Koppel, R., George, T. & Wiley, J. (in press). Does working memory capacity predict fixation in problem solving, and who do warnings help? To appear in The Emergence of Insight. Cambridge Press.

George, T., Wiley, J., Koppel, R. H., & Storm, B. C. (2019). Constraining or constructive? The effects of examples on idea novelty. The Journal of Creative Behavior, 53, 396-403. George et al. (2019)

Mielicki, M., Koppel, R. H., Valencia, G. & Wiley, J. (2018). Measuring working memory capacity with the letter-number sequencing task: Advantages of visual administration. Applied Cognitive Psychology, 32, 805-814. Mielicki et al. (2018)

Storm, B. C., Angello, G., Buchli, D. R., Koppel, R. H., Little, J. L., & Nestojko, J. F. (2015). A review of retrieval-induced forgetting in the contexts of learning, eye-witness memory, social cognition, autobiographical memory, and creative cognition. In B. Ross (Ed.), The Psychology of Learning and Motivation (pp. 141-194). Academic Press: Elsevier Inc.

Koppel, R. H., & Storm, B. C. (2014). Escaping Mental Fixation: Incubation and Inhibition in Creative Problem Solving. Memory, 22, 340-348. Koppel & Storm (2014)

Storm, B. C., Koppel, R.H., & Wilson, B.M. (2013). Selective cues to forget can fail to cause forgetting. Quarterly Journal of Experimental Psychology, 66, 29-36. Storm, Koppel, & Wilson (2013)

Koppel, R.H., & Storm, B.C. (2012). Unblocking memory through directed forgetting. Journal of Cognitive Psychology, 24, 901-907. Koppel & Storm (2012)

Storm, B.C., & Koppel, R.H. (2012). Testing the cue dependence of problem-solving-induced forgetting. The Journal of Problem Solving, 4, Article 4. Storm & Koppel (2012)