Books, peer-reviews articles, and pre-prints. for more information on my books, visit my personal author page

Books

Minda, J. P. (2021). How to Think: Understanding the Way We Decide, Remember and Make Sense of the World,  London, UK: Little, Brown Book Group, [LINK]

Minda, J. P. (2020). The Psychology of Thinking: Reasoning, Decision-Making, and Problem-Solving Second Ed. London, UK: SAGE Publications, Ltd. [LINK]

Minda, J. P. (2015). The Psychology of Thinking: Reasoning, Decision-Making, and Problem-Solving. London, UK: SAGE Publications, Ltd. [LINK]

Peer review articles, chapters, and preprints

*Qiu, T. T., Nielsen, E., Guimaraes, E., Minda, J. P. (2022, February 19). Trait, but not state mindfulness improves resistance to cognitive biases. https://doi.org/10.31234/osf.io/na3pt

*Ruiz Pardo, A. C., & Minda, J. P. (2022). Reexamining the “Brain Drain” Effect: Does Ward et al. (2017) Replicate? Acta Psychologica, XXX–XXX https://doi.org/10.31234/osf.io/5y34g

Pavlovic ́, T., Azevedo, F., De, K., Riaño-Moreno, J. C., Minda, J. P.,… Van Bavel, J. J. (2022). Predicting attitudinal and behavioral responses to COVID-19 pandemic using machine learning. PNAS Nexus, 1(3), gac093. https://doi.org/10.1093/pnasnexus/pgac093

*Qiu, T. T. & Minda, J. P. (2022). Psychedelic experiences and mindfulness are associated with improved wellbeing, The Journal of Psychoactive Drugs. https://doi.org/10.1080/02791072.2022.2060773

Van Bavel, J.J., Cichocka, A., Capraro, V. Minda, J. P., et al. (2022) National identity predicts public health support during a global pandemic. Nature Communications 13, 517. https://doi.org/10.1038/s41467-021-27668-9

*Qiu, T. T., & Minda, J. P. (2021, November 29). Recreational psychedelic users frequently encounter complete mystical experiences: trip content and implications for wellbeing. https://doi.org/10.31234/osf.io/ xrbzs

*Zhu, T., & Minda, J. P. (2021). Temperament and Visual Category Learning Strategy Use. https://doi.org/ 10.31234/osf.io/5tpxw

Nielsen, E. G. & Minda, J. P. (2021) The mindful lawyer: Investigating the effects of two online mindfulness programs on self-reported well-being in the legal profession, Journal of Environmental and Occupational Medicine, 10.31234/osf.io/pxbyu

Johnson, L. K., Nadler, R. T., Carswell, J. J., & Minda, J. P. (2021) Using the broaden-and-build theory to test a model of mindfulness, affect, and stress, Mindfulness Mindfulness 12,1696–1707, https://doi.org/10.1007/s12671-021-01633-5

Qiu, T. T., & Minda, J. P. (2021). Psychedelic Experiences and Mindfulness are Associated with Improved Wellbeing, PsyArXiv, https://doi.org/10.31234/osf.io/nu6j5

Zhu, T., & Minda, J. P. (2021). An investigation of idiom processing advantage using translated familiar idioms. Canadian Journal of Experimental Psychology, [LINK]

Guo, C. G., Minda, J. P., & Homberg, J. (2020). Serotonin transporter knockout in rats modulates category learning. BioRXiv (p. 2020.11.09.373886). https://doi.org/10.1101/2020.11.09.373886

Nadler, R. T., Carswell, J. J., & Minda, J. P (2020). Online mindfulness training increases well-being, emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial, Frontiers in Psychology, 11, 255 [LINK]

Brashears, B., & Minda, J. P. (2020). The Effects of Feature Verbalizablity on Category Learning. In S. Denison., M. Mack, Y. Xu, & B.C. Armstrong (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society, Cognitive Science Society. https://doi.org/10.31234/osf.io/gfh4a

Foreman-Tran, K., Schnurr, K., Ruiz Pardo, A. C., & Minda, J. P (2019). Should it Stay or Should it Go? Smartphone Dependency, STEM Fellowship Journal, 5(1), 19-23. [PDF]

Nielsen, E. G. & Minda, J. P. (2019). 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. (2019). 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. [PDF]

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. https://doi.org/10.1037/pag0000190

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]

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]

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]

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]

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]

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]

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]