Priti Shah - Publications

Affiliations: 
University of Michigan, Ann Arbor, Ann Arbor, MI 
Area:
Cognitive Psychology

37 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any innacuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2018 Katz B, Shah P, Meyer DE. How to play 20 questions with nature and lose: Reflections on 100 years of brain-training research. Proceedings of the National Academy of Sciences of the United States of America. PMID 30275315 DOI: 10.1073/pnas.1617102114  1
2018 Jaeggi SM, Shah P. Editorial Special Topic: Neuroscience, Learning, and Educational Practice-Challenges, Promises, and Applications. Aera Open. 4. PMID 30221180  1
2018 Jones MR, Katz B, Buschkuehl M, Jaeggi SM, Shah P. Exploring N-Back Cognitive Training for Children With ADHD. Journal of Attention Disorders. 1087054718779230. PMID 29877128 DOI: 10.1177/1087054718779230  1
2016 Katz B, Shah P. The Jury Is Still Out on Working Memory Training. Jama Pediatrics. PMID 27400373 DOI: 10.1001/jamapediatrics.2016.1237  1
2014 Rhodes RE, Rodriguez F, Shah P. Explaining the alluring influence of neuroscience information on scientific reasoning. Journal of Experimental Psychology. Learning, Memory, and Cognition. 40: 1432-40. PMID 24820673 DOI: 10.1037/a0036844  1
2014 Katz B, Jaeggi S, Buschkuehl M, Stegman A, Shah P. Differential effect of motivational features on training improvements in school-based cognitive training. Frontiers in Human Neuroscience. 8: 242. PMID 24795603 DOI: 10.3389/fnhum.2014.00242  1
2014 Wang Z, Zhou R, Shah P. Spaced cognitive training promotes training transfer. Frontiers in Human Neuroscience. 8: 217. PMID 24782744 DOI: 10.3389/fnhum.2014.00217  1
2014 Wang Z, Shah P. The effect of pressure on high- and low-working-memory students: an elaboration of the choking under pressure hypothesis. The British Journal of Educational Psychology. 84: 226-38. PMID 24164334 DOI: 10.1111/bjep.12027  1
2014 Jaeggi SM, Buschkuehl M, Shah P, Jonides J. The role of individual differences in cognitive training and transfer. Memory & Cognition. 42: 464-80. PMID 24081919 DOI: 10.3758/s13421-013-0364-z  1
2014 Boduroglu A, Shah P. Configural representations in spatial working memory Visual Cognition. 22: 102-124. DOI: 10.1080/13506285.2013.875499  1
2012 Jaeggi SM, Buschkuehl M, Jonides J, Shah P. Cogmed and working memory training-Current challenges and the search for underlying mechanisms Journal of Applied Research in Memory and Cognition. 1: 211-213. DOI: 10.1016/j.jarmac.2012.07.002  1
2012 Shah P, Buschkuehl M, Jaeggi S, Jonides J. Cognitive training for ADHD: The importance of individual differences Journal of Applied Research in Memory and Cognition. 1: 204-205. DOI: 10.1016/j.jarmac.2012.07.001  1
2011 Shah P, Freedman EG. Bar and line graph comprehension: an interaction of top-down and bottom-up processes. Topics in Cognitive Science. 3: 560-78. PMID 25164403 DOI: 10.1111/j.1756-8765.2009.01066.x  1
2011 Hullman J, Adar E, Shah P. Benefitting InfoVis with visual difficulties. Ieee Transactions On Visualization and Computer Graphics. 17: 2213-22. PMID 22034340 DOI: 10.1109/TVCG.2011.175  1
2011 Jaeggi SM, Buschkuehl M, Jonides J, Shah P. Short- and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences of the United States of America. 108: 10081-6. PMID 21670271 DOI: 10.1073/pnas.1103228108  1
2011 Hullman J, Adar E, Shah P. The impact of social information on visual judgments Conference On Human Factors in Computing Systems - Proceedings. 1461-1470. DOI: 10.1145/1978942.1979157  1
2011 White HA, Shah P. Creative style and achievement in adults with attention-deficit/hyperactivity disorder Personality and Individual Differences. 50: 673-677. DOI: 10.1016/j.paid.2010.12.015  1
2009 Boduroglu A, Shah P, Nisbett RE. Cultural Differences in Allocation of Attention in Visual Information Processing. Journal of Cross-Cultural Psychology. 40: 349-360. PMID 20234851 DOI: 10.1177/0022022108331005  1
2009 Boduroglu A, Shah P. Effects of spatial configurations on visual change detection: an account of bias changes. Memory & Cognition. 37: 1120-31. PMID 19933456 DOI: 10.3758/MC.37.8.1120  1
2009 Lustig C, Shah P, Seidler R, Reuter-Lorenz PA. Aging, training, and the brain: a review and future directions. Neuropsychology Review. 19: 504-22. PMID 19876740 DOI: 10.1007/s11065-009-9119-9  1
2008 Minear M, Shah P. Training and transfer effects in task switching. Memory & Cognition. 36: 1470-83. PMID 19015506 DOI: 10.3758/MC.336.8.1470  1
2008 Burrage MS, Ponitz CC, McCready EA, Shah P, Sims BC, Jewkes AM, Morrison FJ. Age- and schooling-related effects on executive functions in young children: a natural experiment. Child Neuropsychology : a Journal On Normal and Abnormal Development in Childhood and Adolescence. 14: 510-24. PMID 18982508 DOI: 10.1080/09297040701756917  1
2008 Boduroglu A, Minear M, Shah P. Working Memory Handbook of Applied Cognition, Second Edition. 55-82. DOI: 10.1002/9780470713181.ch3  1
2006 White HA, Shah P. Training attention-switching ability in adults with ADHD. Journal of Attention Disorders. 10: 44-53. PMID 16840592 DOI: 10.1177/1087054705286063  1
2006 Chua HF, Yates JF, Shah P. Risk avoidance: graphs versus numbers. Memory & Cognition. 34: 399-410. PMID 16752603  1
2006 White HA, Shah P. Uninhibited imaginations: Creativity in adults with Attention-Deficit/Hyperactivity Disorder Personality and Individual Differences. 40: 1121-1131. DOI: 10.1016/j.paid.2005.11.007  1
2006 Minear M, Shah P. Sources of Working Memory Deficits in Children and Possibilities for Remediation Working Memory and Education. 273-307. DOI: 10.1016/B978-012554465-8/50012-0  1
2004 Wu HK, Shah P. Exploring visuospatial thinking in chemistry learning Science Education. 88: 465-492. DOI: 10.1002/sce.10126  1
2003 Shah P, Freedman EG. Visuospatial cognition in electronic learning Journal of Educational Computing Research. 29: 315-324.  1
2002 Shah P, Hoeffner J. Review of graph comprehension research: Implications for instruction Educational Psychology Review. 14: 47-69. DOI: 10.1023/A:1013180410169  1
2002 Freedman EG, Shah P. Toward a model of knowledge-based graph comprehension Lecture Notes in Artificial Intelligence (Subseries of Lecture Notes in Computer Science). 2317: 18-30.  1
2001 Miyake A, Friedman NP, Rettinger DA, Shah P, Hegarty M. How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis. Journal of Experimental Psychology. General. 130: 621-40. PMID 11757872 DOI: 10.1037//0096-3445.130.4.621  1
2000 Hegarty M, Shah P, Miyake A. Constraints on using the dual-task methodology to specify the degree of central executive involvement in cognitive tasks. Memory & Cognition. 28: 376-85. PMID 10881555  1
1999 Shah P, Mayer RE, Hegarty M. Graphs as Aids to Knowledge Construction: Signaling Techniques for Guiding the Process of Graph Comprehension Journal of Educational Psychology. 91: 690-702.  1
1998 Carpenter PA, Shah P. A model of the perceptual and conceptual processes in graph comprehension Journal of Experimental Psychology: Applied. 4: 75-100.  1
1996 Shah P, Miyake A. The separability of working memory resources for spatial thinking and language processing: an individual differences approach. Journal of Experimental Psychology. General. 125: 4-27. PMID 8851737  1
1995 Shah P, Carpenter PA. Conceptual Limitations in Comprehending Line Graphs Journal of Experimental Psychology: General. 124: 43-61.  1
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