Cronin-Golomb, L. M., Pejic, J., Miller-Goldwater, H.E., Bauer, P.J. (2024). Factors affecting children’s direct and indirect learning from virtual museums, 71, 101454. https://doi.org/10.1016/j.cogdev.2024.101454 [Publication]
Miller-Goldwater, H.E., Williams, B.M., Hanft, M.H*, & Bauer, P.J. (2024). Contributions of shared book reading to children’s learning of new semantic facts through memory integration. Early Childhood Research Quarterly. 68 (2), 99-111. https://doi.org/10.1016/j.ecresq.2024.04.005 [Publication]
Miller-Goldwater, H.E., Hanft, M.H., Miller, A., & Bauer, P.J. (2023). Young children’s learning from informational narrations: The role of cohesion and caregivers’ extratextual talk. Journal of Cognition and Development. https://doi.org/10.1080/15248372.2023.2267229 [Publication]
Wilson, J.T.+, Miller-Goldwater, H.E., Porter, B.M., & Bauer, P.J. (2023). Learning neuroscience: Investigating influences of notetaking materials and individual differences, Learning and Individual Differences.101, 102243. https://doi.org/10.1016/j.lindif.2022.102243 [Publication]
Miller-Goldwater, H.E., Cronin-Golomb, L.M., Hanft, M.H, & Bauer, P.J. (2023). The influence of books’ textual features and caregivers’ extratextual talk on children’s science learning in the context of shared book reading, 59(2), 390-411. Developmental Psychology, doi:10.1037/dev0001480 [Publication]
Miller-Goldwater, H.E. & Simmering, V.R. (2022). Examining the role of external language support and children’s own language use in spatial development, Journal of Experimental Child Psychology, 215, 105317. https://doi.org/10.1016/j.jecp.2021.105317 [Publication]
Miller-Goldwater, H.E., Cronin-Golomb, L.M., Porter, B.M., & Bauer, P.J. (2021). The underlying processes involved in the self-derivation of new knowledge through memory integration: Investigating the role of reactivation. Cognitive Psychology, 129, 101413. https://doi.org/10.1016/j.cogpsych.2021.101413 [Publication]
Bauer, P.J., Cronin-Golomb, L.M.+, Porter, B.M., Jaganjac, A., & Miller, H.E. (2021). Integration of memory content in adults and children: Developmental differences in task conditions and functional consequences. Journal of Experimental Psychology: General, 105(7), 1259-1278. https://doi.org/10.1037/xge0000996 [Publication]
Miller, H.E., Andrew, C.M., & Simmering, V.R. (2020). Speech and gesture production provide unique insights into young children’s spatial reasoning, Child Development, 91, 1934–1952. doi:10.1111/cdev.13396 [Publication]
Miller, H.E., Kirkorian, H.L., & Simmering, V.R. (2020). Using eye-tracking to understand relations between visual attention and language in children’s spatial skills. Cognitive Psychology, 117, 101264. doi:10.1016/j.cogpsych.2019.101264 [Publication]
Miller, H.E., & Simmering, V.R. (2018). Children’s attention to task-relevant information accounts for relations between language and spatial cognition. Journal of Experimental Child Psychology, 172, 107-129. doi:10.1016/j.jecp.2018.02.006 [Publication]
Miller, H.E., Vlach, H.A., & Simmering, V.R. (2017). Producing spatial words is not enough: Understanding the relation between language and spatial cognition. Child Development, 88, 1966-1982. doi:10.1111/cdev.12664 [Publication]
Miller, H.E., Patterson, R, & Simmering, V.R. (2016). Language supports young children’s use of spatial relations to remember locations. Cognition, 150, 170-180. doi:10.1016/j.cognition.2016.02.006 [Publication]
Simmering, V.R., & Miller, H.E. (2016). Developmental improvements in visual working memory resolution and capacity share a common source: Further evidence for a dynamic neural field model. Attention, Perception, & Psychophysics, 78, 1538-1555. doi:10.3758/s13414-016-1163-y [Publication]
Simmering, V. R., Miller, H.E., & Bohache, K.+ (2015). Different developmental trajectories across feature types support a dynamic field model of visual working memory development. Attention, Perception, & Psychophysics, 77, 1170-1188. doi:10.3758/ s13414-015-0832-6 [Publication]