This is home for my research publications, each is linked with PDFs, preprints, and corresponding repositories with data and code, if applicable. Please reach out if there is something you want that you cannot obtain.
Journal articles
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Buchanan, E. M., Cuccolo, K., Coles, N. A...Geller, J. Measuring the semantic priming effect across many languages. Center for Open Science.https://doi.org/10.31219/osf.io/q4fjy
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Buchanan, E. M., Elsherif, M. M., Geller, J., Aberson, C., Gurkan, N., Ambrosini, E., Heyman, T., Montefinese, M., vanpaemel, W., & Barzykowski, K. (2023). Accuracy in parameter estimation and simulation approaches for sample size planning with multiple stimuli. OSF Preprints, e3afx. Center for Open Science.
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Coretta, S., Casillas, J. V., Roessig, S., Geller, J., et al. (2023). Multidimensional signals and analytic flexibility: Estimating degrees of freedom in human-speech analyses. Advances in Methods and Practices in Psychological Science , 6(3). https://doi.org/10.1177/25152459231162567
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Chen-Sankey, J., Elhabashy, M., Gratale, S., Geller, J., Mercincavage, M., Strasser, A. A., Delnevo, C. D., Jeong, M., & Wackowski, O. A. (2023). Examining Visual Attention to Tobacco Marketing Materials Among Young Adult Smokers: Protocol for a Remote Webcam-Based Eye-Tracking Experiment. JMIR research Protocols, 12, e43512. https://doi.org/10.2196/43512
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Seidman, A. J., Wade, N. G., & Geller, J. (2022). The effects of group counseling and self-affirmation on stigma and group relationship development: A replication and extension. Journal of Counseling Psychology, 69(5), 701–710. https://doi.org/10.1037/cou0000614
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Geller, J., Holmes, A., Schwalje, A., Berger, J. I., Gander, P. E., Choi, I., & McMurray, B. (2021). Validation of the Iowa test of consonant perception. The Journal of the Acoustical Society of America, 150(3), 2131. https://doi.org/10.1121/10.0006246
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Thye, M., Geller, J., Szaflarski, J. P., & Mirman, D. (2021). Intracranial EEG evidence of functional specialization for taxonomic and thematic relations. Cortex, 140, 40–50. https://doi.org/10.1016/j.cortex.2021.03.018
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Geller, J., & Peterson, D. (2021). Is this going to be on the test? Test expectancy moderates the disfluency effect with sans forgetica. Journal of Experimental Psychology: Learning, Memory, and Cognition , 47(12), 1924–1938. https://doi.org/10.1037/xlm0001042
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McGarrigle, R., Knight, S., Rakusen, L., Geller, J., & Mattys, S. (2021). Older adults show a more sustained pattern of effortful listening than young adults. Psychology and aging, 36(4), 504–519. https://doi.org/10.1037/pag0000587
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Geller, J., Davis, S. D., & Peterson, D. J. (2020). Sans Forgetica is not desirable for learning. Memory, 28(8), 957–967. https://doi.org/10.1080/09658211.2020.1797096
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Geller, J., Winn, M. B., Mahr, T., & Mirman, D. (2020). GazeR: A package for processing gaze position and pupil size data. Behavior Research Methods, 52(5), 2232–2255. https://doi.org/10.3758/s13428-020-01374-8
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Carpenter, S. K., & Geller, J. (2020). Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning. Quarterly journal of experimental psychology, 73(2), 211–224. https://doi.org/10.1177/1747021819879416
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Geller, J., Landrigan, J. F., & Mirman, D. (2019). A Pupillometric examination of cognitive control in taxonomic and thematic semantic memory. Journal of Cognition, 2(1), 6. https://doi.org/10.5334/joc.56
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Geller, J., Thye, M., & Mirman, D. (2019). Estimating effects of graded white matter damage and binary tract disconnection on post-stroke language impairment. Neuroimage, 189, 248–257. https://doi.org/10.1016/j.neuroimage.2019.01.020
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Geller, J., Still, M. L., Dark, V. J., & Carpenter, S. K. (2018). Would disfluency by any other name still be disfluent? Examining the disfluency effect with cursive handwriting. Memory & Cognition, 46(7), 1109–1126. https://doi.org/10.3758/s13421-018-0824-6
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Geller, J., & Still, M. L. (2018).Testing expectancy, but not JOLs, moderate the disfluency effect. Proceedings of the 38th Annual Meeting of the Cognitive Science Society. (pp. 1175-1179). Madison, WI: Cognitive Science Society.
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Toftness, A. R., Carpenter, S. K., Geller, J., Lauber, S., Johnson, M., & Armstrong, P. I. (2018). Instructor fluency leads to higher confidence in learning, but not better learning. Metacognition and Learning, 13(1), 1–14. https://doi.org/10.1007/s11409-017-9175-0
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Geller, J., Toftness, A. R., Armstrong, P. I., Carpenter, S. K., Manz, C. L., Coffman, C. R., & Lamm, M. H. (2018). Study strategies and beliefs about learning as a function of academic achievement and achievement goals. Memory, 26(5), 683–690. https://doi.org/10.1080/09658211.2017.1397175
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Geller, J., Carpenter, S. K., Lamm, M. H., Rahman, S., Armstrong, P. I., & Coffman, C. R. (2017). Prequestions do not enhance the benefits of retrieval in a STEM classroom. Cognitive research: principles and implications, 2(1), 42. https://doi.org/10.1186/s41235-017-0078-z
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Geller, J., Still, M. L., & Morris, A. L. (2016). Eyes wide open: Pupil size as a proxy for inhibition in the masked-priming paradigm.Memory & Cognition, 44(4), 554–564. https://doi.org/10.3758/s13421-015-0577-4
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Brandt, M. J., IJzerman, H., Dijksterhuis, A., Farach, F. J., Geller, J., Giner-Sorolla, R., Grange, J. A., Perugini, M., Spies, J. R., & van't Veer, A. (2014). The replication recipe: What makes for a convincing replication? Journal of Experimental Social Psychology, 50, 217–224. https://doi.org/10.1016/j.jesp.2013.10.005