Publications
Books
Lovett, M., & Shah, P. (Eds.) (in preparation). Thinking with data. Mahweh, NJ: Erlbaum.
Articles
Chua, H.F., Yates, J.F., & Shah, P. (in press). Risk Avoidance: Pictures vs. Numbers. Memory, & Cognition.
Minear, M., & Shah, P. (in press). Sources of working memory deficits in children and possibilities for remediation. In S. Pickering (Ed.). Working memory and Education. Elsevier Press.
Shah, P., Freedman, E., & Vekiri, I. (2005). The comprehension of quantitative information in graphical displays. In P. Shah & A. Miyake, (Eds.). The Cambridge Handbook of Visuospatial Thinking (pp. 426-476) . New York: Cambridge University Press.
Wu, H., & Shah, P. (2004). Thinking with representations: Exploring visuospatial thinking in chemistry. Science Education, 88, 465-492.
Shah, P. & Freedman, E. (2003). Visuospatial thinking in e-learning. Journal of Educational Computing Research, 29, 315-324.
Shah, P. (2002) Memory for graphics, diagrams, and videos. In J. Guthrie (Ed.) Encyclopedia of Education, New York: Macmillan.
Freedman, E., & Shah, P. (2002). Toward a model of knowledge-based graph comprehension. In M. Hegarty, B. Meyer, & H. Narayanan (Eds). Diagramatic representation and inference (pp. 18-31). Berlin: Springer-Verlag.
Shah, P., & Hoeffner, J. (2002). Review of Graph Comprehension Research: Implications for Instruction. Educational Psychology Review, 14, 47-69 .
Shah, P. (2001). Graph comprehension: The role of format, content, and individual differences. In M. Anderson, B. Meyer, & P. Olivier. (Ed.) Diagrammatic Representation and Reasoning (pp. 173-185). Berlin: Springer Verlag.
Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P., & Hegarty, M. (2001). Visuospatial Working Memory, Central Executive Functioning, and Psychometric Visuospatial Abilities: How Are They Related? Journal of Experimental Psychology: General, 130, 621-640.
Hegarty, M., Shah, P. &, Miyake, A. (2000). Constraints on using the dual task methodology to specify the degree of central executive involvement in cognitive tasks . Memory & Cognition, 28, 376-385.
Shah, P., & Miyake, A. (1999). Models of Working Memory: An Introduction. In A. Miyake & P. Shah (Eds.) Models of Working Memory: Mechanisms of Active Maintenance and Executive Control (pp. 1-26) . New York: Cambridge University Press.
Miyake, A., & Shah, P. (1999). Toward Unified Theories of Working Memory: Emerging General Consensus, Unresolved Theoretical Issues, and Future Research Directions. In A. Miyake & P. Shah (Eds.) Models of Working Memory: Mechanisms of Active Maintenance and Executive Control (pp. 442-481) . New York: Cambridge University Press.
Shah, P., Mayer, R. E., & Hegarty, M. (1999). Graphs as Aids to Knowledge Construction: Signaling Techniques for Guiding the Process of Graph Comprehension. Journal of Educational Psychology, 91, 690-702 .
Carpenter, P.A., & Shah, P. (1998). A Model of the Perceptual and Conceptual Processes in Graph Comprehension. Journal of Experimental Psychology: Applied, 4, 75-100.
Shah, P. (1997). A Model of the Cognitive and Perceptual Processes in Graphical Display Comprehension. In M. Anderson (Ed.), Reasoning with Diagrammatic Representations II (pp. 94-101). Menlo Park, CA: AAAI Press.
Shah, P., & Miyake, A. (1996). The separability of working memory resources for spatial thinking and language processing: An individual differences approach. Journal of Experimental Psychology: General, 125, 4-27.
Shah, P., & Carpenter, P.A. (1995). Conceptual limitations in comprehending line graphs, Journal of Experimental Psychology: General, 124, 43-61.
Book Reviews
Shah, P. (2001). Improving statistical reasoning: An impressive feat, but what does it mean? [Review of Improving Statistical Reasoning]. Applied Cognitive Psychology, 15, 696-697 .
Shah, P. (1996). [Review of Exploiting Mental Imagery with Computers in Mathematics Education]. Journal of Educational Computing Research, 14, 199-204.
Manuscripts under Review
Shah, P., Freedman, E. G., Watkins, P., Rahman, M., & Miyake, A. (under 2nd round review/positive feedback). How to build a better multivariate graph: The role of display characteristics, prior knowledge, and task demands on the comprehension of line graphs.
White, H., & Shah, P. (under review). The uninhibited imagination: Creativity and attention deficit hyperactivity disorder .
Shah, P., Campbell, E., Freedman, E., Shellhammer, D., & Anderson, N. (under review). Extending models of graph comprehension: The interaction of format, prior knowledge, and graphical literacy.
White, H., & Shah, P. (under review). Training task-shifting skill in adults with attention-deficit/hyperactivity disorder.
Boduroglu, A. & Shah, P. (under review). Orientation-specific configural representations in serial spatial working memory.