Publications

2019

Nielsen, E. G. & Minda, J. P. (in press). Problem Solving and Decision Making, In Dana S. Dunn (Ed.). Oxford Bibliographies in Psychology. New York: Oxford University Press. [Link]

Zhang, K. M., Prior, P. L., Swartzman, L. C., Unsworth, K. L., Suskin, N., & Minda, J. P. (under review). Explaining the causal links among risk factors, endothelial pathophysiology, symptoms and health behaviours in patient education: A cluster randomized controlled trial to enhance depth of patient understanding, Patient Education and Counselling.

Nadler, R. T. D., Carswell, J. J. & Minda, J. P. (under review) An Online Mindfulness Program Increases Well-Being, Emotional Intelligence, and Workplace Competency Ratings: A Randomized Waitlist-Controlled Trial, Mindfulness

Miles, S. J., Brashears, B. N., Hatherley, J., & Minda, J. P. (under review) Prior verbal description of novel stimuli improves the learning of information integration categories but not rule-described categories, Memory & Cognition, MC-ORIG-18-18, Preprint

Minda, J. P., Cho, J., Nielsen, E. G., Zhang, M. (under review).  Mindfulness and legal practice: A preliminary study of the effects of mindfulness meditation and stress reduction in lawyers, Journal of Occupational and Environmental Medicine. JOEM-17-6629.[ Preprint.] [OSF]

2016-2018

Rabi, R., Joanisse, M. F., Zhu, T., & Minda, J. P. (2018). Cognitive changes in conjunctive rule-based category learning: An ERP approach. Cognitive, Affective & Behavioral Neuroscience, 18(5), 1034–1048. [PDF] [OSF]

Paul, M., Fellner, M.-C., Waldhauser, G. T., Minda, J. P., Axmacher, N., Suchan, B., & Wolf, O. T. (2018). Stress Elevates Frontal Midline Theta in Feedback-based Category Learning of Exceptions. Journal of Cognitive Neuroscience, 30(6), 799–813. [PDF]

Zhang, K. M., Swartzman, L. C., Petrella, R. J., Gill, D. P., & Minda, J. P. (2017). Explaining the causal links between illness management and symptom reduction: Development of an evidence-based patient education strategy. Patient Education and Counselling, 100(6), 1169–1176. [PDF]

Rabi, R. R. & Minda, J. P. (2017). Familiarization may minimize age-related declines in rule-based category learning. Psychology and Aging. 27, 654–674. [PDF]

Schenk, S., Minda, J. P., Lech, R. K, & Suchan, B. (2016). Out of sight, out of mind: Categorization learning and normal aging. Neuropsychologia, 91, 222–233. [PDF]

Rabi, R. R. & Minda, J. P. (2016). Category learning in older adulthood: A study of the Shepard, Hovland, and Jenkins (1961) tasks. Psychology and Aging, 31, 185–197. [PDF]

2013-2015

Minda, J. P. & Rabi, R. R. (2015). Ego depletion interferes with rule-defined category learning but not non-rule-defined category learning. Frontiers in Psychology, 6, 35. [PDF]

Rabi, R. R., Miles, S. J, & Minda, J. P. (2015) Learning categories via rules and similarity: comparing adults and children. Journal of Experimental Child Psychology, 131, 149–169. [PDF]

Zhang, K. M., Swartzman, L. C., & Minda J. P. (2014). The Influence of Causal Knowledge on the Comprehension and Retention of Medical Information among Younger and Older Adults. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

Rabi, R. R., & Minda, J. P. (2014). Perceptual Category Learning: Similarity and Differences Between Children and Adults. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

Miles, S. J., Matsuki, K., & Minda J. P. (2014). Continuous executive function disruption interferes with application of an information integration categorization strategy. Attention, Perception, & Psychophysics.  [PDF]

Rabi R. R. &  Minda J. P.  (2014). Rule-Based Category Learning in Children: The Role of Age and Executive Functioning. PLoS ONE 9(1): e85316. doi:10.1371/journal.pone.0085316 [PDF]

Goldszmidt, M., Minda, J.P., & Bordage, G (2013). Developing a unified list of physicians’ reasoning tasks during clinical encounters.  Academic Medicine, 88, 1-8. [PDF]

2010-2012

Miles, S. J. & Minda, J. P. (2012). Perceptual fluency can be used as a cue for categorization decisions. Psychonomic Bulletin & Review, 9, 737-742  [PDF]

Goldszmidt, M., Minda, J. P., Devantier, S. L., Skye, A. L., & Woods, N. N. (2011). Expanding the Basic Science Debate: The Role of Physics Knowledge in Interpreting Clinical Findings, Advances in Health Sciences Education, 17. 547-555 [PDF]

Devantier, S. L., Minda, J. P., Goldszmidt, M., Skye, A. L., & Woods, N. N. (2011). Context and Causal Structure Enhance Memory for Clinical Details. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

Nadler, R. T. D. & Minda, J. P. (2011). The Absence of Positive Affect is Associated with Complex Rule Use. In L. Carlson, C. Holscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

Nadler, R. T. D. & Minda, J. P. (2011). Motivational Influences on Attentional Scope. In L. Carlson, C. Holscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

Miles, S. J., & Minda, J. P. (2011). Perceptual Fluency Affects Categorization Decisions. In L. Carlson, C. Holscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

Miles, S. J. & Minda, J. P. (2011). The effects of concurrent verbal and visual tasks on category learning. Journal of Experimental Psychology:Learning Memory & Cognition, 37, 588-607. [PDF]

Nadler, R. T., Rabi, R. R. & Minda J. P. (2010). Better mood and better performance: Learning rule-described categories is enhanced by positive mood. Psychological Science, 21, 1770-1776[PDF]

Minda, J. P. & Smith, J. D. (2011). Prototype models of categorization: basic formulation, predictions, and limitations. In E. Pothos & A. Wills (Eds.) Formal Approaches in Categorization. Cambridge University Press: Cambridge, UK. [PDF]

Minda, J. P & Miles, S. J. (2010). The Influence of Verbal and Nonverbal Processing on Category Learning. In B.H. Ross (Ed.). The Psychology Of Learning and Motivation, Vol 52, pp. 117-162 [PDF]

2007-2009

Minda, J. P, &  Miles, S.J. (2009). Learning new categories: Adults tend to use rules while children sometimes rely on family resemblance. Proceedings of the 31st Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. [PDF]

Devantier, S. L., Minda, J. P., Goldszmidt, M. & Haddara, W. (2009). Categorizing Patients in a forced-choice triad task: The integration of context in patient management, PLoS ONE 4, e5881. [PDF]

Devantier, S. L., Minda, J. P., Haddara, W., & Goldszmidt, M. (2008). Physicians’ use of deep features: Expertise differences in patient categorization. Proceedings of the 30th Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. [PDF]

Minda, J. P., Desroches, A, & Church, B. A. (2008). Learning rule-defined and non rule-defined categories: A comparison of children and adults. Journal of Experimental Psychology:Learning Memory & Cognition. 34, 1518-1533. [PDF]

Nadler, R.T., Minda, J. P. , & Lin, P.S.L (2008). Regulatory fit effects in a nonlinearly separable category learning task. Proceedings of the 30th Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. [PDF]

2004-2006

Harris, H. D. & Minda, J. P. (2006). An attention-based model of learning a function and a category in parallel. In The Proceedings of the 28th Annual Meeting of the Cognitive Science Society, Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. [PDF]

Harris, H. D. & Minda, J. P. (2005). Function Learning with an ensemble of linear experts and off-the-shelf category learning models. In The Proceedings of the 27th Annual Meeting of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. [PDF]

Smith, J. D., Minda, J. P., & Washburn, D. A. (2004). Category learning in rhesus monkeys: A study of the Shepard, Hovland, and Jenkins tasks. Journal of Experimental Psychology: General, 133, 398-414. [PDF]

Minda, J. P. & Ross, B. H. (2004). Learning categories by making predictions: Comparing direct and indirect processes of category learning, Memory & Cognition, 32, 1355–1368. [PDF]

2000-2003

Minda, J. P. & Smith, J. D. (2002). Comparing prototype-based and exemplar-based accounts of category learning and attentional allocation. Journal of Experimental Psychology: Learning, Memory, & Cognition, 28, 275-292. [PDF]

Smith, J. D., & Minda, J. P. (2002). Distinguishing prototype-based and exemplar-based processes in category learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 28, 800-811. [PDF]

Smith, J. D., & Minda, J. P. (2001). Journey to the center of the category: The dissociation in amnesia between categorization and recognition. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 984-1002. [PDF]

Minda, J. P. & Smith, J. D. (2001). Prototypes in category learning: The effects of category size, category structure, and stimulus complexity. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 775–799. [PDF]

Smith, J. D., & Minda, J. P. (2000). Thirty categorization results in search of a model. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 3-27. [PDF]

1997-1999

Smith, J. D., & Minda, J. P. (1998). Prototypes in the mist: The early epochs of category learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 24,1411-1430. [PDF]

Smith, J. D., Murray, M. J., & Minda, J. P. (1997). Straight talk about linear separability. Journal of Experimental Psychology: Learning, Memory, & Cognition, 23, 659-680. [PDF]