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
Hurtado, H., Hansen, M., Strack, J., Vainik, U., Decker, A. L., Khundrakpam, B., Duncan, K., Finn, A.S., Mabbott, D.J. & Merz, E.C. (2023). Polygenic risk for depression and anterior and posterior hippocampal volume in children and adolescents. Journal of Affective Disorders, 344, 619-627.
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.
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.
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.
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.
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.
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.
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., 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.
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.