- Shapiro, A.M.; Sims-Knight, J.L.; O’Rielly, G.V.; Capaldo, P.; Pedlow, C.T.; Gordon, L.T.; Monteiro, K. (2017). Clickers Can Promote Fact Retention but Impede ConceptualUnderstanding: The Effect of the Interaction between Clicker Use and Pedagogy on Learning, Computers & Education, 111, 44-59. doi: http://dx.doi.org/10.1016/j.compedu.2017.03.017
- Shapiro, A.M. & Gordon, L.T. (2012). A Controlled Study of Clicker-Assisted Memory Enhancement in College Classrooms. Applied Cognitive Psychology, 26, 635–643. doi: 10.1002/acp.2843
- Gordon, L.T. & Shapiro, A.M. (2012). Priming Correct Information Reduces the Misinformation Effect: Support for Coexistence. Memory & Cognition, 40, 717-726. doi: 10.3758/s13421-012-0191-7
- Shapiro, A.M. (2009). An Empirical Study of Personal Response Technology for Improving Attendance and Learning in a Large Class. Journal of the Scholarship of Teaching and Learning, 9(1), 13-26.
- Shapiro, A.M. (2008). Hypermedia Design as Learner Scaffolding. Educational Technology Research and Development, 56(1), 29-44.
- McNamara, D.S and Shapiro, A.M. (2005). Multimedia and Hypermedia Solutions for Promoting Metacognitive Engagement, Coherence, and Learning. Journal of Educational Computing Research, 33, 1-29.
- Shapiro, A.M. and Waters. D. (2005). An Investigation of the Cognition Underlying the Keyword Method of Foreign Vocabulary Learning. Language Teaching Research, 9(1). (Spanish translation available here.)
- Shapiro, A.M. & Milkes, A. (2004). Skilled Readers Make Better Use of Anaphora: A Study of the Repeated-Name Penalty on Text Comprehension. Electronic Journal of Research in Educational Psychology, 2(2), 161-180.
- Shapiro, A.M. (2004). How Including Prior Knowledge as a Subject Variable May Change Outcomes of Learning Research. American Educational Research Journal. 41(1), pp. 159-189.
- Shapiro, A.M. and Niederhauser, D.S. (2004). Learning from Hypertext: Research Issues and Findings. Handbook of Research for Educational Communications and Technology, 2nd Edition, D. Jonassen (Ed.), Mahwah, NJ: Lawrence Erlbaum Associates, pp. 605-620.
- Shapiro, A.M.(2000). The Effect of Interactive Overviews on the Development of Conceptual Structure in Novices Learning from Electronic Texts. Journal of Educational Multimedia and Hypermedia, 9(1), pp. 57-78.
- Shapiro, A.M. and McNamara, D.S. (2000). The Use of Latent Semantic Analysis as a Tool for the Quantitative Assessment of Understanding and Knowledge. Journal of Educational Computing Research, 22(1), 1-36.
- Shapiro, A. (1999). The Relevance of Hierarchies to Learning Biology from Hypertext. Journal of the Learning Sciences, 8(2), 215-243.
- Shapiro, A.M. (1999). The Relationship between Prior Knowledge and Interactive Organizers during Hypermedia-Aided Learning. Journal of Educational Computing Research, 20(2), 143-163.
- Shapiro, A.M. (1998). Promoting Active Learning: The Role of System Structure in Learning from Hypertext. Human-Computer Interaction, 13(1), 1-35.
- Shapiro, A.M. (1998). What Do Users Learn from “Web” Technologies? In Z. Berge and M. Collins(Eds.) Wired Together: Computer-Mediated Communication in K-12, Volume 2. Cresskill, NJ: Hampton Press.
- Campione, J.C.; Shapiro, A.M.; & Brown, A.L. (1995). Forms of transfer in a community of learners: Flexible learning and understanding. In A. McKeough & H. Heimbouch (Eds.), Teaching for transfer. Hillsdale, NJ:Lawrence Erlbaum Associates.
- Murphy, G.L. & Shapiro, A.M. (1993). Forgetting of verbatim information in discourse. Memory & Cognition, 22, 85-94.
- Shapiro, A.M. & Murphy, G.L. (1993). Can you answer a question for me? Evidence for a salience-based theory of indirect speech act processing. Journal of Memory and Language, 32 (2), 211-229.