Publications

Edited Volumes

Lovett, M., & Shah, P. (Eds.)  (2007). Thinking with data.  Mahweh, NJ: Erlbaum.

Shah, P., & Miyake, A.  (Eds.) (2006). The Cambridge handbook of visuospatial thinking. New York: Cambridge University Press.

Miyake, A., & Shah, P. (Eds.) (1999). Models of working memory: Mechanisms of active maintenance and executive control.  New York: Cambridge University Press.

Journal Articles and Book Chapters

Wang, Z., Zhou, R., & Shah, P. (in press) Spaced cognitive training promotes training transfer. Special issue on game-based cognitive training. Frontiers in Human Neuroscience.

Katz, B., Buschkuehl , M., Jaeggi, S., Stegman, A., & Shah, P. (in press).  Effects of game-like motivational features on cognitive training.  Special issue on game-based cognitive training. Frontiers in Human Neuroscience.

Wang, Z., Katz, B., & Shah, P. (in press).  New directions in intelligence research: Avoiding the mistakes of the past. Journal of Intelligence.

Rhodes, R., Rodriguez, F., & Shah, P. (in press).  Explaining the alluring influence of neuroscience in scientific reasoning. Journal of Experimental Psychology: Learning, Memory, & Cognition.

Boduroglu, A. & Shah, P. (2014). Configural representations in spatial working memory. Visual Cognition (online preprint).

Jaeggi, S. J., Buschkeuhl, M., Shah, P., & Jonides, J. (2013).  The role of individual differences in cognitive training and transfer. Memory & Cognition (online preprint).

Wang, Z., & Shah, P. (2013).  The effect of pressure on high- and low- working-memory students: An elaboration of the choking under pressure hypothesis.  British Journal of Educational Psychology (online preprint).

Shah, P., & Rhodes, R. (2012). Educational interventions, socioeconomic status, and the brain.  Technical Report, Sesame Workshop.

Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2012).  Cogmed and working memory training- Current challenges and the search for underlying mechanisms.  Journal of Applied Research in Memory and Cognition, 1, 211-213.

Shah, P., Buschkuehl, M., Jaeggi, S.M., & Jonides, J. (2012).  Cognitive training for ADHD: The importance of individual differences. Journal of Applied Research in Memory and Cognition, 1, 204-205.

Jonides, J., Jaeggi, S., Buschkuehl, M., & Shah, P. (2012). Buildiing better brains. Scientific American Mind. Scientific American Mind, 23, 59-63.

Buschkuehl, M., Jaeggi, S.M., Shah, P., & Jonides, J. (2012). Working Memory Training and Transfer. In R. Subotnik, A. Robinson, C. Callahan & P. Johnson (Eds.), Malleable Minds. Translating Insights from Psychology and Neuroscience to Gifted Education: National Center for Research on Giftedness and Talent, Institute for Education Science.

Hullman, J., Rhodes, R., Rodriguez, F., & Shah, P. (2012).  Research on Graph Comprehension: Implications for Score Reporting. R. Zwick & D. Zapata (Eds). ETS Volume on Score Reporting.

Hullman, J., Adar, E., & Shah, P. (2011). Benefitting InfoVis with Visual Difficulties. IEEE Transactions on Visualization and Computer Graphics, 17, 2213-2222.

Hullman, J., Adar, E., & Shah, P. (2011). The impact of social information on visual judgments. Proceedings of the 2011 annual conference on Human factors in computing systems (pp. 1461–1470). ACM.

Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short- and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences.

White, H. A., & Shah, P. (2011). Creative style and achievement in adults with attention-deficit/hyperactivity disorder. Personality and Individual Differences, 50(5), 673-677.

Lustig, C., Shah, P., Seidler, R., & Reuter-Lorenz, P. (2009). Aging, training, and the brain:  A review and future directions. Neuropsychology Review, 19, 504-522.

Shah, P., & Freedman, E. G. (2009). Bar and Line Graph Comprehension: An Interaction of Top-Down and Bottom-Up Processes. Topics in Cognitive Science.

Boduroglu, A., & Shah, P. (2009). Effects of spatial configurations on visual change detection: an account of bias changes. Memory & Cognition, 37(8), 1120-1131.

Boduroglu, A., Shah, P., & Nisbett, D. (2009). Cross-cultural differences in contextual processing in visuospatial short-term memory. Journal of Cross-Cultural Psychology. 40, 349-360.

Minear, M., & Shah, P. (2008). Task switching training and transfer in two switching paradigms: Transferable improvement in global, but not local switch costs.  Memory & Cognition, 36, 1470-1483

Burrage, M. S., Cameron, C. E., McCready, E., Sims, B., Jewkes, A. M., Shah, P., & Morrison, F. J. (2008). A natural experiment of schooling effects on executive functions. Child Neuropsychology, 14, 510-524.

Bodurogu, A., Minear, M., & Shah, P. (2007).  Working memory applied (pp. 55-82).  In F, Durso, R. Nickerson, S. Dumais, S. Lewandowsky, & T. Perfect (Eds). Handbook of Applied Cognition.  NY: Wiley.

Burrage, M., Epstein, M., & Shah, P. (2007).  Learning and making decision about data (pp. 441-452).  In M. Lovett & P. Shah (Eds).  Thinking with data.  Mahweh, NJ: Erlbaum.

Boduroglu, A. & Shah, P (2006). Configural representations in spatial working memory. Cognitive Processes, 7,160-162.

Minear, M., & Shah, P. (2006). Sources of working memory deficits in children and possibilities for remediation. In S. Pickering (Ed). Working memory and education (pp. 274-307). Elsevier Press.

White, H., & Shah, P. (2006). Training attention-shifting in adults ADHD. Journal of Attention Disorders, 10, 44-53.

Chua, H. F., Yates, J. F., & Shah, P. (2006). Risk avoidance: Pictures vs. numbers. Memory & Cognition. 34, 399-410.

White, H., & Shah, P. (2006). The uninhibited imagination: Creativity and attention deficit hyperactivity disorder. Personality and Individual Differences, 40, 1121-1131.

Shah, P., Freedman, E., & Vekiri, I. (2006). The comprehension of quantitative information in graphical displays.  In P. Shah and A. Miyake, (Eds.).  The Cambridge handbook of visuospatial thinking (pp. 426-476).  New York: Cambridge University Press.

Wu, H., & Shah, P. (2004). Exploring visuospatial thinking in chemistry.  Science Education, 88, 465-492.

Shah, P. & Freedman, E. (2003). Visuospatial thinking in e-learning. Journal of Educational Computing Research, 29, 315-324.

Shah, P. (2003) Memory for graphics, diagrams, and videos. In J. Guthrie (Ed.) Encyclopedia of education (Vol 5, pp. 1594-1596), New York: Macmillan.

Freedman, E., & Shah, P. (2002). Toward a model of knowledge-based graph comprehension. In M. Hegarty & B. Meyer & H. Narayanan (Eds). Diagramatic representation and inference (pp. 18-31). Berlin: Springer-Verlag.

Shah, P., & Hoeffner, J. (2002). Review of graph comprehension research: Implications for instruction.  Educational Psychology Review, 14, 47-69.

Shah, P. (2001). Graph comprehension: The role of format, content, and individual differences.  In M. Anderson, B. Meyer, & P. Olivier. (Eds.) Diagrammatic representation and reasoning (pp. 173-185). Berlin: Springer Verlag.

Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P  & Hegarty, M. (2001). Visuospatial working memory, central executive functioning, and psychometric visuospatial abilities: How are they related? Journal of Experimental Psychology: General, 130, 621-640.

Hegarty, M., Shah, P. &, Miyake, A. (2000). Constraints on using the dual task methodology to specify the degree of central executive involvement in cognitive tasks, Memory & Cognition, 28, 376-385.

Shah, P., & Miyake, A. (1999). Models of working memory: An introduction.  In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 1-26).  New York: Cambridge University Press.

Miyake, A., & Shah, P. (1999). Toward unified theories of working memory: Emerging general consensus, unresolved theoretical issues, and future research directions. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 442-481).  New York: Cambridge University Press.

Shah, P., Mayer, R. E., & Hegarty, M. (1999).  Graphs as aids to knowledge construction:  Signaling techniques forguiding the process of graph comprehension. Journal of Educational Psychology. 91, 690-702.

Carpenter, P. A., & Shah, P. (1998).  A model of the perceptual and conceptual processes in graph comprehension.  Journal of Experimental Psychology: Applied, 4, 75-100.

Shah, P. (1997).  A model of the cognitive and perceptual processes in graphical display comprehension. In M. Anderson (Ed.), Reasoning with diagrammatic representations II  (pp. 94-101). Menlo Park, CA: AAAI Press.

Shah, P., & Miyake, A.  (1996).  The separability of working memory resources for spatial thinking and language processing: An individual differences approach.   Journal of Experimental Psychology: General, 125, 4-27.

Shah, P., & Carpenter, P. A.  (1995).  Conceptual limitations in comprehending line graphs. Journal of Experimental Psychology: General, 124, 43-61.