Publications

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

*Cruz, A., & Minda, J. P. (in press). The spacing effect in remote information-integration category learning. Memory & Cognition. https://doi.org/10.31234/osf.io/8yhfx

Minda, J. P., Roark, C. L., *Kalra, P. B., *Cruz A. (in press). Unifying perspectives: A review of single and multiple systems in categorization and category learning. Nature Reviews: Psychology.

*Kalra, P. B., Batterink, L. J., & and Minda, J. P. (2024). Procedural and Declarative Category Learning Simultaneously Contribute to Downstream Processes. In L. Samuelson, S.Frank, M. Toneva, A. Mackey, and E. Hazeltine (Eds.), Proceedings of the 46th Annual Conference of the Cognitive Science Society. Rotterdam, NL: Cognitive Science Society.

*Cruz, A, & and Minda, J. P. (2024). Was That My Cue? Reactivity to Category-Level Judgments of Learning. In L. Samuelson, S.Frank, M. Toneva, A. Mackey, and E. Hazeltine (Eds.), Proceedings of the 46th Annual Conference of the Cognitive Science Society. Rotterdam, NL: Cognitive Science Society.

*Kalra, P. B., Batterink, L. J., & and Minda, J. P. (2024, March). Procedural and Declarative Knowledge Simultaneously Contribute to Category Response Selection. https://osf.io/preprints/psyarxiv/fpq8y

Azevedo, F., Pavlovic ́, T., Rêgo, G. G. d., Ay, F. C., Gjoneska, B., Etienne, T., Minda, J. P.,…Sampaio, W. M. (2023). Social and moral psychology of COVID-19 across 69 countries. Nature Scientific Data.

*Qiu, T. T., & Minda, J. P. (2023, June 24). Novel Concentric-Circle Technique Interrogates Implicit Category Learning. https://doi.org/10.31234/osf.io/ps5aq

*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, 230, 103717. https://doi.org/10.1016/j.actpsy.2022.103717

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), 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]