Publications

Journal Articles

Godwin, K.E., Kaur*, F., & Sonnenschein, S. (2023). Teaching and learning during a global pandemic: Perspectives from elementary school teachers and parents. Education Sciences: The Psychological and Educational Effects of COVID-19: Now and Then [Special Issue], 13, 426.

Godwin, K. E., Leroux, A., J., Scupelli, P., & Fisher, A. V. (2022). Classroom design and children’s attention allocation: Beyond the laboratory and into the classroom. Mind, Brain, and Education [Special Issue], 16(3), 239-251. https://doi.org/10.1111/mbe.12319

Godwin, K. E., Leroux, A. Seltman, H., Scuppeli, P. & Fisher, A. V. (2022). Effect of repeated exposure to the visual environment on young children’s attention. Cognitive Science. https://doi.org/10.1111/cogs.13093

Godwin, K. E., Seltman, H., Almeda, M.V., Skerbetz, M. D., Kai, S., Baker, R. S., & Fisher, A.V. (2021). The elusive relationship between time on task and learning: Not simply an issue of measurement. Educational Psychology, 41(4) 502-519. https://doi.org/10.1080/01443410.2021.1894324

Eng, C. M., Godwin, K.E., Fisher, A. V. (2020). Keep it simple: Streamlining book illustrations improves attention and comprehension in beginning readers. npj Science of Learning, 5(14), 1-10. https://doi.org/10.1038/s41539-020-00073-5

Godwin, K. E., Erickson, L. C., & Newman, R. S. (2019). Insights from crossing research silos on visual and auditory attention. Current Directions in Psychological Science, 28(1), 47-52. https://doi.org/10.1177/0963721418807725 (Note. First published online November 16, 2018).

Godwin, K.E., Almeda, M.V., Seltman, H., Kai, S., Skerbetz, M. D., Baker, R. S., & Fisher, A.V. (2016). Off-task Behavior in Elementary School Children. Learning and Instruction, 44, 128-143. https://doi.org/10.1016/j.learninstruc.2016.04.003

Fisher, A. V., Godwin, K. E., & Matlen, B. J. (2015). Development of inductive generalization with familiar categories. Psychonomic Bulletin & Review, 22(5), 1149-1173. https://doi.org/10.3758/s13423-015-0816-5

Godwin, K. E., & Fisher, A. V. (2015). Inductive generalization with familiar categories: Developmental changes in children’s reliance on perceptual similarity and kind information. Frontiers in Psychology: Impact of Context on Category-Learning [Special Issue], 6:897. https://doi.org/10.3389/fpsyg.2015.00897

Erickson, L., Thiessen, E. D., Godwin, K. E., Dickerson, J. P., & Fisher, A. V. (2015). Endogenously- and exogenously-driven selective sustained attention: Contributions to learning in kindergarten children. Journal of Experimental Child Psychology, 138, 126-134. https://doi.org/10.1016/j.jecp.2015.04.011

Godwin, K. E., Lomas, D., Koedinger, K. R., & Fisher, A. V. (2015). Monster Mischief: Designing a video game to assess selective sustained attention. International Journal of Gaming and Computer Mediated Simulations: Assessing Human Capabilities in Video Games and Simulations [Special Issue], 7(4), 18-39. https://doi.org/10.4018/IJGCMS.2015100102

Fisher, A. V., Godwin, K. E., Matlen, B. J., & Unger, L. (2015). Development of category-based induction and semantic knowledge. Child Development, 86(1), 48-62. https://doi.org/10.1111/cdev.12277

Matlen, B. J., Fisher, A. V., & Godwin, K. E. (2015). The influence of label co-occurrence and semantic similarity on children’s inductive generalization. Frontiers in Psychology, 6:1146. https://doi.org/10.3389/fpsyg.2015.01146

Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning: When too much of a good thing may be bad. Psychological Science, 25(7), 1362-1370. https://doi.org/10.1177/0956797614533801

Godwin, K. E., Matlen, B. J., & Fisher, A. V. (2013). Development of category-based reasoning in 4- to 7-year-old children:  The influence of label co-occurrence and kinship knowledge. Journal of Experimental Child Psychology, 115(1), 74-90. https://doi.org/10.1016/j.jecp.2012.11.008

Fisher, A., Thiessen, E., Godwin, K., Kloos, H., & Dickerson, J. (2013). Assessing selective sustained attention: Evidence from a new paradigm. Journal of Experimental Child Psychology, 114(2), 275-294. https://doi.org/10.1016/j.jecp.2012.07.006

Fisher, A. V., Matlen, B. J., & Godwin, K. E. (2011). Semantic similarity of labels and inductive generalization: Taking a second look. Cognition, 118(3), 432-438. https://doi.org/10.1016/j.cognition.2010.12.008

Peer-Reviewed Conference Proceedings

Kaur*, F., Fitzsimmons, C. J., Iwai, Y., Taber, J.M., Thompson, C. A., & Godwin, K.E. (2022) Inhibition and fraction arithmetic: Insights from heat-map strategy reports. In J. Culbertson, A. Perfors, H. Rabagliati & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Meeting of the Cognitive Science Society (3404-3410).

Boyd, M., Godwin, K.E., Gurchiek, E., Fisher, A.V., & Eng, C.M. (2022). Low spatial proximity between text and illustrations improves children’s comprehension and attention: An eye tracking study. In J. Culbertson, A. Perfors, H. Rabagliati & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Meeting of the Cognitive Science Society (2178-2184).

Godwin, K. E., & Kaur*, F. (2021). The decorated learning environment: Simply noise or an opportunity for incidental learning? In T. Fitch, C. Lamm, H. Leder, & K. Teßmar-Raible (Eds.), Proceedings of the 43rd Annual Meeting of the Cognitive Science Society (2087-2093). Austin, TX: Cognitive Science Society.

Eng, C. M., Gurchiek, E., Anjur, K., Godwin, K. E., & Fisher A. V. (2021). The optimal amount of visuals promotes children’s comprehension and attention: An eye tracking study. In T. Fitch, C. Lamm, H. Leder, & K. Teßmar-Raible (Eds.), Proceedings of the 43rd Annual Meeting of the Cognitive Science Society (459-465). Austin, TX: Cognitive Science Society.

Godwin, K. E., & Kaur*, F. (2020). Investigation of attentional decay: Implications for instruction. In S. Denison, M. Mack., Y. Xu, & B.C. Armstrong (Eds.), Proceedings of the 42nd Annual Meeting of the Cognitive Science Society (2931-2936). Austin, TX: Cognitive Science Society.

Godwin, K. E., Seltman, H., Scupelli, P. & Fisher, A. (2020). Attentional competition in genuine classrooms: Analysis of the classroom visual environment. In S. Denison, M. Mack, Y. Xu, & B.C. Armstrong (Eds.), Proceedings of the 42nd Annual Meeting of the Cognitive Science Society (2239-2245).Austin, TX: Cognitive Science Society.

Godwin, K. E., Eng, C. M., Murray*, G., & Fisher A. V. (2019). Book design, attention, and reading performance: Current practices and opportunities for optimization. In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.), Proceedings of the 41st Annual Meeting of the Cognitive Science Society (pp. 1851-1857). Austin, TX: Cognitive Science Society.

Godwin, K. E. & Fisher A. V. (2018). Wiggleometer: Measuring selective sustained attention in children. In C. Kalish M. Rau, J. Zhu, & T.T Rogers (Eds.), Proceedings of the 40th Annual Meeting of the Cognitive Science Society (pp. 410-415). Austin, TX: Cognitive Science Society.

Godwin, K. E., Eng, C. M., Todaro*, R., Murray*, G., & Fisher A. V. (2018). Examination of the role of book layout, executive function, and processing speed on children’s decoding and reading comprehension. In C. Kalish M. Rau, J. Zhu, & T.T Rogers (Eds.), Proceedings of the 40th Annual Meeting of the Cognitive Science Society (pp.1723-1728). Austin, TX: Cognitive Science Society.

Eng, C. M., Godwin, K. E., Boyle, K., & Fisher A. V. (2018). Effects of illustration details on attention and comprehension in beginning readers. In C. Kalish M. Rau, J. Zhu, & T.T Rogers (Eds.), Proceedings of the 40th Annual Meeting of the Cognitive Science Society (pp. 336-341). Austin, TX: Cognitive Science Society.

Godwin, K. E., Eng, C. M., & Fisher A. V. (2017). Gaze shifts between text and illustrations are negatively related to reading fluency in beginning readers. In G. Gunzelmann, A. Howes, T.Tenbrink, & E.J., Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (pp. 415-420). Austin, TX: Cognitive Science Society.

Godwin, K. E., Seltman, H., Almeda, M.V., Shimin, K., Baker, R. S., & Fisher, A. V. (2016). The variable relationship between on-task behavior and learning. In A. Papafragou, D., Grodner,  D., Mirman, & J. Trueswell (Eds.) Proceedings of the 38th Annual Meeting of the Cognitive Science Society (pp. 812-817). Austin, TX: Cognitive Science Society.

Godwin, K. E. & Fisher, A. V. (2015). The effect of disrupted attention on encoding in young children. In R., Dale, C., Jennings, P.P. Maglio, T., Matlock, D.C., Noelle, A., Warlaumont, & J., Yoshimi (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 806-811). Austin, TX: Cognitive Science Society.

Godwin, K. E. & Fisher, A.V. (2014). Selective sustained attention, the visual environment, and learning in kindergarten-age children: Preliminary results of an individual difference study. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 541-546). Austin, TX: Cognitive Science Society.

Godwin, K. E. & Fisher, A. V. (2014). Inductive generalization in early childhood: The contribution of perceptual and representational similarity. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2275-2280). Austin, TX: Cognitive Science Society.

Erickson, L. C., Thiessen, E. D., Godwin, K. E., Dickerson, J. P., & Fisher, A. V. (2014). Endogenously- but not exogenously-driven selective sustained attention is related to learning in a classroom-like setting in kindergarten children. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 457-462). Austin, TX: Cognitive Science Society.

Godwin, K.  E., Almeda, M. V., Petroccia, M., Baker, R. S., & Fisher, A. V. (2013). Classroom activities and off-task behavior in elementary school children. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2428-2433). Austin, TX: Cognitive Science Society.

Godwin, K. E., Fisher, A. V., & Matlen, B. J. (2013). Development of category-based reasoning: Results from a longitudinal study. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 507-512). Austin, TX: Cognitive Science Society.

Godwin, K. E., Matlen, B. J., & Fisher, A. V. (2013). Development of semantic knowledge and its role in the development of category-based reasoning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2422-2427). Austin, TX: Cognitive Science Society.

Godwin, K. E., Fisher, A. V., & Matlen, B. J. (2012). Development of category-based reasoning in preschool-age children: Preliminary results of a longitudinal study. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 1608-1613). Austin, TX: Cognitive Science Society.

Godwin, K. E. & Fisher, A. V. (2011). Allocation of attention in classroom environments: Consequences for learning. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2806-2811). Austin, TX: Cognitive Science Society.

Godwin, K. E., Fisher, A. V., & Matlen, B. J. (2011). The influence of co-occurrence and inheritance information on children’s inductive generalization. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2989-2994). Austin, TX: Cognitive Science Society.

Matlen, B. J., Fisher, A. V., & Godwin, K. E. (2011). The influence of co-occurrence probability on knowledge generalization in preschool-age children. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 674-679). Austin, TX: Cognitive Science Society.

Matlen, B. J., Fisher, A. V., & Godwin, K. E. (2010). Children's inductive inferences with synonymous labels. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1493-1498). Austin, TX: Cognitive Science Society.

Note. * is used to denote student contributing author