metacognition,...
- Roberts, W. A., & Boisvert, M. (1998). Using the peak procedure to measure timing and counting processes in pigeons. Journal of Experimental Psychology: Animal Behavior Processes, 24, 416–430.Google Scholar
- Roberts, W. A., & Grant, D. S. (1976). Studies of short-term memory in the pigeon using the delayed matching-to-sample procedure. In D. L. Medin, W. A. Roberts, & R. T. Davis (Eds.), Processes of animal memory. Hillsdale, NJ: Erlbaum.Google Scholar
- Roberts, W. A., & Grant, D. S. (1978). Interaction of sample and comparison stimuli in delayed matching to sample with the pigeon. Journal of Experimental Psychology: Animal Behavior Processes, 4, 68–82.Google Scholar
- Roberts, W. A., & Mitchell, S. (1994). Can a pigeon simultaneously process temporal and numerical information? Journal of Experimental Psychology: Animal Behavior Processes, 20, 66–78.Google Scholar
- Roberts, W. A., Strang, C., & Macpherson, K. (2015). Memory systems interaction in the pigeon: Working and reference memory. Journal of Experimental Psychology: Animal Learning and Cognition, 41, 152.Google Scholar