Publications

Kaminski J. A., & Sloutsky, V. M. (2020). The use and effectiveness of colorful, contextualized, student-made material for mathematics instruction. International Journal of STEM Education.
Kaminski, J. A. (2018). Effects of representation on discrimination and recognition of fractions. In C. Kalish, M. Rua, J Zhu, & T. Rogers (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Smalley, E., & Kaminski, J. A. (2017). Gender or Community: What Drives STEM Interest Among Middle School Students? In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 3197-3202). Austin, TX: Cognitive Science Society.
Kaminski, J. A. (2017). A transfer advantage of learning diagrammatic representations of mathematics. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2356-2361). Austin, TX: Cognitive Science Society.
Kaminski, J. A. (2015). Young children’s understanding of the successor function. Proceedings of the XXXVII Annual Conference of the Cognitive Science Society Meeting, Pasadena, CA: Cognitive Science Society.
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2013). The Cost of Concreteness: The Effect of Nonessential Information on Analogical Transfer. Journal of Experimental Psychology: Applied, 19, 14-29.
Kaminski, J. A., & Sloutsky, V. M. (2013). Extraneous perceptual information can interfere with children’s acquisition of mathematical knowledge. Journal of Educational Psychology, 105, 351-363.
Kaminski, J. A., & Sloutsky, V. M. (2012). Children’s acquisition of fraction knowledge from concrete versus generic instantiations. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the XXXIV Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Kaminski, J. A., & Sloutsky, V. M. (2011). Representation and transfer of abstract mathematical concepts in adolescence and young adulthood. In V. Reyna (Ed.) The Adolescent Brain: Learning, Reasoning, and Decision Making (pp. 67-93). Washington, DC: APA.
Kaminski, J. A., & Sloutsky, V. M. (2010). Concreteness and relational matching in preschoolers. In S. Ohlsson, & R. Catrambone (Eds.), Proceedings of the XXXII Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Kaminski J. A., Sloutsky, V. M., & Heckler, A. F. (2009). Concrete instantiations of mathematics: a double-edged sword: Response to M. Jones, Journal for Research in Mathematics Education.
Kaminski, J. A., & Sloutsky, V. M, Heckler, A. F. (2009). Transfer of mathematical knowledge: the portability of generic instantiations. Child Development Perspectives, 3, 151-155.
Kaminski, J. A., & Sloutsky, V. M. (2009). The effect of concreteness on children’s ability to detect common proportion. In N. Taatgen & H. van Rijn (Eds.), Proceedings of the XXXI Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320, 454-455.
Kaminski, J. A., Heckler, A. F., & Sloutsky, V. M. (2008). Blocking effects on dimensions: How attentional focus on values can spill over to the dimension level. In V.M. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the XXX Annual Conference of the Cognitive Science Society. Washington, DC: Cognitive Science Society.
Heckler, A. F., Kaminski, J. A., & Sloutsky, V. M. (2008). Learning Associations That Run Counter to Biases in Learning: Overcoming Overshadowing and Learned Inattention. In V.M. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the XXX Annual Conference of the Cognitive Science. Washington, DC: Cognitive Science Society.
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2007). The effects of learning multiple instantiations on transfer. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the XXIX Annual Conference of the Cognitive Science Society (pp. 64-70). Austin, TX: Cognitive Science Society.
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2006). Effects of concreteness on representation: An explanation for differential transfer. In R. Sun & N. Miyake (Eds.), Proceedings of the XXVIII Annual Conference of the Cognitive Science Society.
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2006). Do children need concrete instantiations to learn an abstract concept? In R. Sun & N. Miyake (Eds.), Proceedings of the XXVIII Annual Conference of the Cognitive Science Society.
Heckler, A. F., Kaminski, J. A., & Sloutsky, V. M. (2006). Differential cue salience, blocking, and learned inattention. In R. Sun & N. Miyake (Eds.), Proceedings of the XXVIII Annual Conference of the Cognitive Science Society.
Sloutsky, V. M., Kaminski, J. A., & Heckler, A. F. (2005). The advantage of simple symbols for learning and transfer. Psychonomic Bulletin & Review, 12, 508-513.
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2005). Relevant concreteness and its effects on learning and transfer. In B. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the XXVII Annual Conference of the Cognitive Science Society.
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2004). Transfer of learning between isomorphic artificial domains: Advantage for the abstract. In K. Forbus, D. Gentner, and T. Regier (Eds.), Proceedings of the XXVI Annual Conference of the Cognitive Science Society.