| Description | Study |
| Found evidence for schema in EWT using a shoplifting scenario | |
| Demonstrated the wording of a question can affect EWT, by asking 'how fast were the cars going when they...' | |
| Provided evidence for the phonological loop using the word length effect | |
| Came up with Chunking, and the idea that the average person can hold 7 +/-2 items in STM | |
| Used free recall tasks to provide evidence for a distinction between STM and LTM | |
| Found that age of witness can affect testimony: children absorbed post-event information from a science demonstration | |
| Did a case study on KF, who suffered a motorcycle accident and as a result suffered damage to his STM, but not LTM | |
| Studied STM duration using Trigrams, with delaying tactics between learning and recall | |
| Created the Multi-Store Model | |
| Examined consequentiality and found EWT improved when participants thought their evidence mattered | |
| Found further evidence for Schema in EWT using preconceptions about a bank robbery | |