Articles and Book Chapters

Eng, C.M., Fulton, V.E.., Pocsai, M., Moron, S.P., Thiessed E.D., & Fisher, A.V. (in press). Longitudinal Investigation of Executive Function Development Employing Task-Based, Teacher Reports, and fNIRS Multimethodology in 4- to 5-year-old Children. Developmental Science. 

Godwin, K.E., Leroux, A.J., Scupelli, P. and Fisher, A.V. (2022), Classroom Design and Children's Attention Allocation: Beyond the Laboratory and into the Classroom. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12319 

Godwin, K.E., Leroux, A.J., Seltman, H., Scupelli, P. and Fisher, A.V. (2022), Effect of Repeated Exposure to the Visual Environment on Young Children's Attention. Cognitive Science, 46: e13093. https://doi.org/10.1111/cogs.13093

Vales, C., Wu, C., Torrance, J., Shannon, H., States, S.L., & Fisher, A.V. (2021). Research at a distance: Replicating semantic differentiation effects using remote data collection with children participants. Frontiers in Psychology, Developmental Psychology, 12, 3087. https://doi.org/10.3389/fpsyg.2021.697550     

Unger, L. & Fisher, A.V. (2021). The emergence of richly organized semantic knowledge from simple statistics: A synthetic review. Developmental Review, 60, 100949. https://doi.org/10.1016/j.dr.2021.100949 

Godwin, K.E., Seltman, H., Almeda, M., Skerbetz, M.D., Kai, S., Baker, R., & Fisher, A.V. (2021). The Illusive Relationship Between Time on-Task and Learning: Not Simply an Issue of Measurement. Educational Psychology, 41 (4), 502-519. https://doi.org/10.1080/01443410.2021.1894324 

Eng, C., Godwin, K., & Fisher, A. (2020). When Less is More in an Increasingly Busy World. Nature Science of Learning: Behind the Paper. https://go.nature.com/3jW9Hwl

Eng., C., Godwin, K.E., & Fisher, A.V. (2020). Keep It Simple: Streamlining Book Illustrations Improves Attention and Comprehension in Beginning Readers. npj Science of Learning. https://doi.org/10.1038/s41539-020-00073-5 

Unger, L, Vales, C., & Fisher, A.V. (2020). The role of co-occurrence statistics in developing semantic knowledge. Cognitive Science, 44, e12894. https://onlinelibrary.wiley.com/doi/abs/10.1111/cogs.12894

Vales, C., Stevens, P., & Fisher, A.V. (2020). Lumping and Splitting: Developmental changes in the structure of children’s semantic networks. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2020.104914 

Vales, C., States, S. L., & Fisher, A. V. (2020). Experience‐Driven Semantic Differentiation: Effects of a Naturalistic Experience on Within‐and Across‐Domain Differentiation in Children. Child Development, 91(3), 733-742. https://doi.org/10.1111/cdev.13369 

Kim, J., Singh, S., Thiessen, E.D., & Fisher, A.V. (2020). A Hidden Markov Model for analyzing eye-Tracking of moving objects: Case study in a Sustained Attention paradigm. Behavior Research Methods. https://doi.org/10.3758/s13428-019-01313-2 

Fisher, A.V. (2019). Selective Sustained Attention: A Developmental Foundation for Cognition. Current Opinion in Psychology, 29, 248-253. https://doi.org/10.1016/j.copsyc.2019.06.002 

Fisher, A.V. & Unger, L. (2019). Categorization in the preschool period. In S. Hupp & J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development. Wiley: Wiley-Blackwell. 

Vales, C. & Fisher, A.V. (2019). When stronger knowledge slows you down: Semantic relatedness predicts children’s co-activation of related items in a visual search paradigm. Cognitive Science. https://doi.org/10.1111/cogs.12746. PDF.

Unger, L. & Fisher, A.V. (2019). Rapid, Experience-Related Changes in the Organization of Children’s Semantic Knowledge. Journal of Experimental Child Psychology, 179, 1-22. doi.org/10.1016/j.jecp.2018.10.007 

Doebel, S., Barker, J. E., Chevalier, N., Michaelson, L. E.., Fisher, A.V., & Munakata, Y. (2017). Getting ready to use control: Advances in the measurement of young children’s use of proactive control. PloS One. https://doi.org/10.1371/journal.pone.0175072

Godwin, K. E., Almeda, M. V., Seltman, H., Kai, S, Skerbetz M. D., Baker, R. S., & Fisher, A. V. (2016). Off-task Behavior in Elementary School Children. Learning & Instruction, 44, 128-43 https://doi.org/10.1016/j.learninstruc.2016.04.003. PDF. 

Unger, L., Fisher, A.V., Ventura, S., Nugent, R., & MacLellan, C.J. (2016). Developmental changes in the semantic organization of living kinds. Journal of Experimental Child Psychology, 146, 202-222. https://www.researchgate.net/publication/268802280_Developmental_Changes_in_the_Semantic_Organization_of_Living_Kinds

Fisher, A.V., & Kloos, H. (2016). Development of selective sustained attention: The Role of Executive Functions. In J. A. Griffin, P. McCardle, & L. Freund (Eds.), Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research, 215-237. Washington, DC, US: American Psychological Association. http://dx.doi.org/10.1037/14797-010

Erickson, L.C., Thiessen, E.D., Godwin, K.E., Dickerson, J.P., & Fisher, A.V. (2015). Endogenously- and exogenously-driven selective sustained attention: Contributions to learning in kindergarten children. Journal of Experimental Child Psychology, 138, 126-134. PDF.

Fisher, A.V. (2015). Development of inductive generalization. Child Development Perspectives, 9(3), 172-177. PDF. 

Fisher, A.V., Godwin, E.K., & Matlen, B. (2015). Development of inductive generalization with familiar categories. Psychonomic Bulletin & Review, 22(5), 1149-1173. https://link.springer.com/article/10.3758/s13423-015-0816-5

Fisher A.V., Godwin, E.K., Matlen, B., & Unger, L. (2015). Development of category-based induction and semantic knowledge. Child Development, 86(1), 48-62. PDF. 

Godwin, K.E. & Fisher, A.V. (2015). Inductive generalization with familiar categories: Developmental changes in children’s reliance on perceptual similarity and kind information. Frontiers in Psychology, 6. https://www.frontiersin.org/articles/10.3389/fpsyg.2015.00897/full

Godwin, K.E., Lomas, D., Koedinger, K.R., & Fisher, A.V. (2015). Monster Mischief: Designing a video game to assess selective sustained attention. International Journal of Gaming and Computer-Mediated Simulations, 7(4), 18-39. doi: 10.4018/IJGCMS.2015100102. PDF. 

Lawson, C.A., Fisher, A.V., & Rakison, D. (2015). How Children Learn the Ins and Outs: A Training Study of Toddlers' Categorization of Animals. Journal of Cognition and Development, 16(2), 236–251. doi: 10.1080/15248372.2013.860374. PDF. 

Matlen, B.J., Fisher, A.V., Godwin, K.E. (2015). The influence of label co-occurrence and semantic similarity on children’s inductive generalization. Frontiers in Psychology, 6. doi: 10.3389/fpsyg.2015.01146. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4538920/

Sloutsky, V.M., Deng, W., Fisher, A.V., & Kloos, H. (2015). Conceptual influences on induction: A case for a late onset. Cognitive Psychology, 82, 1-31.  doi:10.1016/j.cogpsych.2015.08.005. PDF. 

Fisher, A.V., Godwin, K.E., & Seltman, H. (2014). Visual environment, attention allocation, and learning: When too much of a good thing may be bad. Psychological Science, 25(7), 1362–1370. doi: 10.1177/0956797614533801. PDF. 

Godwin, K.E., Matlen, B., & Fisher, A.V. (2013). Development of category-based reasoning in 4- to 7-year-old children: The influence of label co-occurrence and kinship knowledge. Journal of Experimental Child Psychology, 115(1), 74-90. PDF

Fisher, A.V., Thiessen, E.D., Godwin, K., Kloos, H., & Dickerson, J.P. (2013). Assessing selective sustained attention in 3- to 5-year-old children: Evidence from a new paradigm. Journal of Experimental Child Psychology, 114(2), 275-294. PDF

Sloutsky, V.M. & Fisher A.V. (2012). Effects of categorical labels on similarity judgments: A critical evaluation of a critical analysis. Comment on Noles and Gelman. Developmental Psychology, 48(3), 987-900. PDF

Sloutsky, V.M., & Fisher, A.V. (2012). Linguistic labels: Conceptual markers or object features? Journal of Experimental Child Psychology, 111(1), 65-86. PDF

Lawson, C. & Fisher, A.V. (2011) It's in the sample: The effects of sample size on the development if inductive generalization. Journal of Experimental Child Psychology, 110(4), 499-519. PDF

Sloutsky, V.M., & Fisher, A.V. (2011) The development of categorization. In B. Ross (Ed.), Psychology of Learning and Motivation, 54, 141-16. PDF

Fisher, A.V. (2011). Processing of perceptual information is more robust than processing of conceptual information in preschool-age children: Evidence from costs of switching. Cognition, 119(2), 253-264. PDF 

Fisher, A. V., Matlen, B., & Godwin, K. E. (2011). Semantic Similarity of Labels and Inductive Generalization: Taking a Second Look. Cognition, 118(3), 432-438. PDF 

Fisher, A.V. (2011). Automatic shifts of attention in the Dimensional Change Card Sort task: Subtle changes in task materials lead to flexible switching. Journal of Experimental Child Psychology, 108(1), 211-219. PDF

Kloos, H., Fisher, A.V., & Van Orden, G.C. (2010). Situated naïve physics: Task constraints decide what children know about density. Journal of Experimental Psychology: General, 139(4), 625-637. PDF

Fisher, A.V. (2010). Mechanisms of induction early in development. In M. Banich & D. Caccamise (Eds.) Generalization of Knowledge: Multidisciplinary Perspectives (pp. 89-112). New York : Psychology Press. PDF

Fisher, A.V. (2010). What’s in the name? Or how rocks and stones are different from bunnies and rabbits. Journal of Experimental Child Psychology, 105(3), 198-212. PDF 

Sloutsky, V. M., & Fisher, A.V (2008). Attentional learning and flexible induction: How mundane mechanisms give rise to smart behaviors. Child Development, 79(3), 639-651. PDF 

Fisher, A. V. (2007). Are developmental theories of learning paying attention to attention? Cognition, Brain, and Behavior, 11(6), 635-646. PDF 

Sloutsky, V. M., Kloos. H., & Fisher, A. V. (2007). What’s beyond looks? Reply to Gelman and Waxman. Psychological Science, 18(6), 556-557. PDF 

Sloutsky, V. M., Kloos, H., & Fisher, A. V. (2007). When looks are everything: Appearance similarity versus kind information in early induction. Psychological Science, 18(2), 179-185. PDF 

Sloutsky, V. M., & Fisher, A. V. (2005). Similarity, Induction, Naming, and Categorization (SINC): Generalization or verbal inductive reasoning? Response to Heit and Hayes. Journal of Experimental Psychology: General, 134, 606-611. PDF 

Fisher, A. F., & Sloutsky, V. M. (2005). When induction meets memory: Evidence for gradual transition from similarity-based to category-based induction. Child Development, 76(3), 583-597. PDF 

Sloutsky, V. M., & Fisher, A. V. (2004). Induction and categorization in young children: A similarity-based model. Journal of Experimental Psychology: General, 133(2), 166 – 188. PDF

Sloutsky, V. M., & Fisher, A. V. (2004). When development and learning decrease memory: Evidence against category-based induction in children. Psychological Science, 15(8), 553 – 558. PDF 

Sloutsky, V. M., Lo, Y.-F., & Fisher, A. V. (2001). How much does a shared name make things similar: Linguistic labels and the development of inductive inference. Child Development, 72(6), 1695-1709. PDF