2025
Fansher M, Walls L, Hao C, et al. Narrative visualizations: Depicting accumulating risks and increasing trust in data. Cognitive Research: Principles and Implications. 2025 Feb;10(1):7. DOI: 10.1186/s41235-025-00613-w. PMID: 39982561; PMCID: PMC11845644.
Fansher, M., Lalwani, P., Adkins, T. J., Zhang, H., Quirk, M., Carlson, M., Boduroglu, A., Lewis, R. L., Jonides, J., & Shah, P. (2025). A brief intervention to improve reasoning about accumulation. Journal of Experimental Psychology: Applied, 31(2), 99–125. https://doi.org/10.1037/xap0000532
2024
Hupfeld, K.E., Osborne, J.B., Tran, Q.T. et al. Validation of the dispositional adult hyperfocus questionnaire (AHQ-D). Sci Rep 14, 19460 (2024). https://doi.org/10.1038/s41598-024-70028-y
Fansher, M., Boduroglu, A., & Shah, P. (2024, May 16). Visualization Lessons from the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/snqpk
Michal, A. L., & Shah, P. (2024). A Practical Significance Bias in Laypeople’s Evaluation of Scientific Findings. Psychological Science, 35(4), 315-327. https://doi.org/10.1177/09567976241231506 (Original work published 2024)
2023
Zhang H, Miyake A, Osborne J, Shah P, Jonides J (2023) A d factor? Understanding trait distractibility and its relationships with ADHD symptomatology and hyperfocus. PLOS ONE 18(10): e0292215. https://doi.org/10.1371/journal.pone.0292215
Osborne JB, Zhang H, Carlson M, Shah P and Jonides J (2023) The association between different sources of distraction and symptoms of attention deficit hyperactivity disorder. Front. Psychiatry 14:1173989. doi: 10.3389/fpsyt.2023.1173989
2022
Michal, A., Fansher, M., Sun, X., Zhang, H., & Shah, P. (2022). Cognitive Development: Applications to Education. In A. O’Donnell, N. C. Barnes, & J. Reeve (Eds.), The Oxford Handbook of Educational Psychology (1st ed.). Oxford University Press.
Seifert, C. M., Harrington, M., Michal, A. L., & Shah, P. (2022). Causal theory error in college students’ understanding of science studies. Cognitive Research: Principles and Implications, 7(1), 1-22.
Fansher, M., Adkins, T. J., Lalwani, P., Boduroglu, A., Carlson, M., Quirk, M., … & Jonides, J. (2022). Icon arrays reduce concern over COVID-19 vaccine side effects: a randomized control study. Cognitive research: principles and implications, 7(1), 1-9.
Uttal, D. H., Sotelo, J., & Shah, P. (2022). Development of Working Memory and Spatial Representation: How Are They Related?. In The Development of Memory in Infancy and Childhood (pp. 146-167). Psychology Press.
Fansher, M., Shah, P., & Hélie, S. (2022). The effect of mode of presentation on Tower of Hanoi problem solving. Cognition, 224, 105041.
Devine, D., Ogletree, A. M., Shah, P., & Katz, B. (2022). Internet addiction, cognitive, and dispositional factors among US adults. Computers in Human Behavior Reports, 6, 100180.
Fansher, M., Adkins, T. J., Lewis, R. L., Boduroglu, A., Lalwani, P., Quirk, M., … & Jonides, J. (2022). How well do ordinary Americans forecast the growth of COVID-19?. Memory & cognition, 1-18.
Fansher, M., Adkins, T. J., & Shah, P. (2022). Graphs do not lead people to infer causation from correlation. Journal of experimental psychology: applied.
2021
Franconeri, S. L., Padilla, L. M., Shah, P., Zacks, J. M., & Hullman, J. (2021). The science of visual data communication: What works. Psychological Science in the public interest, 22(3), 110-161..
Michal, A. L., Zhong, Y., & Shah, P. (2021). When and why do people act on flawed science? Effects of anecdotes and prior beliefs on evidence-based decision-making. Cognitive Research: Principles and Implications, 6(1), 1-23.
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Cognitive Science, 45(10), e13047.
Sun, X., Nancekivell, S., Gelman, S. A., & Shah, P. (2021). Growth mindset and academic outcomes: a comparison of US and Chinese students. npj Science of Learning, 6(1), 1-9.
Sun, X., Nancekivell, S., Gelman, S. A., & Shah, P. (2021). Perceptions of the malleability of fluid and crystallized intelligence. Journal of Experimental Psychology: General, 150(5), 815.
Katz, B., Jones, M. R., Shah, P., Buschkuehl, M., & Jaeggi, S. M. (2021). Individual Differences in Cognitive Training Research. In Cognitive Training (pp. 107-123). Springer, Cham.
2020
Subramonyam, H., Seifert, C., Shah, P., & Adar, E. (2020, April). texSketch: Active Diagramming through Pen-and-Ink Annotations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-13).
Moffett, L., Flannagan, C., & Shah, P. (2020). The influence of environmental reliability in the marshmallow task: An extension study. Journal of experimental child psychology, 194, 104821.
Jaeggi, S. M., Buschkuehl, M., Parlett-Pelleriti, C. M., Moon, S. M., Evans, M., Kritzmacher, A., … & Jonides, J. (2020). Investigating the effects of spacing on working memory training outcome: A randomized, controlled, multisite trial in older adults. The Journals of Gerontology: Series B, 75(6), 1181-1192.
Sun, X., Nancekivell, S., Gelman, S. A., & Shah, P. (2020). Perceptions of the malleability of fluid and crystallized intelligence. Journal of Experimental Psychology: General.
Jones, M. R., Katz, B., Buschkuehl, M., Jaeggi, S. M., & Shah, P. (2020). Exploring N-Back cognitive training for children with ADHD. Journal of attention disorders, 24(5), 704-719.
Nancekivell, S. E., Shah, P., & Gelman, S. A. (2020). Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology, 112(2), 221.
2019
White, H., & Shah, P. (2019). Focus: Attention Science: Attention in Urban and Natural Environments. The Yale journal of biology and medicine, 92(1), 115.
Katz, B., & Shah, P. (2019). Far transfer may be nearer than you think: Logical and methodological factors in cognitive training research. In M. Bunting, J. Novick, M. Dougherty, & R. Engle (Eds). Cognitive and Working Memory Training: Perspectives from Psychology, Neuroscience, and Human Development. New York: Oxford University Press.
Hupfeld, K., Abagis, T., & Shah, P. (2019). “Living in the zone:” Hyperfocus in adult ADHD. ADHD Attention Deficit Hyperactivity Disorders, 1-18.
2018
Katz, B., Shah, P., & Meyer, D. (2018). How to play 20 questions with nature and lose: Reflections on 100 years of brain-training research. Proceedings of the National Academy of Sciences, 115, 9897-9904.
Tsai, N., Buschkuehl, M., Kamarsu, S., Shah, P., Jonides, J., (2018). (Un)Great Expectations: The Role of Placebo Effects in Working Memory Training. Journal of Applied Research in Memory & Cognition.
Jones, M., Katz, B., Buschkuehl, M., Jaeggi, S. M., & Shah, P. (2018). Exploring Cognitive Training for Children and Adolescents with ADHD. Journal of Attention Disorders, 1087054718779230..
Katz, B., Jaeggi, S., Busckhuel, M., Shah,P., & Jonides, J. (2018). The effect of monetary compensation on cognitive training outcomes. Learning and Motivation, 63, 77-90.
Jaeggi, S., & Shah, P. (2018). Editorial Special Topic; Neuroscience, Learning, and Educational Practices—Challenges, Promises, and Applications. AERA Open, 1.
2017
Katz, B., & Shah, P. (2017). The role of child socioeconomic status in cognitive training outcome. Journal of Applied Developmental Psychology, 53, 139-150.
Boduroglu, A. & Shah, P. (2017). Cultural differences in attentional breadth and resolution. Culture and Cognition, 5, 169-181.
Buschkuehl, M., Jaeggi, S., Mueller, S., Shah, P., & Jonides, J. (2017). Training on Change Detection Leads to Substantial Task-Specific Improvements. Journal of Cognitive Enhancement, 1, 419- 433.
Shah, P., Michal, A., Ibrahim, A., Rhodes, R., & Rodriguez, F. (2017). What makes everyday scientific reasoning so challenging? B. Ross (Ed). The Psychology of Learning and Motivation,66, 251- 299.
2016
Rodriguez, F., Ng, A., & Shah, P. (2016). Do college students notice errors in evidence when evaluating research findings? Journal of Excellence in College Teaching, 27, 63-68.
