Journal publications
2024
Berry, C. J. & Shanks, D. R. (in press). Everyday amnesia: Residual memory for high confidence misses and implications for decision models of recognition. Journal of Experimental Psychology: General.
Don, H. J., Boustani, S., Yang, C., & Shanks, D. R. (in press). A grain of truth in the grain size effect: Retrieval practice is more effective when interspersed during learning. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Li, B., Hu, X., Shanks, D. R., Su, N., Zhao, W., Meng, L., Lei, W., Luo, L., & Yang, C. (2024). Confidence ratings increase response thresholds in decision making. Psychonomic Bulletin & Review, 31, 1093-1102. [data & code]
Li, B., Shanks, D. R., Zhao, W., Hu, X., Luo, L., & Yang, C. (2024). Do changed learning goals explain why metamemory judgments reactively affect memory? Journal of Memory and Language, 136, 104506. [data & code]
Liu, S., Zhao, W., Shanks, D. R., Hu, X., Luo, L., & Yang, C. (2014). Effects of test anxiety on self-testing and learning performance. Educational Psychology Review, 36, 59. [data, code & materials]
Maier, M., Bartoš, F., Raihani, N., Shanks, D. R., Stanley, T., Wagenmakers, E.-J., & Harris, A. J. L. (2024). Exploring open science practices in behavioural public policy research. Royal Society Open Science, 11, 231486. [data & code]
2023
Bartoš, F., Maier, M., Shanks, D. R., Stanley, T., Sladekova, M., & Wagenmakers, E.-J. (2023). Meta-analyses in psychology often overestimate evidence for and size of effects. Royal Society Open Science, 10, 230224. [HTML] [data & code]
Boustani, S., Owens, C., Don, H. J., Yang, C., & Shanks, D. R. (2023). Evaluating the conceptual strategy change account of test-potentiated new learning in list recall. Journal of Memory and Language, 130, 104412. [HTML] [data]
Don, H., Yang, C., Boustani, S., & Shanks, D. R. (2023). Do partial and distributed tests enhance new learning? Journal of Experimental Psychology: Applied, 29, 358–373. [PDF] [data]
Giménez-Fernández, T., Luque, D., Shanks, D. R., & Vadillo, M. A. (2023). Rethinking attentional habits. Current Directions in Psychological Science, 32, 494-500. [PDF]
Lee, D. Y. H. & Shanks, D. R. (2023). Conscious and unconscious memory and eye movements in context-guided visual search: A computational and experimental reassessment of Ramey, Yonelinas, and Henderson (2019). Cognition, 240, 105539. [HTML]
Shanks, D., Don, H., Boustani, S., & Yang, C. (2023). Test-enhanced learning. Oxford Research Encyclopedia of Psychology. [PDF]
Shi, A., Xu, C., Zhao, W., Shanks, D. R., Hu, X., Luo, L., & Yang, C. (2023). Judgments of learning reactively facilitate visual memory by enhancing learning engagement. Psychonomic Bulletin & Review, 30, 676-687. [PDF] [data]
Yang, C., Li, J., Zhao, W., Luo, L., & Shanks, D. R. (2023). Do practice tests (quizzes) reduce or provoke test anxiety? A meta-analytic review. Educational Psychology Review, 35, 87. [PDF] [data & code]
Yang, C., Shanks, D. R., Zhao, W., Fan, T., & Luo, L. (2023). Frequent quizzing accelerates classroom learning. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.). In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. 252-262). Society for the Teaching of Psychology. [PDF]
Yang, C., Zhao, W., Yuan, B., Luo, L., & Shanks, D. R. (2023). Mind the gap between comprehension and metacomprehension: Meta-analysis of metacomprehension accuracy and intervention effectiveness. Review of Educational Research, 93, 143–194. [PDF] [data & code]
Yin, Y., Shanks, D. R., Li, B., Fan, T., Hu, X., Yang, C., & Luo, L. (2023). The effects of emotion on judgments of learning and memory: A meta-analytic review. Metacognition and Learning, 18, 425-447. [PDF] [data]
Zhao, W., Li, J., Shanks, D. R., Li, B., Hu, X., Yang, C., & Luo, L. (2023). Metamemory judgments have dissociable reactivity effects on item and inter-item relational memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 49, 557-574. [PDF] [data & materials]
Zhao, W., Yin, Y., Hu, X., Shanks, D. R., Yang, C., & Luo, L. (2023). Memory for inter‑item relations is reactively disrupted by metamemory judgments. Metacognition and Learning, 18, 549-566. [PDF] [data]
2022
Boustani, S. & Shanks, D. R. (2022). Heterogeneity and publication bias in research on test-potentiated new learning. Collabra: Psychology, 8, 31996. [HTML] [code]
Giménez-Fernández, T., Luque, D., Shanks, D. R., & Vadillo, M. A. (2022). Is probabilistic cuing of visual search an inflexible attentional habit? A meta-analytic review. Psychonomic Bulletin & Review, 29, 521-529. [PDF] [data]
Maier, M., Bartoš, F., Stanley, T. D., Shanks, D. R., Harris, A. J. L., & Wagenmakers, E.-J. (2022). No evidence for nudging after adjusting for publication bias. Proceedings of the National Academy of Sciences, 119, e2200300119. [PDF]
Nobre, A. P., Melo, G. M., and Shanks, D. R. (2022). Publication bias casts doubt on implicit processing in inattentional blindness. Neuroscience and Biobehavioral Reviews, 140, 104775. [PDF] [code]
Röseler, L., Weber, L., Helgerth, K., Stich, E., Günther, M., Tegethoff, P., Wagner, F., Antunovic, M., Barrera-Lemarchand, F., Halali, E., Ioannidis, K., Genschow, O., Milstein, N., Molden, D. C., Papenmeier, F., Pavlovic, Z., Rinn, R., Schreiter, M. L., Zimdahl, M. F., Bahník, Š., Bermeitinger, C., Blower, F. B. N., Bögler, H. L., Burgmer, P., Cheek, N. N., Dorsch, L., Fels, S., Frech, M.-L., Freira, L., Harris, A. J. L., Häusser, J. A., Hedgebeth, M. V., Henkel, M., Horvath, D., Intelmann, P., Klamar, A., Knappe, E., Köppel, L.-M., Krueger, S. M., Lagator, S., Lopez-Boo, F., Navajas, J., Norem, J. K., Novak, J., Onuki, Y., Page, E., Rebholz, T. R., Sartorio, M., Schindler, S., Shanks, D. R., Siems, M.-C., Stäglich, P., Starkulla, M., Stitz, M., Straube, T., Thies, K., Thum, E., Ueda, K., Undorf, M., Urlichich, D., Vadillo, M. A., Wolf, H., Zhou, A., & Schütz, A. (2022). The Open Anchoring Quest Dataset: Anchored estimates from 96 studies on anchoring effects. Journal of Open Psychology Data, 10, 16. [HTML]
Rothkirch, M., Shanks, D. R., & Hesselmann, G. (2022). The pervasive problem of post hoc data selection in studies on unconscious processing: A reply to Sklar, Goldstein, & Hassin (2021). Experimental Psychology, 69, 1-11. [PDF] [code]
Sun, Y., Shi, A., Zhao, W., Yang, Y., Li, B., Hu, X., Shanks, D. R., Yang, C., & Luo, L. (2022). Long-lasting effects of an instructional intervention on interleaving preference in inductive learning and transfer. Educational Psychology Review, 34, 1679-1707. [data & materials]
Vadillo, M. A., Malejka, S., Lee, D. Y. H., Dienes, Z., & Shanks, D. R. (2022). Raising awareness about measurement error in research on unconscious mental processes. Psychonomic Bulletin & Review, 29, 21–43. [PDF] [data]
Vicente-Conesa, F., Giménez-Fernández, T., Shanks, D. R., & Vadillo, M. A. (2022). The role of working memory in contextual cueing of visual attention. Cortex, 154, 287-298. [HTML] [registration] [data & code]
Yang, C., Luo, L., Sun, B., Zhao, W., Potts, R., & Shanks, D. R. (2022). Testing potential mechanisms underlying test-potentiated new learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48, 1127–1143. [PDF] [data]
Zhao, W., Li, B., Shanks, D. R., Zhao, W., Zheng, J., Hu, X., Su, N., Fan, T., Yin, Y., Luo, L., & Yang, C. (2022). When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning. Child Development, 93, 405-417. [PDF] [data]
2021
Aczel, B., Szaszi, B., Nilsonne, G., van den Akker, O. R., Albers, C. J., van Assen, M. A. L. M., Bastiaansen, J. A., Benjamin, D., Boehm, U., Botvinik-Nezer, R., Bringmann, L. F., Busch, N. A., Caruyer, E., Cataldo, A. M., Cowan, N., Delios, A., van Dongen, N. N. N., Donkin, C., van Doorn, J. B., Dreber, A., Dutilh, G., Egan, G. F., Gernsbacher, M. A., Hoekstra, R., Hoffmann, S., Holzmeister, F., Huber, J., Johannesson, M., Jonas, K. J., Kindel, A. T., Kirchler, M., Kunkels, Y. K., Lindsay, D. S., Mangin, J.-F., Matzke, D., Munafò, M. R., Newell, B. R., Nosek, B. A., Poldrack, R. A., van Ravenzwaaij, D., Rieskamp, J., Salganik, M. J., Sarafoglou, A., Schonberg, T., Schweinsberg, M., Shanks, D., Silberzahn, R., Simons, D. J., Spellman, B. A., St-Jean, S., Starns, J. J., Uhlmann, E. L., Wicherts, J., Wagenmakers, E.-J. (2021). Consensus-based guidance for conducting and reporting multi-analyst studies. eLife, 10, e72185. [HTML]
Huang, T. S.-T., & Shanks, D. R. (2021). Examining the relationship between processing fluency and memory for source information. Royal Society Open Science, 8, 190430. [HTML] [code]
Malejka, S., Vadillo, M. A., Dienes, Z., & Shanks, D. R. (2021). Correlation analysis to investigate unconscious mental processes: A critical appraisal and mini-tutorial. Cognition, 212, 104667. [PDF] [code]
Shanks, D. R., Malejka, S., & Vadillo, M. A. (2021). The challenge of inferring unconscious mental processes. Experimental Psychology, 68, 113-129. [HTML] [code]
Shanks, D. R. & Vadillo, M. A. (2021). Publication bias and low power in field studies on goal priming. Royal Society Open Science, 8, 210544. [HTML] [code]
Stewart, A. J., Farran, E. K., Grange, J. A., Macleod, M., Munafò, M., Newton, P., & Shanks, D. R. (2021). Improving research quality: The view from the UK Reproducibility Network Institutional Leads for research improvement. BMC Research Notes, 14, 458. [HTML]
Vadillo, M. A., Giménez-Fernández, T., Beesley, T., Shanks, D. R., & Luque, D. (2021). There is more to contextual cuing than meets the eye: Improving visual search without attentional guidance. Journal of Experimental Psychology: Human Perception and Performance, 47, 116-120. [PDF] [data]
West, G., Shanks, D. R., & Hulme, C. (2021). Sustained attention, not procedural learning, is a predictor of reading, language and arithmetic skills in children. Scientific Studies of Reading, 25, 47-63. [PDF]
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147, 399-435. [PDF] [data]
Yang, C., Yu, R., Hu, X., Luo, L., Huang, T. S.-T., & Shanks, D. R. (2021). How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: Methods and pitfalls. Metacognition and Learning, 16, 319-343. [PDF]
2020
Aczel, B., Szaszi, B., Sarafoglou, A., Kekecs, Z., Kucharský, Š., Benjamin, D., Chambers, C. D., Fisher, A., Gelman, A., Gernsbacher, M. A., Ioannidis, J. P., Johnson, E., Jonas, K., Kousta, S., Lilienfeld, S. O., Lindsay, D. S., Morey, C. C., Munafò, M., Newell, B. R., Pashler, H., Shanks, D. R., Simons, D. J., Wicherts, J. M., Albarracin, D., Anderson, N. D., Antonakis, J., Arkes, H. R., Back, M. D., Banks, G. C., Beevers, C., Bennett, A. A., Bleidorn, W., Boyer, T. W., Cacciari, C., Carter, A. S., Cesario, J., Clifton, C., Conroy, R. M., Cortese, M., Cosci, F., Cowan, N., Crawford, J., Crone, E. A., Curtin, J., Engle, R., Farrell, S., Fearon, P., Fichman, M., Frankenhuis, W., Freund, A. M., Gaskell, M. G., Giner-Sorolla, R., Green, D. P., Greene, R. L., Harlow, L. L., Hoces de la Guardia, F. , Isaacowitz, D., Kolodner, J., Lieberman, D., Logan, G. D., Mendes, W. B., Moersdorf, L., Nyhan, B., Pollack, J., Sullivan, C., Vazire, S., & Wagenmakers, E.-J. (2020). A consensus-based transparency checklist. Nature Human Behaviour, 4, 4-6. [HTML]
Giménez-Fernández, T., Luque, D., Shanks, D. R., & Vadillo, M. A. (2020). Probabilistic cuing of visual search: Neither implicit nor inflexible. Journal of Experimental Psychology: Human Perception and Performance, 46, 1222-1234. [PDF] [data]
Shanks, D. R., Barbieri-Hermitte, P., & Vadillo, M. A. (2020). Do incidental environmental anchors bias consumers’ price estimations? Collabra: Psychology, 6, 19. [HTML] [data]
Ward, E. V., Berry, C. J., Shanks, D. R., Moller, P. L., & Czsiser, E. (2020). Aging predicts decline in explicit and implicit memory: A lifespan study. Psychological Science, 31, 1071-1083. [HTML] [data]
Yang, C., Sun, B., Potts, R., Yu, R., Luo, L., & Shanks, D. R. (2020). Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning? Journal of Experimental Psychology: Applied, 26, 724-738. [PDF] [data]
2019
Potts, R., Davies, G., & Shanks, D. R. (2019). The benefit of generating errors during learning: What is the locus of the effect? Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 1023-1041. [PDF]
Shanks, D. R. & Vadillo, M. A. (2019). Still no evidence that risk-taking and consumer choices can be primed by mating motives: Reply to Sundie, Beal, Neuberg, and Kenrick (2019). Journal of Experimental Psychology: General, 148, e12-e22. [PDF] [code]
Vadillo, M. A., Linssen, D., Orgaz, C., Parsons, S., & Shanks, D. R. (2019). Unconscious or underpowered? Probabilistic cuing of visual attention. Journal of Experimental Psychology: General, 149, 160-181. [PDF] [data]
West, G., Clayton, F. J., Shanks, D. R., & Hulme, C. (2019). Procedural and declarative learning in dyslexia. Dyslexia, 25, 246-255. [PDF]
West, G., Vadillo, M. A., Shanks, D. R. & Hulme, C. (2019). The procedural learning deficit hypothesis of language learning disorders: We still see some serious problems. Developmental Science, 22, e12813. [PDF]
Wills, A.J., Edmunds, C. E. R., Le Pelley, M. E., Milton, F., Newell, B. R., Dwyer , D. M., & Shanks, D. R. (2019). Dissociable learning processes, associative theory, and testimonial reviews: A comment on Smith and Church (2018). Psychonomic Bulletin & Review, 26, 1988-1993. [HTML]
Yang, C., Chew, S.-J., Sun, B., & Shanks, D. R. (2019). The forward effects of testing transfer to different domains of learning. Journal of Educational Psychology, 111, 809-826. [PDF] [data]
2018
Beesley, T., Hanafi, G., Vadillo, M. A., Shanks, D. R., & Livesey, E. J. (2018). Overt attention in contextual cuing of visual search is driven by the attentional set, but not by the predictiveness of distractors. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 707-721. [PDF]
Cristea, I. A., Naudet, F., Shanks, D. R., & Hardwicke, T. E. (2018). Post-retrieval Tetris should not be likened to a ‘cognitive vaccine’. Molecular Psychiatry, 23, 1972-1973. [PDF] [data]
O’Donnell, M., Nelson, L. D., Ackermann, E. Aczel, B., Akhtar, A. Aldrovandi, S., Alshaif, N. Andringa, R., Aveyard, M. Babincak, P., Balatekin, N., Baldwin, S., Banik, G., Baskin, E., Bell, R., Bialobrzeska, O., Birt, A., Boot, W. R., Braithwaite, S. R., Briggs, J. C., Buchner, A., Budd, D., Budzik, K., Bullens, L., Bulley, R. L., Cannon, P.R., Cantarero, K. Cesario, J., Chambers, S., Chartier, C.R., Chekroun, P., Chong, C., Cleeremans, A., Coary, S., Coulthard, J., Cramwinckel, F.M., Denson, T. F., Díaz-Lago, M., DiDonato, T. E., Drummond, A., Eberlen, J., Ebersbach, T., Edlund, J. E., Finnigan, K. M., Fisher, J., Frankowska, N., García-Sánchez, E., Golom, F. D., Graves, A. J., Greenberg, K., Hanioti, M., Hansen, H. A., Harder, J. A., Harrell, E. R., Hartanto, A., Inzlicht, M., Johnson, D. J., Karpinski, A., Keller, V. N., Klein, O., Koppel, L., Krahmer, E., Lantian, A., Larson, M. J., Légal, J. B., Lucas, R. E., Lynott, D., Magaldino, C. M., Massar, K., McBee, M., McLatchie, N., Melia, N., Mensink, M., Mieth, L., Moore-Berg, S., Neeser, G., Newell, B. R., Noordewier, M. K., Özdoğru, A. A., Pantazi, M., Parzuchowski, M., Peters, K., Philipp, M. C., Pollmann, M. M. H., Rentzelas, P., Rodríguez-Bailón, R., Röer, J. P., Ropovik, I., Roque, N. A., Rueda, C., Rutjens, B. T., Sackett, K., Salamon, J., Sánchez-Rodríguez, À, Saunders, B. Schaafsma, J., Schulte-Mecklenbeck, M., Shanks, D. R., Sherman, M. F., Steele, K. M., Steffens, N. K., Sun, J., Susa, K. J., Szaszi, B., Szollosi, A., Tamayo, R., Tinghög, G., Tong, Y. Y., Tweten, C., Vadillo, M. A., Valcarcel, D., Van der Linden, N., van Elk, M., van Harreveld, F., Västfjäll, D., Vazire, S., Verduyn, P., Williams, M. N., Willis, G., Wood, S. E., Yang, C., Zerhouni, O., Zheng, R., Zrubka, M. (2018). Registered replication report: Dijksterhuis & van Knippenberg (1998). Perspectives on Psychological Science, 13, 268-294. [PDF] [data]
Ward, E. V. & Shanks, D. R. (2018). Implicit memory and cognitive aging. Oxford Research Encyclopedia of Psychology. [PDF]
Yang, C., Huang, T. S.-T., & Shanks, D. R. (2018). Perceptual fluency affects judgments of learning: The font size effect. Journal of Memory & Language, 99, 99-110. [PDF] [data]
Yang, C., Potts, R., & Shanks, D. R. (2018). Enhancing learning of new information: A review of the forward testing effect. npj Science of Learning, 3, 8. [HTML]
Yang, C. & Shanks, D. R. (2018). The forward testing effect: Interim testing enhances inductive learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 485-492. [PDF] [data]
Yang, C., Sun, B., & Shanks, D. R. (2018). The anchoring effect in metamemory monitoring. Memory & Cognition, 46, 384-397. [PDF] [data]
2017
Berry, C. J., Ward, E. V., & Shanks, D. R. (2017). Does study duration have opposite effects on recognition and repetition priming? Journal of Memory & Language, 97, 154-174. [PDF] [data]
Luque, D., Vadillo, M. A., Lopez, F. J., Alonso, R., & Shanks, D. R. (2017). Testing the controllability of contextual cuing of visual search. Scientific Reports, 7, 39645. [HTML]
Shanks, D. R. (2017). Regressive research: The pitfalls of post hoc data selection in the study of unconscious mental processes. Psychonomic Bulletin & Review, 24, 752-775. [PDF] [code]
Shanks, D. R. (2017). Misunderstanding the behavior priming controversy: Comment on Payne, Brown-Iannuzzi, and Loersch (2016). Journal of Experimental Psychology: General, 146, 1216–1222. [PDF] [code]
West, G., Vadillo, M. A., Shanks, D. R. & Hulme, C. (2017). The procedural learning deficit hypothesis of language learning disorders: We see some problems. Developmental Science, 21, e12552. [PDF]
Yang, C., Potts, R., & Shanks, D. R. (2017). Metacognitive unawareness of the errorful generation benefit and its effects on self-regulated learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1073-1092. [PDF] [data]
Yang, C., Potts, R., & Shanks, D. R. (2017). The forward testing effect on self-regulated study time allocation and metamemory monitoring. Journal of Experimental Psychology: Applied, 23, 263-277. [PDF] [data]
2016
Beesley, T., Vadillo, M. A., Pearson, D., & Shanks, D. R. (2016). Configural learning in contextual cuing of visual search. Journal of Experimental Psychology: Human Perception and Performance, 42, 1173-1185. [PDF]
Hardwicke, T. E. & Shanks, D. R. (2016). Reply to Walker and Stickgold: Proposed boundary conditions on memory reconsolidation will require empirical verification. Proceedings of the National Academy of Sciences, 113, E3993-E3994. [PDF]
Hardwicke, T. E., Taqi, M., & Shanks, D. R. (2016). Post-retrieval new learning does not reliably induce human memory updating via reconsolidation. Proceedings of the National Academy of Sciences, 113, 5206–5211. [PDF] [data]
Vadillo, M. A., Hardwicke, T. E., & Shanks, D. R. (2016). Selection bias, vote counting, and money priming effects: A comment on Rohrer, Pashler, and Harris (2015) and Vohs (2015). Journal of Experimental Psychology: General, 145, 655-663. [PDF] [data]
Vadillo, M. A., Konstantinidis, E., & Shanks, D. R. (2016). Underpowered samples, false negatives, and unconscious learning. Psychonomic Bulletin & Review, 23, 87-102. [PDF]
2015
Beesley, T., Vadillo, M. A., Pearson, D., & Shanks, D. R. (2015). Pre-exposure of repeated search configurations facilitates subsequent contextual cuing of visual search. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 348-362. [PDF]
Johansen, M. K., Savage, J., Fouquet, N., & Shanks, D. R. (2015). Salience not status: How category labels influence feature inference. Cognitive Science, 39, 1594–1621. [PDF]
Moi, W. Y. & Shanks, D. R. (2015). Can lies be detected unconsciously? Frontiers in Psychology, 6, 1221. [HTML] [data]
Shanks, D. R., Vadillo, M. A., Riedel, B., Clymo, A., Govind, S., Hickin, N., Tamman, A. J. F., & Puhlmann, L. M. C. (2015). Romance, risk, and replication: Can consumer choices and risk-taking be primed by mating motives? Journal of Experimental Psychology: General, 144, e142-e158. [PDF] [data]
Vadillo, M. A., Kostopoulou, O., & Shanks, D. R. (2015). A critical review and meta-analysis of the unconscious thought effect in medical decision making. Frontiers in Psychology, 6, 636. [HTML]
Vadillo, M. A., Street, C. N. H., Beesley, T., & Shanks, D. R. (2015). A simple algorithm for the offline recalibration of eye-tracking data through best-fitting linear transformation. Behavior Research Methods, 47, 1365–1376. [PDF]
2014
Berry, C. J., Kessels, R. P. C., Wester, A. J., & Shanks, D. R. (2014). A single-system model predicts recognition memory and repetition priming in amnesia. Journal of Neuroscience, 34, 10963-10974. [PDF]
Konstantinidis, E., & Shanks, D. R. (2014). Don't bet on it! Wagering as a measure of awareness in decision making under uncertainty. Journal of Experimental Psychology: General, 143, 2111-2134. [PDF]
Konstantinidis, E., Speekenbrink, M., Stout, J. C., Ahn, W.-Y., & Shanks, D. R. (2014). To simulate or not? Comment on Steingroever, Wetzels, and Wagenmakers (2014). Decision, 1, 184-191. [PDF]
Newell, B. R. & Shanks, D. R. (2014). Unconscious influences on decision making: A critical review. Behavioral and Brain Sciences, 37, 1-19. [PDF]
Newell, B. R., & Shanks, D. R. (2014). Prime numbers: Anchoring and its implications for theories of behavior priming. Social Cognition, 32, 88-108. [PDF]
Potts, R. & Shanks, D. R. (2014). The benefit of generating errors during learning. Journal of Experimental Psychology: General, 143, 644-667. [PDF]
Schulz, E., Speekenbrink, M., & Shanks, D. R. (2014). Predict choice: A comparison of 21 mathematical models. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2889-2894). Austin, TX: Cognitive Science Society. [PDF]
Shanks, D. R. & Newell, B. R. (2014). The primacy of conscious decision making. Behavioral and Brain Sciences, 37, 45-61. [PDF]
2013
Johansen, M. K., Fouquet, N., Savage, J., & Shanks, D. R. (2013). Instance memorization and category influence: Challenging the evidence for multiple systems in category learning. Quarterly Journal of Experimental Psychology, 66, 1204-1226. [PDF]
Konstantinidis, E. & Shanks, D. R. (2013). Awareness in decision-making: Implicit influences or measurement biases? In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 811-816). Austin, TX: Cognitive Science Society. [PDF]
Shanks, D. R., Newell, B. R., Lee, E. H., Balakrishnan, D., Ekelund, L., Cenac, Z., Kavvadia, F., and Moore, C. (2013). Priming intelligent behavior: An elusive phenomenon. PLoS ONE 8(4): e56515. [HTML] [Data file] [Histogram]
Ward, E. V., Berry, C. J., & Shanks, D. R. (2013). An effect of age on implicit memory that is not due to explicit contamination: Implications for single and multiple-systems theories. Psychology and Aging, 28, 429-442. [PDF]
Ward, E. V., Berry, C. J., & Shanks, D. R. (2013). Age effects on explicit and implicit memory. Frontiers in Psychology, 4, 639. [HTML]
2012
Beesley, T., Jones, F. W., & Shanks, D. R. (2012). Out of control: An associative account of congruency effects in sequence learning. Consciousness and Cognition, 21, 413-421. [PDF]
Beesley, T. & Shanks, D. R. (2012). Investigating cue competition in contextual cuing of visual search. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 709-725. [PDF]
Berry, C. J., Shanks, D. R., Speekenbrink, M., & Henson, R. N. A. (2012). Models of recognition, repetition priming, and fluency: Exploring a new framework. Psychological Review, 119, 40-79. [PDF]
Potts, R. & Shanks, D. R. (2012). Can testing immunize memories against interference? Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1780-1785. [PDF]
Shanks, D. R. & Berry, C. J. (2012). Are there multiple memory systems? Tests of models of implicit and explicit memory. Quarterly Journal of Experimental Psychology, 65, 1449-1474. [PDF]
2011
Smyth, A. C. & Shanks, D. R. (2011). Aging and implicit learning: Explorations in contextual cuing. Psychology and Aging, 26, 127-132. [PDF]
Speekenbrink, M. & Shanks, D. R. (2011). Is everyone Bayes? On the testable implications of Bayesian Fundamentalism. Behavioral and Brain Sciences, 34, 213-214. [PDF]
2010
Berry, C. J., Shanks, D. R., Li, S., Sheridan Rains, L., & Henson, R. N. A. (2010). Can ‘pure’ implicit memory be isolated? A test of a single-system model of recognition and repetition priming. Canadian Journal of Experimental Psychology, 64, 241-255. [PDF]
Johansen, M. K., Fouquet, N., & Shanks, D. R. (2010). Featural selective attention, exemplar representation, and the inverse base-rate effect. Psychonomic Bulletin & Review, 17, 637-643. [PDF]
Oeusoonthornwattana, O. & Shanks, D. R. (2010). I like what I know: Is recognition a non-compensatory determiner of consumer choice? Judgment and Decision Making, 5, 310-325. [PDF]
Perales, J. C. & Shanks, D. R. (2010). Causal learning beyond causal judgment: An overview [Editorial Introduction to Special Issue]. The Open Psychology Journal, 3, 88-90. [PDF]
Perales, J. C., Shanks, D. R., & Lagnado, D. (2010). Causal representation and behavior: The integration of mechanism and covariation. The Open Psychology Journal, 3, 174-183. [PDF]
Shanks, D. R. (2010). Learning: From association to cognition. Annual Review of Psychology, 61, 273-301. [PDF]
Speekenbrink, M., Lagnado, D. A., Wilkinson, L., Jahanshahi, M., & Shanks, D. R. (2010). Models of probabilistic category learning in Parkinson’s disease: Strategy use and the effects of L-dopa. Journal of Mathematical Psychology, 54, 123-136. [PDF]
Speekenbrink, M. & Shanks, D. R. (2010). Learning in a changing environment. Journal of Experimental Psychology: General, 139, 266-298. [PDF]
Weinstein, Y. & Shanks, D. R. (2010). Rapid induction of false memory for pictures. Memory, 18, 533-542. [PDF]