Decker, A., Duncan, K.,* & Finn, A.S.* (under review). Fluctuations in sustained attention explain moment-to-moment shifts in children's memory formation. preprint
Tandoc, M.C., Nadendla, B., Pham, T. & Finn, A.S. (under review). Dividing attention hurts learning in adults but not children. preprint
Himberger, K., Finn, A.S. & Honey, C.J. (under review). On the automaticity of visual statistical learning. preprint
Jung, Y., Forest, T.A., Walther, D.B., & Finn, A.S. (2023). Neither sharpened nor lost: the unique role of attention in children’s neural representations. Journal of Neuroscience.
Forest, T.A., Abolghasem, Z., Finn, A.S., & Schlichting, ML. (2023) Memories of structured input become increasingly distorted across development. Child Development
Liu, H.,* Forest, T.A.*, Duncan, K.,* & Finn, A.S.* (2023). What sticks after statistical learning: The persistence of implicit versus explicit memory traces. Cognition.
Forest, T.A., Schlichting, M.L., Duncan, K., & Finn, A.S. (2023). How statistical learning changes across development. Nature Reviews Psychology.
Decker, A.,* Dubois, M.,* Duncan, K.* & Finn, A.S.* (2022). Pay attention and you might miss it: Greater learning during attentional lapses. Psychonomic Bulletin & Review.
Forest, T. A., Siegelman, N.,* & Finn, A.S.* (2022). Attention Shifts to More Complex Structures With Experience. Psychological Science.
Gualtieri, S. & Finn, A.S. (2022). The sweet spot: When children’s developing abilities, brains, and knowledge make them better learners. Perspectives on Psychological Science.
Forest, T. A., Finn, A.S. & Schlichting, M.L. (2022). General precedes specific in memory representations for structured experience. JEP: General.
Ren, J., Wharton-Shuckster, E., Bauer, A., Duncan, K.*, & Finn, A.S.* (2021) Events Structure Information Accessibility Less in Children than Adults. Cognition.
Jung, Y., Walther, D. B., & Finn, A. S. (2020). Children automatically abstract categorical regularities during statistical learning. Developmental Science.
Decker, A.L., Duncan, K.*, Finn, A.S.*, & Mabbott, D.J.* (2020). Children's family income is associated with cognitive function and volume of anterior not posterior hippocampus. Nature Communications.
Decker, A., Finn, A.*, & Duncan, K.* (2020). Errors lead to transient impairments in memory formation. Cognition.
Forest, T. A., Finn, A.S. & Schlichting, M.L. (2020). What is represented in memory after statistical learning? Proceedings of the 42nd Annual Meeting of the Cognitive Science Society.
Kalra, P.B., Gabrieli, J.D.E., & Finn, A.S. (2019). Evidence of stable individual differences in implicit learning. Cognition.
Leonard, J.A., Romeo, R.R., Park, T.A., Takada, M., Robinson, S.T., Grotziner, H., Finn, A.S., Gabrieli, J.D.E., & Mackey, A.P. (2019) Associations between cortical thickness and reasoning vary by socioeconomic status in early childhood and adolescence. Developmental Cognitive Neuroscience.
Finn, A. S., Kharitonova, M., Holtby, N., & Sheridan, M. A. (2019). Prefrontal and hippocampal structure predict statistical learning ability in early childhood. Journal of Cognitive Neuroscience. Supplementary Materials
Galla, B. M., Shulman, E. P., Plummer, B. D., Gardner, M., Hutt, S. J., Goyer, J. P., Finn, A. S., D’Mello, S. K., & Duckworth, A. L. (2019). Why high school grades are better predictors of on-time college graduation than are admissions test scores: The role of self-regulation and cognitive ability. American Educational Research Journal.
Forest, T.A., Lichtenfeld, A., Alvarez, B., & Finn, A.S. (2019). Superior learning in synesthetes: Consistent grapheme-color associations facilitate statistical learning. Cognition.
Forest, T. A., & Finn, A. S. Attention selectively boosts learning of statistical structure. Proceedings of the 40th Annual Meeting of the Cognitive Science Society.
Sheridan, M. A., Peverill, M., Finn, A. S., & McLaughlin, K. A. (2017). Dimensions of childhood adversity have distinct associations with neural systems underlying executive functioning. Development and Psychopathology.
Qi Z., Beach S. D., Finn A. S., Minas J., Goetz C., Chan B., & Gabrieli J. D. E. (2017). Dissociable language learning strengths are predicted by native-language N400 and P600. Neuropsychologica.
Finn, A. S., Minas, J. E., Leonard, J. A., Mackey, A. P., Salvatore, J., Goetz, C., West, M.R., Gabrieli, C.F.O. & Gabrieli, J.D.E. (2016). Functional brain organization of working memory in adolescents varies in relation to family income and academic achievement. Developmental Science.
Cain, M.S., Leonard, J.A., Gabrieli, J.D.E. & Finn, A.S. (2016). Media multitasking in adolescence. Psychonomic Bulletin & Review.
Finn, A.S., Kalra, P.B., Goetz, C., Leonard, J.A., Sheridan, M.A. & Gabrieli, J.D.E (2016) Developmental dissociation between the maturation of procedural memory and declarative memory. Journal of Experimental Child Psychology.
Peverill, M., McLaughlin, K. A., Finn, A. S., & Sheridan, M. A. (2016) Working memory filtering continues to develop into late adolescence. Developmental Cognitive Neuroscience.
Leonard, J.A., Mackey, A.P., Finn, A.S., & Gabrieli, J.D.E (2015). Differential effects of socioeconomic status on declarative and procedural memory systems. Frontiers in Human Neuroscience
West, M.R., Kraft, M., Finn, A.S., Martin, R.E., Duckworth, A.L., Gabrieli, C.F.O. & Gabrieli, J.D.E (2015) Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis.
Saygin, Z.M., Osher, D.E., Koldewyn, K., Martin, R.E., Finn, A.S., Saxe, R., Gabrieli, J.D.E. & Sheridan, M.A. (2015). Structural connectivity of the developing human amygdala. PlosOne.
Mackey, A.P., Finn, A.S., Leonard, J.A., West, M.R., Gabrieli, C.F.O. & Gabrieli, J.D.E (2015). Cortical thickness correlates of the income achievement gap in middle school students. Psychological Science.
Finn, A.S. & Hudson Kam, C.L. (2015). Why segmentation matters: experience-driven segmentation errors impair “morpheme” learning. Journal of Experimental Psychology: Learning, Memory and Cognition.
Finn, A.S., Lee, T., Kraus, A. & Hudson Kam, C.L. (2014). When it hurts (and helps) to try: The role of effort in statistical learning. PlosOne.
Finn, A.S., Kraft, M., West, M.R., Leonard, J.A., Bish, C., Martin, R.E., Sheridan, M.A., Gabrieli, C.F.O. & Gabrieli, J.D.E (2014). Cognitive skills, student student achievement tests and schools. Psychological Science.
West, M.R., Gabrieli, C.F.O., Finn, A.S., Kraft, M. & Gabrieli, J.D.E (2014). What Effective Schools Do: Stretching the cognitive limits on achievement. Education Next.
Plummer, B.D., Galla, B.M., Patrick, S.D., Meketon, D.M., Fernandez-Vina, E., Finn, A.S., Leonard, J., Goetz, C., Bartolino, S. White, R. & Duckworth, A.L (2014). A behind-the-scenes guide to school-based research. Mind, Brain, and Education.
Finn, A.S., Hudson Kam, C.L., Ettlinger, M., Vytlacil, J. & D’Esposito, M. (2013). Learning language with the wrong neural scaffolding: The cost of neural commitment to sounds. Frontiers in Systems Neuroscience.
Ettlinger, M., Finn, A.S. & Hudson Kam, C.L. (2012). The effect of sonority on word segmentation: Evidence for a phonological universal. Cognitive Science.
Finn, A.S., Sheridan, M.A., Hudson Kam, C.L., Hinshaw, S. & D’Esposito, M. (2010). Longitudinal evidence for functional specialization of the neural circuit supporting working memory in the human brain. The Journal of Neuroscience.