Recent Conference Proceedings and Presentations

Boyd, M., Godwin, K.E., Gurchiek, E., Fisher, A.V., & Eng, C. (2022). Low Spatial Proximity Between Text and Illustrations Improves Children’s Comprehension and Attention: An Eye Tracking Study. In J. Culbertson, A. Perfors, H. Rabagliati & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Conference of the Cognitive Science Society, pp. 2178-2184.

https://escholarship.org/uc/item/7nk9q7wj

Kim, J., Singh, S., Yurovsky, D., Fisher., A.V., & Thiessen, E. (2022). A Hierarchical Model of Attention over Time. In J. Culbertson, A. Perfors, H. Rabagliati & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Conference of the Cognitive Science Society, pp. 350-357.

https://escholarship.org/uc/item/1fg9t5bf

Eng, C., Gurchiek, E., Anjur, K., Godwin, K., Fisher, A. (2021). The Optimal Amount of Visuals Promotes Children’s Comprehension and Attention: An Eye Tracking Study. In T. Fitch, C. Lamm, H. Leder, & K. Teßmar-Raible (Eds.), Proceedings of the 43rd Annual Meeting of the Cognitive Science Society, pp. 459-465. https://escholarship.org/uc/item/1131r9kf

Tsegai-Moore, A., Fisher, A., Eng, C. (2021). The Construct and Criterion Validity of a Cognitive Game-based Assessment: Cognitive Control, Academic Achievement, and Prefrontal Cortex Connectivity. In T. Fitch, C. Lamm, H. Leder, & K. Teßmar-Raible (Eds.), Proceedings of the 43rd Annual Meeting of the Cognitive Science Society, pp. 2787-1793. https://escholarship.org/uc/item/4x99r39w

Vales, C. & Fisher, A.V. (2021, April). Organization helps comprehension: Semantic representations differentiate as a result of experience and support language comprehension. Biennial Meeting of the Society for Research in Child Development.

Vales, C., Wu, C., Branson, Z & Fisher, A.V. (2021, April). Strengthening Developmental Science with Psychometric Evaluations: An Examination of the Spatial Arrangement Method in Children. Biennial Meeting of the Society for Research in Child Development.

Eng, C., Godwin, K., Stanley, O., & Fisher, A. (2021). Symposium: When Technology is Here to Stay: Maximizing the Potential of E-Books for Learning in Young Childhood. The Goldilocks Effect in E-Books: An Optimal Amount of Illustrations Promotes Children’s Comprehension and Attention. The Biennial Meeting of the Society for Research in Child Development.

Eng, C., Pocsai, M., Thiessen, E., & Fisher, A. (2021). Physical Activity in Cognitive Training: The Missing Ingredient For Fostering Executive Function and PFC Development. The Biennial Meeting of the Society for Research in Child Development.

Godwin, K., Musso, M., Eng, C., Kanyok, N., & Fisher, A. (2021). Book Design and Attentional Competition while Reading: Parental Perspectives vs. Children’s Eye Tracking Performance. The Biennial Meeting of the Society for Research in Child Development.

Eng, C. (2021). Employing Neuroscience to Optimize Child-Computer Interactions to Enhance Learning and Cognition. Invited Speaker at the House of Assessment & Evaluation Immersive Learning Research Network (iLRN).

Eng, C. (2021). Technology-enhanced Exercise as a Context for Fostering Executive Function and Prefrontal Cortex Development. Invited Speaker at Stanford University’s Center for Interdisciplinary Brain Sciences Research.

Cooper, K., Pocsai, M., Fisher, A., & Eng, C. (2020). Longitudinal Investigation of Resting-State Prefrontal Cortex Connectivity and Educational Outcomes Using Functional Near Infrared Spectroscopy (fNIRS). The Annual Biomedical Research Conference for Minority Students, Austin, TX.

Bulusu, M., Godwin, K., Stanley, O., Fisher, A., & Eng, C. (2020). Optimizing Attentional Control of Visual Materials for Beginning Readers: An Eye-Tracking Study. The Annual Biomedical Research Conference for Minority Students, Austin, TX.

Eng, C., Pocsai, M., Fishburn, F., Williams, N., Calkosz, D., Thiessen, E., & Fisher, A. (2020). Effects of Physically-active Digital Games on Executive Function and Resting Prefrontal Cortex Connectivity in Children. The Annual Interdisciplinary Innovation with Impact Exhibition, Pittsburgh, PA.

Eng, C. (2020). Cognitive Skills, Language Development, and The Brain: Employing the Neuroscience of Learning to Create More Effective VR/AR/XR Experiences. Invited Speaker at the Educators in VR: Integrating Spatial Technologies into Education and Training Conference, AltspaceVR Platform, Virtual Reality.

Eng, C., Johnson-Glenberg, M., Brenner, C., & Alexander, K. (2020). Enhanced Learning Through Multimodal Play: Brain Plasticity Applications through the Intersection of Cognitive Neuroscience, Prevention Science and Educational Psychology. Invited Speaker at the Career Professional Development in Virtual Reality Series: How Active VR Games Contribute to Learning Symposium. ENGAGE Platform, Virtual Reality.

Eng, C., Pocsai, M., Calkosz, D., Fishburn, F., Thiessen, E., & Fisher, A. (2020). Adaptations of Executive Function and Prefrontal Cortex Connectivity Following Exergame Play in 4- to 5-year old Children. The 42nd Annual Conference of the Cognitive Science Society, pp. 57-63, Toronto, Canada: Cognitive Science Society. [Link]

Eng, C., *Calkosz, D., *Yang, Y., *Williams, C., Thiessen, E., & Fisher, A. (2020). Enhancing Brain Plasticity and Cognition utilizing Immersive Technology and Virtual Reality Contexts for Gameplay. The International Conference of the Immersive Learning Research Network: Vision 20/20 Hindsight, Insight, and Foresight in XR and Immersive Learning, pp. 395-398. https://doi.org/10.23919/iLRN47897.2020.9155120 [Link] [Video Abstract]

Eng, C. (2020). Cognitive Skills, Language Development, and The Brain: Employing the Neuroscience of Learning to Create More Effective VR/AR/XR Experiences. Educators in VR: Integrating Spatial Technologies into Education and Training, AltspaceVR Platform, Virtual Reality. Moderator: McDonald, M. [Recorded Presentation]

Keebler, E., Kim, J., Stanley, O., Thiessen, E.D., & Fisher, A.V. (2020). Using the TrackIt Task to Measure the Development of Selective Sustained Attention in Children Ages 2-7. https://cognitivesciencesociety.org/cogsci20/papers/0552/0552.pdf

Eng, C., Godwin, K., Boyle, K., & Fisher, A. (2019). Effects of Book Design on 1st and 2nd Grade Children’s Attention and Learning. The Society for Research in Child Development Meeting, Baltimore, MD.

Eng, C., Godwin, K., Boyle, K., & Fisher, A. (2019). Effects of Book Design on Attention and Reading Comprehension Among Children Ages 6 to 8: An Eye-Tracking Study. The Annual Interdisciplinary Innovation with Impact Exhibition, Pittsburgh, PA.

Eng, C., Pocsai, M., Calkosz, D., Williams, N., Thiessen, E. & Fisher, A.V. (2019). Exergame Training of Executive Function in Preschool Children: Generalizability and Long-term Effects. In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.) Proceedings of the 41st Annual Conference of Cognitive Science Society (p. 3266). Montreal, QB: Cognitive Science Society. PDF.

Fisher, A., Eng, C., & Godwin, K., (2019). The Role of Attention Regulation in Reading Comprehension in Beginning Readers. Learning in a Noisy World: Regulating Children’s Attention at Home and at School Symposium at the Society for Research in Child Development Meeting, Baltimore, MD.

Godwin, K., Eng, C., Murray, G. & Fisher, A.V. (2019). Book Design, Attention, and Reading Performance: Current Practices and Opportunities for Optimization. In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.) Proceedings of the 41st Annual Conference of Cognitive Science Society (pp 1851-1857). Montreal, QB: Cognitive Science Society. PDF.

Godwin, K., Murray, G., Todaro, R., Eng, C., Wildrick, A., & Fisher, A. (2019). Design Optimization: Exploration of Book Design and its Effect on Children’s Attention, Decoding, and Comprehension. The Society for Research in Child Development Meeting, Baltimore, MD.

Keebler, E., Kim, J., Thiessen, E. & Fisher, A.V. (2019). Does Children’s Shape Knowledge Contribute to Age-Related Improvements in Selective Sustained Attention Measured in a TrackIt Task? In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.) Proceedings of the 41st Annual Conference of Cognitive Science Society (pp 1984-1990). Montreal, QB: Cognitive Science Society. PDF.

Kim, J., Singh, S., Keebler, E., Thiessen, E. & Fisher, A.V. (2019). Measuring Selective Sustained Attention in Children with TrackIt and Eyetracking. In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.) Proceedings of the 41st Annual Conference of Cognitive Science Society (p. 3296). Montreal, QB: Cognitive Science Society. PDF.

Stanley, O., Boyle, K., Fisher, A., & Eng, C. (2019). The Effects of Book Design on Beginning Reader’s Visual Attention and Reading Comprehension: An Eye-Tracking Study. The Eberly Center for Teaching Excellence and Educational Innovation’s Teaching and Learning Summit, Pittsburgh, PA. PDF.

Eng, C., Godwin, K., Boyle, K., & Fisher, A. (2018). Effects of Book Design on Children’s Attention Allocation and Learning: An Eye-tracking Study. The International Society for Developmental Psychobiology Meeting, San Diego, CA. PDF.

Eng, C., Godwin, K.E., Boyle, K., & Fisher, A.V. (2018). Effects of Illustration Details on Attention and Comprehension in Beginning Readers. In Kalish, C., Rau, M., Zhu, J., and Rogers, T.T. (Eds.) Proceedings of the 40th Annual Conference of Cognitive Science Society. Madison, WI: Cognitive Science Society, 336-341. PDF.

Fisher, A., Eng, C., & Godwin, K. (2018). Attention Regulation and Learning in Beginning Readers. The Biennial Conference of the International Mind, Brain and Education Society, Los Angeles, CA.

Godwin, K.E., & Fisher, A.V. (2018). Wiggleometer: Measuring Selective Sustained Attention in Children. In Kalish, C., Rau, M., Zhu, J., and Rogers, T.T. (Eds.) Proceedings of the 40th Annual Conference of Cognitive Science Society. Madison, WI: Cognitive Science Society, 410-415. PDF.

Godwin, K.E., Eng, C., Todaro, R., Murray, G., & Fisher, A.V. (2018). Examination of the Role of Book Layout, Executive Function, and Processing Speed On Children's Decoding and Reading Comprehension. In Kalish, C., Rau, M., Zhu, J., and Rogers, T.T. (Eds.) Proceedings of the 40th Annual Conference of Cognitive Science Society. Madison, WI: Cognitive Science Society, 1723-1728, PDF.

Kim, J., Singh, S., Vande Velde, A., Thiessen, E., & Fisher, A. (2018). A Hidden Markov Model for Analyzing Eye-Tracking of Moving Objects. In Kalish, C., Rau, M., Zhu, J., and Rogers, T.T. (Eds.) Proceedings of the 40th Annual Conference of Cognitive Science Society. Madison, WI: Cognitive Science Society, 609-614. PDF.

Kim, J., Ruesch, A., Huppert, T.J., Kainerstorfer, J., Thiessen, E., & Fisher, A.V. (2018). Resting State Functional Connectivity in Children: A New Paradigm. In Kalish, C., Rau, M., Zhu, J., and Rogers, T.T. (Eds.) Proceedings of the 40th Annual Conference of Cognitive Science Society. Madison, WI: Cognitive Science Society, 1921-1926. PDF.

Unger, L. & Fisher, A.V. (2018). All Creatures Great and Small: Category-Relevant Statistical Regularities in Children's Books. In Kalish, C., Rau, M., Zhu, J., and Rogers, T.T. (Eds.) Proceedings of the 40th Annual Conference of Cognitive Science Society. Madison, WI: Cognitive Science Society, 2585-2590. PDF.

Vales, C., States, S., & Fisher, A.V. (2018). More like a bee, less like a spider, and not like a tomato: Ecologically-valid enrichment experiences promote changes in how young children differentiate biological categories. In Kalish, C., Rau, M., Zhu, J., and Rogers, T.T. (Eds.) Proceedings of the 40th Annual Conference of Cognitive Science Society. Madison, WI: Cognitive Science Society, 2597-2602. PDF.

Vales, C., & Fisher, A.V. (2018). Elementary school students' ability to activate related concepts in a domain predicts domain-based inferential reading comprehension. In Kalish, C., Rau, M., Zhu, J., and Rogers, T.T. (Eds.) Proceedings of the 40th Annual Conference of Cognitive Science Society. Madison, WI: Cognitive Science Society, 2977. Abstract.

Vales, C., Unger, L., & Fisher, A.V. (2017). Looking for the Cat and Seeing the Dog: Using Visual Search to Study Semantic Knowledge in Children. In Gunzelmann, G., Howes, A., Tenbrink, T., and Davelaar, E. (Eds). Proceedings of the 39th Annual Conference of the Cognitive Science Society. London, UK: Cognitive Science Society, 1242-1247. PDF.

Unger, L., & Fisher, A.V. (2017). Learning in the Wild: Real-World Experiences Shape Children’s Knowledge Organization. In Gunzelmann, G., Howes, A., Tenbrink, T., and Davelaar, E. (Eds). Proceedings of the 39th Annual Conference of the Cognitive Science Society. London, UK: Cognitive Science Society, 3417-3422.https://mindmodeling.org/cogsci2017/papers/0644/paper0644.pdf

Godwin, K.E., Eng, C. M., & Fisher, A.V. (2017). Gaze Shifts between Text and Illustrations are Negatively Related to Reading Fluency in Beginning Readers. In Gunzelmann, G., Howes, A., Tenbrink, T., and Davelaar, E. (Eds). Proceedings of the 39th Annual Conference of the Cognitive Science Society. London, UK: Cognitive Science Society, 415-420. https://mindmodeling.org/cogsci2017/papers/0086/paper0086.pdf

Kim., J., Vande Velde, A., Thiessen, E., & Fisher, A.V., (2017). Variables Involved in Selective Sustained Attention Development: Advances in Measurement. In Gunzelmann, G., Howes, A., Tenbrink, T., and Davelaar, E. (Eds). Proceedings of the 39th Annual Conference of the Cognitive Science Society. London, UK: Cognitive Science Society, 670-675. https://mindmodeling.org/cogsci2017/papers/0136/paper0136.pdf

Unger, L. & Fisher, A.V. (2016). Semantic Contamination of Visual Similarity Judgments. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.) (2016). Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 188-192. (https://mindmodeling.org/cogsci2016/papers/0045/paper0045.pdf)

Unger, L. Kim, J., Huppert, T., Badger, J., & Fisher, A.V. (2016). The Role of the Prefrontal Cortex in Inductive Reasoning: An fNIRS Study. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.) (2016). Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 199-204. (https://mindmodeling.org/cogsci2016/papers/0047/paper0047.pdf)

Godwin, K.E., & Fisher, A.V. (2015). The effect of disrupted attention on encoding in young children. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.). Proceedings of the 37th Annual Meeting of the Cognitive Science Society, 806-811. (http://www.cognitivesciencesociety.org/cogsci-archival-conference-information/)

Godwin, K.E., & Fisher, A.V. (2014). Selective sustained attention, the visual environment, and learning in kindergarten-age children: Preliminary results of an individual differences study. In P. Bello, M. Guarini, M. McShane, and B. Scassellati (Eds.). Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 541-546. http://www.cognitivesciencesociety.org/cogsci-archival-conference-information/

Almeda, M.V., Scupelli, P., Baker, R.S., Weber, M., Fisher, A. (2014) Clustering of Design Decisions in Classroom Visual Displays. Proceedings of the 4th International Conference on Learning Analytics and Knowledge, 44 - 48. http://www.columbia.edu/~rsb2162/LAK2014_v6_OK.pdf