Publications

Dr. Reyna's Publications

• Refereed Journal Articles

  • Reyna, VF. The No Child Left Behind Act and scientific research: A view from Washington. Issues on education: Contributions from educational Psychology. In Press
  • Reyna, VF How Memory and Reasoning Processes Explain Risk. Current Directions in Psychological Science. In Press
  • Reyna VF, Adam MB. Fuzzy-trace theory, risk communication, and product labeling in sexually transmitted diseases. Risk Analysis. In Press
  • Wright AL, Schwindt L, Bassford T, Reyna VF, Shisslak CM, St. Germain PA, Reed KL. Gender differences in academic advancement: Patterns, causes, and potential solutions in one U.S. college of medicine. Academic Medicine, In Press
  • Reyna VF. The importance of scientific research in education. Business Education Forum. In Press
  • Wolf. CJ,Reyna, VF. Using Netcloak to develop server-side Web-based experiments without writing CGA programs. Behaior Research Methods Instruments and Computers., 2002,34, 204-207.
  • Reyna VF, Holliday RE, March T. Explaining the development of false memories. Invited article for a speical issue of Developmental Review on developmental forensics. 2002,22, 436-4.
  • Brainerd CJ, Reyna VF & Forrest, TJ. Are young children susceptible to the false-memory illusion?. Child Development, 2002, 73, 1363-1377.
  • Holliday RE, Reyna VF, Hayes BK. Memory processes underlying misinformation effects in child witnesses. Developmental Review, 2002;22:37-77
  • Brainerd CJ, Reyna VF, Wright R, Payne DG. Dual retrieval processes in free and associative recall Journal of Memory and Language, 2002,46:120-152.
  • Brainerd, CJ, Reyna VF. Recollection rejection: How children edit their false memories. Developmental Psychology, 2002,38:156-172.
  • Reyna VF, Lloyd F, & Whalen P. Genetic Testing and Medical Decision Making. Archives of Internal Medicine. 2001,161:2406-2408.
  • Lloyd, F.,Reyna VF, & Whalen P. Accuracy and Ambiuity in Counseling Patients about Genetic Risk. Archives of Internal Medicine, 2001;161:2411-2413.
  • Brainerd CJ, Reyna VF. Fuzzy-trace theory: Dual Processes in memory, reasoning, and cognitive neuroscience. Adv Child Dev Behav, 2001;28:49-100.
  • Reyna VF, Hamilton, AJ. The importance of memory in informed consent or surgical risk. Medical Decision Making, 2001;21:152-155.
  • Brainerd CJ, Wright R,Reyna VF, Mojardin AH. Conjoint recognition and phantom recollection. J Exp Psychol: Learning, Memory, and Cognition., 2001;27:341-361.
  • Lloyd, FJ, Reyna VF. A Web exercise in evidence-based medicine using cognitive theory. J Gen Intern Med, 2001;16(2):94-99.
  • Lenert LA, Sherbourne CD,Reyna VF. Utility elicitation using single item questions compared with a computerized interview. Med Des Making, 2001;21:97-104.
  • Reyna VF. Fuzzy-trace theory and source monitoring: An evaluation of theory and false memory data. Learning and Individual Differences. 2000b;12:163-175.
  • Reyna VF.Data, development, and dual processes in rationality. Behavioral and Brain Sciences. 2000a;23:694-695.
  • Brainerd CJ, Reyna VF, Mojardin AH. Conjoint recognition. Psychol Rev. 1999;106(1):160-179.
  • Reyna VF, Brainerd CJ. Fuzzy-trace theory and false memory: New Frontiers. J Exp Child Psychol. 1998;71:194-209. [This article was part of a special journal issue devoted to a theory developed by my colleagues and me, which also included commentaries written by ten influential investigators.]
  • Brainerd CJ, Reyna VF. Fuzzy-trace theory and children's false memories. J Exp Child Psychol. 1998;71:81-129.
  • Brainerd CJ, Stein L, Reyna VF. On the development of conscious and unconscious memory. Dev Psychol. 1998;34:342-357.
  • Brainerd CJ, Reyna VF. When things that were never experienced are easier to "remember" than things that were. Psychol Sci. 1998;9:484-489.
  • Lloyd FJ, Reyna VF. Physcians' decisions and Agency for Health Care Policy and Research Guidelines predict medical outcomes for patients with chest pain. (abstract). Med Des Making. 1998;18:489.
  • Reyna VF, Lloyd FJ, Woodard R. Deviations from practice guidelines for unstable angina (abstract). Med Des Making. 1997;17:538.
  • Lloyd FJ, Reyna VF, Liebowitz R, Valenzuela T. The AHCPR unstable angina algorithm in practice. JAMA. March 26, 1997;12:961.
  • Reyna VF, & Lloyd FJ. Theories of false memory in children and adults. Learning and Individual Differences. 1997;9(2):95-123.
  • Reyna VF, Brainerd CJ. Fuzzy-trace theory applied to the theory and practice of law: Commentary on law's memory by Paul C Wohlmuth. J Contemp Issues. 1997;8:287-298.
  • Reyna VF. Conceptions of memory development, with implications for reasoning and decision making. Ann Child Dev. R Vasta, ed.1996;12:87-118.
  • Brainerd CJ, Reyna VF. Mere memory testing creates false memories in children. Dev Psychol. 1996;32:467-478.
  • Reyna VF, Brainerd CJ. Fuzzy-trace theory: An interim synthesis. Learning and Individual Differences. 1995;7:1-75. [The first issue of 1995 was devoted to this invited target article on a theory developed by my colleagues and I.]
  • Reyna VF, Brainerd CJ. Fuzzy-trace theory: Some foundational issues. Learning and Individual Differences. 1995;7:145-162. [The second issue of 1995 was devoted to eleven commentaries on the theory by scholars in learning and memory. The present article is a response to those commentaries.]
  • Brainerd CJ, Reyna VF. Autosuggestibility in memory development. Cognitive Psychol. 1995;28:65-101.
  • Brainerd CJ, Reyna VF. Learning difficulty, learning opportunities and the development of forgetting. Dev Psychol. 1995;31:251-262.
  • Brainerd CJ, Reyna VF, Kneer R. False-recognition reversal: When is similarity distinctive? J Memory Lang.1995;34:157-185.
  • Reyna VF, Kiernan B. Children's memory and metaphorical interpretation. Metaphor and Symbolic Activity. 1995;10:309-331.
  • Brainerd CJ, Reyna VF, Brandse E. Are Children's false memories more persistent than their true memories? Psychol Sci. 1995;6:359-364.
  • Reyna VF, Ellis SC. Fuzzy-trace thoery and framing effects in children's risky decision making. Psychol Sci. 1994;5:275-279.
  • Reyna VF, Kiernan B. The development of gist versus verbatim memory in sentence recognition: Effects of lexical familiarity, semantic content, encoding instruction and retention interval. Dev Psychol. 1994;30:178-191.
  • Brainerd CJ, Reyna VF. Optimization versus effortful processing in children's cognitive triage: Criticisms, reanalyzes, and new data. J Exp Child Psychol. 1993;55:353-373.
  • Reyna VF. Theory and reality in psycholinguistics. Psychol Sci. 1993;4:19-23.
  • Brainerd CJ, Reyna VF. Explaining "memory-free" reasoning. Psychol Sci. 1992;3:332-339.
  • Brainerd CJ, Reyna VF. The memory independence effect: What do the data show? What do the theories claim? Dev Rev. 1992;12:164-186.
  • Reyna VF, Brainerd CJ. Fuzzy-trace theory and framing effects in choice: Gist extraction, truncation, and conversion. J Behav Decis Making. 1991;4:249-262.
  • Brainerd CJ, Reyna VF, Howe ML, Kevershan J. Fuzzy-trace theory and cognitive triage in memory development. Dev Psychol. 1991;27:351-369.
  • Reyna VF. Class inclusion, the conjunction fallacy, and other cognitive illusions. Dev Rev. 1991;11:317-336.
  • Reyna VF, Brainerd CJ. Fuzzy-trace theory and children's acquisition of scientific and mathmemtical concepts. Learning and Individual Differences. 1991;3:27-60.
  • Reyna VF, Brainerd CJ, Bjorklund DF. Editorial. Dev Rev. 1990;10:1-2.
  • Brainerd CJ, Reyna VF, Howe ML, Kingma J. The development of forgetting and reminiscence. Monographs of the Society for Research in Child Development. 1990;53:Nos. 3-4 (Serial No. 222).
  • Reyna VF, Brainerd CJ. Fuzzy processing in transitivity development. Ann Operations Res. 1990;23:37-63.
  • Brainerd CJ, Reyna VF. Can age x learnability interactions explain the development of forgetting? Dev Psychol. 1990;26:194-203.
  • Brainerd CJ, Reyna VF. Gist is the grist: Fuzzy-trace theory and the new intuitionism. Dev Rev. 1990;10:3-47.
  • Brainerd, CJ, Reyna VF. Inclusion illusions: Fuzzy-trace theory and perceptual salience effects in cognitive development. Dev Rev. 1990;10:365-403.
  • Brainerd CJ, Reyna VF, Howe ML. Children’s cognitive triage: Optimal retrieval or effortful processing? J Exp Child Psychol. 1990;49:428-447.
  • Brainerd CJ, Reyna VF, Howe ML, Kevershan J. The last shall be first: How memory strength affects children’s retrieval. Psychol Sci. 1990;1:247-252.
  • Reyna VF. Decisions and revisions. Review of Decision making: Descriptive, normative, and prescriptive interactions. Contemp Psychol. 1990;35:952-953.
  • Perkins WS, Reyna VF. The effects of expertise on preference and typicality in investment decision making. Adv Consumer Res. 1990;17:1-6.
  • Brainerd CJ, Reyna VF. Output-interference theory of dual task deficits in memory development. J Exp Child Psychol. 1989;47:1-18.
  • Reyna VF, Brainerd CJ. Output interference, generic resources, and cognitive development. J Exp Child Psychol. 1989;47:26-42.
  • Reyna VF. I think therefore it is. Review of Experience, memory, and reasoning. Contemp Psychol. 1989;34:917-918.
  • Brainerd CJ, Reyna VF. Generic resources, reconstructive processing, and children’s mental arithmetic. Dev Psychol. 1988;24:324-334.
  • Brainerd CJ, Reyna VF. Memory loci of suggestibility development. J Exp Psychol: General. 1988;117:197-200.
  • Reyna VF, Brainerd CJ. Piaget under scrutiny. Review of Piaget's construction of the child's reality. Science. 1988;241:733.
  • Reyna VF. Review of Piaget's construction of the child's reality. Child Development Abstracts and Bibliography. 1988;62:3.
  • Reyna VF. Metaphor and associated phenomena: Specifying the boundaries of psychological Inquiry. Metaphor and Symbolic Activity. 1986;1:271-290.
  • Reyna VF. To have and have not: Children's metaphor in the resolution of semantic inconsistency. Western Humor and Irony Membership Serial Yearbook. 1984;2:211-212.
  • Reyna VF. The language of possibility and probability: Effects of negation on meaning. Mem Cogn. 1981;9:642-650.
  • Reyna VF. The animated word: Modification of meaning by context. Dissertation Abstracts International. 1981;42:3852B (University Microfilmes number 82-03153).
  • Reyna VF. Review of Statistics for linguistics. International Journal of American Linguistics. 1980;46:150-151.
  • Reyna VF. The semantics of modal adjectives: The effects of context an negation on meaning. Cuny Forum, Papers in Linguistics. 1978;6:158-167.

• Books

  • Howe ML, Brainerd CJ, Reyna VF, eds. Development of long-term retention, New York: Springer-Verlag; 1992.
  • Brainerd CJ, Reyna VF, eds. Developmental psychology. Amsterdam: North Holland; 1985.

• Book Chapters

  • Reyna VF. Why scientific research? The importance of evidence in changing educational practice. In: P. McCardle, V Chhabra, eds. The voice of evidence: Bringing research to classroom educators (A festschrift for G. Reid Lyon, advisor to the President on Research). In Press.
  • Reyna VF. Fuzzy-trace theory, judgement, and decision-making: A dual-processes approach. In: Cizwanwa, N Ohta, eds. 4th Tsukuba International Conference on Memory and Contributions. In Press.
  • Reyna VF, Adam MB, Walsh ME, LeCroy CW, Brainerd CJ. The development of judgment and decision-making from childhood through adolescence. Invited Chapter for J. Jacobs, P. Klacynski, eds. The development of children's and adolescents' judgment and decision-making. In Press.
  • Reyna VF, Lloyd FJ, Brainerd CJ. Memory, development, and rationality: An integrative theory of judgment and decision-making. In: S Schneider, J. Shanteau, eds. Emerging perspectives on decision research. New York: Cambridge University Press. In Press.
  • Lloyd FJ, Reyna VF. Clinical decision making and information management in the era of managed care. In: Becker RC, Alpert JS, eds.: Cardiovascular medicine: Practice and Management. New York: Arnold Publishing. 2001: 719-732.
  • Reyna VF, Brainerd CJ, Effken J, Bootzin R, Lloyd FJ. The psychology of human computer mismatches. In: Wolfe C, ed. Learning and teaching on the World Wide Web. San Diego, CA: Academic Press; 2001:23-44.
  • Brainerd CJ, Reyna VF, Poole DA. Fuzzy-trace theory and false memory: Memory theory in the courtroom. In: Bjorklund DF, ed. False memory creation in children and adults, Mahwah, NJ: Erlbaum. 2000: 93-127.
  • Reyna VF. Fuzzy-trace theory and false memory. In: Intons-Peterson M, Best D, eds. Memory distortions and their prevention; Mahwah, NJ: Lawrence Erlbaum Associates, 1998:15-27.
  • Reyna VF, Titcomb, AL. Constraints on the suggestibility of eyewitness testimony: A fuzzy-trace theory analysis. In: Payne DG, Conrad FG, eds. A synthesis of basic and applied approaches to human memory, Hillsdale, NJ: Lawrence Erlbaum Associates; 1997:157-174.
  • Reyna VF. Meaning, memory and the interpretation of metaphors. In: Mio J, Katz A, eds. Metaphor: Implications and applications. Hillsdale, NJ: Erlbaum; 1996:39-57.
  • Reyna VF. Interference effects in memory and reasoning: A fuzzy-trace theory analysis. In: Dempster FN, Brainerd CJ, eds. Interference and inhibition in cognition, San Diego, CA: Academic Press; 1995:29-59.
  • Titcomb AL., Reyna VF. Memory interference and misinformation effects. In: FN Dempster and CJ Brainerd (Eds.), Interference and inhibition in cognition, San Diego, CA: Academic Press; 1995:263-294.
  • Reyna VF, Brainerd CJ. Fuzzy memory and mathematics in the classroom. In: Davies GM, Logie RH, eds. Memory in everyday life, Amsterdam: North Holland Press; 1993:91-119.
  • Reyna VF, Brainerd CJ. The origins of probability judgment: A review of data and theories. In: Wright G, Ayton P, eds. Subjective probability, New York; Wiley; 1994:239-272.
  • Brainerd CJ, Reyna VF. Domains of fuzzy-trace theory. In: Howe ML, Pasnak R, eds. Emerging themes in cognitive development: I. Theoretical foundations, New York: Springer-Verlag; 1993:59-93.
  • Reyna VF. Reasoning, remembering, and their relationship: Social, cognitive, and developmental issues. In: Howe ML, Brainerd CJ, Reyna VF, eds. Development of long-term retention, New York: Springer-Verlag; 1992:103-127.
  • Reyna VF, Brainerd, CJ. A fuzzy-trace theory of reasoning and remembering: Paradoxes, patterns, and parallelism. In: Healy A, Kosslyn S, Shiffrin R, eds. From learning processes to cognitive processes: Essays in honor of William K. Estes, Hillsdale, NJ: Erlbaum; 1992:2:235-259.
  • Brainerd CJ, Reyna VF. Acquisition and forgetting in normal and learning-disabled children: A disintegration-redintegration theory. In: Obrzut JE, Hynd GW, eds. Neuropsychological foundations of learning disabilities. New York: Academic Press; 1991:147-178.
  • Reyna VF. Understanding verbs: Easy extension, hard comprehension. In: Ellis A, ed. Progress in the psychology of language, London, Lawrence Erlbaum Associates; 1987:3:301-315.
  • Reyna VF. After Piaget: A diverse legacy. In: Brainerd C, Reyna V, eds. Developmental Psychology. Amsterdam: North Holland; 1985a.
  • Reyna VF. Figure and fantasy in children’s language. In: Pressley M, Brainerd CJ, eds. Cognitive learning and memory in children; Progress in cognitive development research, New York: Springer-Verlag; 1985.
  • Reyna VF. Shaping opinion: Pragmatics of topic and source. In: Denmark F, ed. Social/ecological psychology and the psychology of women. Amsterdam: North Holland; 1985.

Dr. Brainerd's Publications

• Submitted Articles

  • Brainerd, C. J., Payne, D. G., Wright, R., & Reyna, V. F. Phantom recall. Under editorial review by Journal of Memory and Language.
  • Brainerd, C. J., Reyna, V. F., Wright, R., & Mojardin, A. H. Recollection rejection: False-memory editing in children and adults. Under editorial review by Psychological Review.

• Journal Articles and Chapters

  • Brainerd, C. J. (in press). Jean Piaget and American education. In B. J. Zimmerman (Ed.), Educational Psychology: A Century of Contributions. Mahwah, NJ: Erlbaum.
  • Brainerd, C. J., & Howe, M. L. (in press). Developmental Review in the new millennium. Developmental Review.
  • Brainerd, C. J., & Reyna, V. F. (in press). Recollection rejection: How children edit their false memories. Developmental Psychology.
  • Brained, C. J., Reyna, V. F., & Forrest, T. J. (in press). Are young children susceptible to the false-memory illusion? Child Development.
  • Brainerd, C. J., Reyna, V. F., Wright, R., & Payne, D. G. (in press). Dual-retrieval processes in recall. Journal of Memory and Language.
  • Reyna, V. F., Brainerd, C. J., Bootzin, R. R., Effken, J. A., & Lloyd, F. J. (in press). The psychology of human-computer mismatches. In C. Wolfe (Ed.), The psychology of the World Wide Web, San Diego, CA: Academic Press.
  • Reyna, V. F., Lloyd, F. J., & Brainerd, C. J. (in press). Memory, development, and rationality: An integrative theory of judgment and decision making. In S. Schneider & J. Shanteau (Eds.), Emerging perspectives on decision research. New York: Cambridge University Press.
  • Brainerd, C. J., & Reyna, V. F. (2001). Fuzzy-trace theory: Dual-processes in reasoning, memory, and cognitive neuroscience. Advances in Child Development and Behavior, 28, 49-100.
  • Brainerd, C. J., Wright, R., Reyna, V. F., & Mojardin, A. H. (2001). Conjoint recognition and phantom recollection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 307-327.
  • Brainerd, C. J., Reyna, V. F., & Poole, D. A. (2000). Fuzzy-trace theory and false memory: Memory theory in the courtroom. In D. F. Bjorklund (Ed.), False memory creation in children and adults (pp. 93-128). Mahwah, NJ: Erlbaum.
  • Brainerd, C. J., Reyna, V. F., & Mojardin, A. H. (1999). Conjoint recognition. Psychological Review, 106, 160-179.
  • Brainerd, C. J., & Mojardin, A. H. (1998). Children's spontaneous false memories for narrative statements: Long-term persistence and mere-testing effects. Child Development, 69, 1361-1377.
  • Brainerd, C. J., & Reyna, V. F. (1998). Fuzzy-trace theory and children's false memories. Journal of Experimental Child Psychology, 71, 81-129. [This article was featured in a special issue on fuzzy-trace theory. It was accompanied by commentaries from other investigators.]
  • Brainerd, C. J., & Reyna, V. F. (1998). When things that never happened are easier to remember than things that did. Psychological Science, 9, 484-489.
  • Brainerd, C. J., Stein, L., & Reyna, V. F. (1998). On the development of conscious and unconscious memory. Developmental Psychology, 34, 342-357..
  • Reyna, V. F., & Brainerd, C. J. (1998). Fuzzy-trace theory and false memory: New frontiers. Journal of Experimental Child Psychology, 71, 194-209.
  • Reyna, V. F., & Brainerd, C. J. (1997). Fuzzy-trace theory applied to the theory and practice of law. Journal of Contemporary Legal Issues.
  • Brainerd, C. J., & Dempster, F. N. (1997). Prolegomena to children's false memories. Learning and Individual Differences, 9, 89-94.
  • Brainerd, C. J., & Poole, D. A. (1997). Long-term survival of children's false memories: A review. Learning and Individual Differences, 9, 125-152.
  • Brainerd, C. J., & Hill, D. (1997). Voices of children. Contemporary Psychology, 42, 7-11.
  • Dempster, F. N., & Brainerd, C. J. (1997). Children’s false memories redux. Learning and Individual Differences, 9, 285-288.
  • Brainerd, C. J. (1996). Piaget: A centennial celebration. Psychological Science, 7, 191-195.
  • Brainerd, C. J. (1996). Development of forgetting, with implications for memory suggestibility. In Stein, N. L., Ornstein, P. A., Tversky, B., & Brainerd, C. J. (Eds.), Memory for everyday and emotional events (pp. 209-235). Hillsdale, NJ: Erlbaum.
  • Brainerd, C. J., & Reyna, V. F. (1996). Mere memory testing creates false memories in children. Developmental Psychology, 32, 467-476.
  • Brainerd, C. J., Reyna, V. F., & Brandse, E. (1995). Are children's false memories more persistent than their true memories? Psychological Science, 6, 359-364.
  • Brainerd, C. J. (1995). Interference processes in memory development: The case of cognitive triage. In F. N. Dempster & C. J. Brainerd (Eds.), Interference and inhibition in cognition. San Diego, CA: Academic Press.
  • Brainerd, C. J., & Reyna, V. F. (1995). Autosuggestibility in memory development. Cognitive Psychology, 28, 65-101.
  • Brainerd, C. J., & Reyna, V. F. (1995). Learning difficulty, learning opportunities and the development of forgetting. Developmental Psychology, 31, 251-263.
  • Brainerd, C. J., Reyna, V. F., & Kneer, R. (1995). False-recognition reversal: When similarity is distinctive. Journal of Memory and Language, 34, 157-185.
  • Dempster, F. N., & Brainerd, C. J. (1995). New perspectives on interference and inhibition in cognition: An integration. In F. N. Dempster & C. J. Brainerd (Eds.), Interference and inhibition in cognition. San Diego, CA: Academic Press.
  • Reyna, V. F., & Brainerd, C. J. (1995). Fuzzy-trace theory: An interim synthesis. Learning and Individual Differences, 7, 1-75.
  • Reyna, V. F., & Brainerd, C. J. (1995). Fuzzy-trace theory: Some foundational issues. Learning and Individual Differences, 7, 145-162. [This article was featured in two special issues on fuzzy-trace theory. It was accompanied by commentaries from other investigators.]
  • Brainerd, C. J. (1994). Children's conservation concepts. In R. J. Sternberg (Ed.), Encyclopedia of intelligence. New York: Macmillan.
  • Brainerd, C. J. (1994). Conceptions of child and adolescent intelligence. In R. J. Sternberg (Ed.), Encyclopedia of intelligence. New York: Macmillan.
  • Brainerd, C. J. (1994). Stages of cognitive development. In R. J. Sternberg (Ed.), Encyclopedia of intelligence. New York: Macmillan.
  • Brainerd, C. J. (1994). The reliability of children's testimony. Child and Adolescent Behavior Newsletter.
  • Brainerd, C. J., & Gordon, L. L. (1994). Development of verbatim and gist memory for numbers. Developmental Psychology, 30, 163-177.
  • Harnishfeger, K. K., & Brainerd, C. J. (1994). Nonstrategic facilitation of children's recall: Evidence of triage with semantically related information. Journal of Experimental Child Psychology, 58, 259-280.
  • Reyna, V. F., & Brainerd, C. J. (1994). The origins of probability judgment: A review of data and theories. In G. Wright & P. Ayton (Eds.), Subjective Probability (pp. 239-272). New York: Wiley.
  • Brainerd, C. J., Olney, C. A., & Reyna, V. F. (1993). Optimization versus effortful processing in children's cognitive triage: Criticisms, reanalyses, and new data. Journal of Experimental Child Psychology, 55, 353-373.
  • Brainerd, C. J., & Reyna, V. F. (1993). Domains of fuzzy-trace theory. In M. L. Howe & R. Pasnak (Eds.), Emerging themes in cognitive development (Vol. 1, pp. 50-94). New York: Springer-Verlag.
  • Brainerd. C. J., & Reyna, V. F. (1993). Memory independence and memory interference in cognitive development. Psychological Review, 100, 42-67.
  • Brainerd, C. J., Reyna, V. F., Harnishfeger, K. K., & Howe, M. L. (1993). Is retrievability grouping good for recall? Journal of Experimental Psychology: General, 122, 249-268.
  • Reyna, V. F., & Brainerd, C. J. (1993). Fuzzy memory and mathematics in the classroom. In R. Logie & G. Davies (Eds.), Everyday memory. Amsterdam: North-Holland.
  • Brainerd, C. J., & Reyna, V. F. (1992). Explaining "memory free" reasoning. Psychological Science, 3, 332-339. Brainerd, C. J., & Reyna, V. F. (1992). The memory independence effect: What do the data show? What do the theories claim? Developmental Review, 12, 164-186.
  • Reyna, V. F., & Brainerd, C. J. (1992). A fuzzy-trace theory of reasoning and remembering: Patterns, paradoxes, and parallelism. In A. Healy, S. Kosslyn, R. Shiffrin (Eds.), From learning processes to cognitive processes: Essays in honor of William K. Estes. Hillsdale, NJ: Erlbaum.
  • Brainerd, C. J., & Ornstein, P. A. (1991). Children's memory for witnessed events: The developmental backdrop. In J. Doris (Ed.), The suggestibility of children's recollections. Washington, D.C.: American Psychological Association.
  • Brainerd, C. J., & Reyna, V. F. (1991). Forgetting in normal and learning disabled children: A disintegration/redintegration theory. In J. Obrzut & G. Hynd (Eds.), Advances in the neuropsychology of learning disabilities (pp. 147-178). New York: Academic Press.
  • Brainerd, C. J., Reyna, V. F., Howe, M. L., & Kevershan, J. (1991). Fuzzy-trace theory and cognitive triage in memory development. Developmental Psychology, 27, 351-369.
  • Reyna, V. F., & Brainerd, C. J. (1991). Fuzzy-trace theory and framing effects in choice: Gist extraction, truncation, and conversion. Journal of Behavioral Decision Making, 4, 249-262.
  • Reyna, V. F., & Brainerd, C. J. (1991). Fuzzy-trace theory and the acquisition of scientific and mathematical concepts. Learning and Individual Differences, 3, 27-60.
  • Brainerd, C. J., & Reyna, V. F. (1990). Gist is the grist: Fuzzy-trace theory and the new intuitionism. Developmental Review, 10, 3-47.
  • Brainerd, C. J., & Reyna, V. F. (1990). Can age x learnability interactions explain the development of forgetting? Developmental Psychology, 26, 194-203.
  • Brainerd, C. J., & Reyna, V. F. (1990). Inclusion illusions: Fuzzy-trace theory and perceptual salience effects in cognitive development. Developmental Review, 10, 365-403.
  • Brainerd, C. J., Reyna, V. F., & Howe, M. L. (1990). Children's cognitive triage: Optimal retrieval or effortful processing? Journal of Experimental Child Psychology, 49, 428-447.
  • Brainerd, C. J., Reyna, V. F., Howe, M. L., & Kevershan, J. (1990). The last shall be first: How memory strength affects children's retrieval. Psychological Science, 1, 247-252 .
  • Reyna, V. F., Brainerd, C. J. (1990). Fuzzy processing in transitivity development. Annals of Operations Research, 23, 37-63.
  • Brainerd, C. J., & Reyna, V. F. (1989). Output-interference theory of dual-task deficits in memory development. Journal of Experimental Child Psychology, 47, 1-18.
  • Howe, M. L., & Brainerd , C. J. (1989). Development of children's long-term retention. Developmental Review, 9, 301-340.
  • Howe, M. L., O'Sullivan, J. T., Brainerd, C. J., & Kingma, J. (1989). Localized development of ability differences in organized memory. Contemporary Educational Psychology, 14, 336-356.
  • Reyna, V. F., & Brainerd, C. J. (1989). Output interference, generic resources, and cognitive development. Journal of Experimental Child Psychology, 47, 42-46.
  • Brainerd, C. J., & Reyna, V. F. (1988). Generic resources, reconstructive processing, and children's mental arithmetic. Developmental Psychology, 24, 324-334.
  • Brainerd, C. J. (1987). Sources of working-memory error in children's mental arithmetic. In G. DeLoche & X. Seron (Eds.), Mathematical Disabilities: A Cognitive Neuropsychological Perspective. Hillsdale, N.J.: Erlbaum.
  • Brainerd, C. J. (1987). Structural measurement theory and cognitive development. In J. Bisanz, C.J. Brainerd, & R.V. Kail (Eds.), Formal models in Developmental Psychology. New York: Springer-Verlag.
  • Brainerd, C. J., Kingma, J., & Howe, M. L. (1986). Long-term memory development and learning disability: Storage and retrieval loci of disabled/nondisabled differences. In S. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities. Hillsdale, N.J.: Erlbaum.
  • Brainerd, C. J., Kingma, J., & Howe, M. L. (1986). Spread of encoding and the development of organization in memory. Canadian Journal of Psychology, 40, 203-224.
  • Brainerd, C. J. (1985). Model-based approaches to storage and retrieval development. In C.J. Brainerd & M. Pressley (Eds.), Basic processes in memory development. New York: Springer-Verlag.
  • Brainerd, C. J. (1985). Three-state models of children's memory: A review of developments in statistical methodology. Journal of Experimental Child Psychology, 40, 375-394.
  • Brainerd, C. J. (1985). Some historical issues in the study of children's concept learning. In C.J. Brainerd & V.F. Reyna (Eds.), Developmental Psychology: Proceedings of the 23rd International Congress of Psychology. Amsterdam: North-Holland.
  • Brainerd, C. J. (1985). Do children have to remember to reason? In C.J. Brainerd & V. F. Reyna (Eds.), Developmental Psychology: Proceedings of the 23rd International Congress of Psychology. Amsterdam: North-Holland.
  • Brainerd, C. J., & Kingma, J. (1985). On the independence of short-term memory and working memory in cognitive development. Cognitive Psychology, 17, 210-247.
  • Brainerd, C. J., Kingma, J., & Howe, M. L. (1985). On the development of forgetting. Child Development, 56, 1103-1119.
  • Howe, M. L., Brainerd, C. J., & Kingma, J. (1985). Development of organization in recall: A stages-of-learning analysis. Journal of Experimental Child Psychology, 39, 230-251.
  • Howe, M. L., Brainerd, C. J., & Kingma, J. (1985). Storage-retrieval processes of learning-disabled children: A stages-of-learning analysis of picture-word effects. Child Development, 56, 1120-1133.
  • Brainerd, C. J. (1984). Piaget and instruction. In O. Selfridge, E. Rissland, & M. Arbib (Eds), Adaptive systems, New York: Plenum.
  • Brainerd, C.J., Howe, M.L., Kingma, J., & Brainerd, S.H. (1984). Explaining category interference effects in associative memory. Canadian Journal of Psychology, 38, 454-477.
  • Brainerd, C. J., Howe, M. L., Kingma, J. & Brainerd, S. H. (1984). On the measurement of storage and retrieval contributions to memory development. Journal of Experimental Child Psychology, 37, 478-499.
  • Brainerd, C. J., & Kingma, J. (1984). Do children have to remember to reason? A fuzzy-trace theory of transitivity development. Developmental Review, 4, 311-377.
  • Brainerd, C. J. (1983). Varieties of strategy training in children's concept learning. In M. Pressley & J.R. Levin (Eds.), Children's strategies: Psychological foundations. New York: Springer-Verlag.
  • Brainerd, C. J. (1983). Structural invariance in the developmental analysis of learning. In J. Bisanz, G. Bisanz, & R.V. Kail (Eds.), Learning in children. New York: Springer-Verlag.
  • Brainerd, C. J. (1983). Young children's mental arithmetic errors: A working-memory analysis. Child Development, 54, 812-830.
  • Brainerd, C. J. (1983). The modifiability of cognitive development. In S. Meadows (Ed.), Childhood cognitive development. London: Methuen.
  • Brainerd, C. J. (1983). Working memory systems and cognitive development. In C.J. Brainerd (Ed.), Recent advances in cognitive-developmental theory. New York: Springer-Verlag.
  • Rushton, J. P., Brainerd, C. J., & Pressley, M. (1983). Behavioral development and construct validity: Some implications of the principle of aggregation. Psychological Bulletin, 94, 18-38.
  • Brainerd, C. J. (1982). Children's concept learning as rule-sampling systems with Markovian properties. In. C.J. Brainerd (Ed.), Children's logical and mathematical cognition. New York: Springer-Verlag.
  • Brainerd, C. J. (1982). The stage-learning hypothesis: Strategies for instructional design. Contemporary Educational Psychology, 7, 238-256.
  • Brainerd, C. J. (1982). Effects of group and individualized dramatic play on cognitive development. In D.J. Pepler & K.H. Rubin (Eds.), The play of children: Theory and research. Basel, Switzerland: Karger.
  • Brainerd, C. J., & Howe, M. L. (1982). Stages-of-learning analysis of developmental interactions in memory, with illustrations from developmental interactions in picture-word effects. Developmental Review, 2, 251-273.
  • Brainerd, C. J., Howe, M. L., & Desrochers, A. (1982). The general theory of two-stage learning: A mathematical review with illustrations from memory development. Psychological Bulletin, 91, 634-665.
  • Brainerd, C. J., Howe, M. L., & Kingma, J. (1982). An identifiable model of two-stage learning. Journal of Mathematical Psychology, 26, 263-293.
  • Brainerd, C. J. (1981). Working memory and the developmental analysis of probability judgment. Psychological Review, 88, 463-502.
  • Brainerd, C. J., Desrochers, A., & Howe, M. L. (1981). Stages-of-learning analysis of picture-word effects in associative memory. Journal of Experimental Psychology: Human Learning and Memory, 7, 1-14.
  • Brainerd, C. J., & Howe, M. L. (1980). Developmental invariance in a mathematical model of associative learning. Child Development, 51, 349-363.
  • Brainerd, C. J., Howe, M. L., & Desrochers, A. (1980). Interpreting associative learning stages. Journal of Experimental Psychology: Human Learning and Memory, 6, 754-765. Brainerd, C. J. (1979). Une modele neo-Piagetian de l'apprentissage du concept chez l'enfant. Bulletin de Psychologie, 32, 509-521.
  • Brainerd, C. J. (1979). Further reflections and replies on invariant sequences, explanation, and other stage criteria. The Behavioral and Brain Sciences, 2, 149-154.
  • Brainerd, C. J. (1979). Markovian interpretations of conservation learning. Psychological Review, 86, 181-213
  • Brainerd, C. J. (1979). Concept learning and developmental stage. In H.J. Klausmeier and Associates, Cognitive learning and development: Piagetian and information processing perspectives. Cambridge, Mass.: Ballinger.
  • Brainerd, C. J., & Howe, M. L. (1979). An attentional analysis of small cardinal number concepts in five-year-olds. Canadian Journal of Behavioral Science, 11, 112-123.
  • Burns, S. M., & Brainerd, C. J. (1979). Effects of constructive and dramatic play on perspective taking in very young children. Developmental Psychology, 15, 512-521.
  • Brainerd, C. J. (1978). Learning research and Piagetian theory. In L.S. Siegel and C.J. Brainerd (Eds.), Alternatives to Piaget: Critical essays on the theory. New York: Academic Press.
  • Brainerd, C.J. (1978). Group theory and discrimination shift behavior. In J.M. Scandura & C.J. Brainerd (Eds.), Structural/process models of complex behavior. Leyden, The Netherlands: Noordhoff, 1978.
  • Brainerd, C. J. (1978). Cognitive development and instructional theory. Contemporary Educational Psychology, 3, 37-50.
  • Brainerd, C. J. (1978). "Stage," "structure," and developmental theory. In G. Steiner (Ed.), The psychology of the twentieth century. Munich, Federal Republic of Germany: Kindler.
  • Brainerd, C. J. (1978). The stage question in cognitive-developmental theory. The Behavioral Brain Sciences, 1, 173-182.
  • Brainerd, C. J. (1978). Invariant sequences, explanation, and other stage criteria. The Behavioral and Brain Sciences, 2, 207-213.
  • Brainerd, C. J., & Hooper, F. H. (1978). More on the identity-equivalence sequence: An update and some replies to Miller. Psychological Bulletin, 85, 70-75.
  • Brainerd, C. J., & Howe, M. L. (1978). The origins of all-or-none learning. Child Development, 50, 1028-1003.
  • Brainerd, C. J. (1977). Cognitive development and concept learning: An interpretative review. Psychological Bulletin, 84, 919-939.
  • Brainerd, C. J. (1977). Feedback, rule knowledge, and conservation learning. Child Development, 48, 404-411.
  • Brainerd, C. J. (1977). Response criteria in concept development research. Child Development, 48, 360-366.
  • Brainerd, C. J. (1977). Effects of spatial cues on children's cardinal number judgments. Developmental Psychology, 13, 425-430.
  • Brainerd, C. J. (1976). Does prior knowledge of the compensation rule increase susceptibility to conservation training? Developmental Psychology, 12, 1-5.
  • Brainerd, C. J. (1976). On the validity of propositional logic as a model for adolescent intelligence. Interchange, 7, 40-45.
  • Brainerd, C. J. (1976). Analysis and synthesis of recent research on ordinal and cardinal number. In R. Lesh (Ed.), Recent research on number and measurement. Columbus, Ohio: ERIC.
  • Brainerd, C. J. (1975). Structures of the whole and elementary education. American Educational Research Journal, 11, 369-381.
  • Brainerd, C. J. (1975). The role of structures in explaining behavioral development. In K.F. Riegel & J. Meecham (Eds.), The individual and society. (Vol. 1) The Hague: Mouton.
  • Brainerd, C. J., & Fraser, M. (1975). A further test of the ordinal theory of number development. Journal of Genetic Psychology, 127, 141-152.
  • Brainerd, C. J., & Hooper, F. H. (1975). A methodological analysis of developmental studies of identity conservation and equivalence conservation. Psychological Bulletin, 82, 725-737.
  • Weinreb, N., & Brainerd, C. J. (1975). A developmental study of Piaget's groupement model for the emergence of speed and time concepts. Child Development, 46, 176-185.
  • Brainerd, C. J. (1974). Inducing ordinal and cardinal representations of the first five natural numbers. Journal of Experimental Child Psychology, 18, 520-534.
  • Brainerd, C. J. (1974). Training and transfer of transitivity, conservation, and class inclusion of length. Child Development, 45, 324-334.
  • Brainerd, C. J. (1974). The long-term memory improvement effect. In J.M. Scandura and J.H. Durnin (Eds.), Proceedings of the fifth annual interdisciplinary conference on structural learning. Washington, D.C.: Naval Printing Office.
  • Brainerd, C. J. (1974). The evolution of the number concept. Journal of Structural Learning.
  • Brainerd, C. J., & Kaszor, P. (1974). An analysis of two proposed sources of children's class-inclusion errors. Developmental Psychology, 10, 633-643.
  • Brainerd, C. J., & Vanden Heuvel, K. (1974). Development of geometric imagery in five- to eight-year-olds. Genetic Psychology Monographs, 1974, 89, 84-113.
  • Brainerd, C. J. (1973). Neo-Piagetian training experiments revisited: Is there any support for the cognitive-developmental stage hypothesis? Cognition, 2, 349-370.
  • Brainerd, C. J. (1973). Judgments and explanations as criteria for the presence of cognitive structures. Psychological Bulletin, 79, 172-179.
  • Brainerd, C. J. (1973). Order of acquisition of transitivity, conservation, and class inclusion of length and weight. Developmental Psychology. 8, 105-116.
  • Brainerd, C. J. (1973). The origin of number concepts. Scientific American, 228(3), 101-109.
  • Brainerd, C. J. (1973). Mathematical and behavioral foundations of number. Journal of General Psychology, 11, 369-381.
  • Brainerd, C. J. (1972). Reinforcement and reversibility in quantity conservation acquisition. Psychonomic Science, 27, 114-116.
  • Brainerd, C. J. (1972). The age-stage issue in conservation acquisition. Psychonomic Science, 29, 115-117.
  • Brainerd, C. J., & Brainerd, S. H. (1972). Order of acquisition of number and quantity conservation. Child Development, 43, 1401-1406.
  • Brainerd, C. J. (1971). The development of the proportionality scheme in children and adolescents. Developmental Psychology, 5, 469-476.
  • Brainerd, C. J., & Allen, T. W. (1971). Experimental inductions of the conservation of "first-order" quantitative invariants. Psychological Bulletin, 75, 128-144.
  • Brainerd, C. J., & Allen, T. W. (1971). Training and transfer of density conservation: Effects of feedback and consecutive similar stimuli. Child Development, 42, 693-704.
  • Brainerd, C. J. (1970). Continuity and discontinuity hypotheses in studies of conservation. Developmental Psychology, 3, 225-228.
  • Brainerd, C. J. (1969). Perceived experiential correlates of apperceptively measured self-evaluations and affects in the late adolescent female. Developmental Psychology, 1, 179.
  • Brainerd, C. J. (1969). Perceptions of parental behavior as predictors of a personal worth criterion. Journal of Rational Living, 4, 17-19.

• Books/Monographs

  • Stein, N. L., Ornstein, P. A., Tversky, B., & Brainerd, C. J. (Eds.), (1997). Memory for everyday and emotional events. Hillsdale, NJ: Erlbaum.
  • Dempster, F. N., & Brainerd C. J. (Eds.), (1995). Interference and inhibition in cognition. New York: Academic Press.
  • Howe, M. L., Brainerd, C. J., & Reyna, V. F. (Eds.), (1992). Development of forgetting. New York: Springer-Verlag.
  • Brainerd, C. J., Reyna, V. F., Howe, M. L., & Kingma, J. (1990). The development of forgetting and reminiscence. Monographs of the Society for Research in Child Development, 53, 2-3 (Whole No. 222).
  • Howe, M. L., Stones, M. J., & Brainerd, C. J. (Eds.), (1990) Cognitive and behavioral performance factors in atypical aging. New York: Springer-Verlag.
  • Howe, M. L., & Brainerd, C. J. (Eds.), (1988). Cognitive development in adulthood. New York: Springer-Verlag.
  • Bisanz, J., Brainerd, C. J., & Kail, R. V. (Eds.), (1987). Formal models in developmental psychology. New York: Springer-Verlag.
  • Brainerd, C. J., & Pressley, M. (Eds.), (1985). Basic processes in memory development. New York: Springer-Verlag.
  • Pressley, M., & Brainerd, C. J. (Eds.), (1985). Cognitive learning and memory in children. New York: Springer-Verlag.
  • Brainerd, C. J., & Reyna, V. F. (Eds.), (1985). Developmental psychology: Proceedings of the 23rd International Congress of Psychology. Amsterdam: North Holland.
  • Brainerd, C. J. (Ed.), (1983). Recent advances in cognitive-developmental theory. New York: Springer-Verlag.
  • Brainerd, C. J. (Ed.), (1982). Children's logical and mathematical cognition. New York: Springer-Verlag.
  • Brainerd, C. J., & Pressley, M. (Eds.), (1982). Verbal processes in children. New York: Springer-Verlag.
  • Brainerd, C. J. (1979). The origins of the number concept. New York: Praeger.
  • Brainerd, C. J. (1978). Piaget's theory of intelligence. Englewood Cliffs, N.J.: Prentice-Hall.
  • Scandura, J. M., & Brainerd, C. J. (Eds.), (1978). Structural/process models of complex behavior. Leyden, The Netherlands: Noordhoff.
  • Siegel, L. S., & Brainerd, C. J. (Eds.), (1978). Alternatives to Piaget: Critical essays on the theory. New York: Academic Press.
  • Hooper, F. H., Brainerd, C. J., & Sipple, T. (1975). Groupement structures assessment manual. Madison, Wisconsin: Research and Development Center for Cognitive Learning.
  • Brainerd, C. J., & Scontrino, M. P. (1970). Guide to human development. Homewood, Illinois: Dorsey Press.

• Commentaries and Reviews

  • Brainerd, C. J. (1993). Cognitive development is abrupt (but not stage-like). In H. Thomas & A. Lohaus, Modeling growth and individual differences in spatial tasks. Monographs of the Society for Research in Child Development, 58(9), 170-190.
  • Smith, K. J., Reyna, V. F., & Brainerd, C. J. (1993, January). The debate continues. Phi Delta Kappan, 407-410.
  • Reyna, V. F., Brainerd, C. J., & Bjorklund, D. F. (1990). Editorial. Developmental Review, 10, 1-2.
  • Brainerd, C. J., & Reyna, V. F. (1988). Memory loci of suggestibility development: Comment on Ceci, Ross, and Toglia. Journal of Experimental Psychology: General, ll7, l97-200.
  • Reyna, V. F., & Brainerd, C. J. (1988). Piaget under scrutiny. Science, 241, 733.
  • Brainerd, C. J. (1987). Modeling cognition on the other side of the Atlantic. Contemporary Psychology, 1987, 32, 379-380.
  • Brainerd, C. J. (1983). Review of New directions in Piagetian theory and practice. American Journal of Education, May, 1983.
  • Brainerd, C. J. (1982). Editorial. Developmental Review, 2, 209-212.
  • Brainerd C. J. (1982). Reply to Perret-Clermont. The Behavioral and Brain Sciences, 5.
  • Brainerd, C. J. (1981). Stages II. A review of Beyond universals in cognitive development. Developmental Review, 1981, 1, 63-81.
  • Brainerd, C. J. (1980). Review of Logical development in children. American Scientist.
  • Brainerd, C. J. (1980). Deja vu. The Behavioral and Brain Sciences, 3.
  • Brainerd, C. J. (1979, fall). Symposium on the future of Piagetian psychology. Genetic Epistemologist.
  • Brainerd, C. J. (1979). Commentary. In L. Hood & L. Bloom, what, when, and how about why: A longitudinal study of early expressions of causality. Monographs of the Society for Research in Child Development. 44, 6 (Whole No. 181).
  • Brainerd, C. J. (1979). Review of Psychological aspects of cognitive growth. American Scientist.
  • Brainerd, C. J. (1978). Reply to Bond. Interchange, Summer 1978.
  • Brainerd, C. J. (1978, summer). Recent NeoPiagetian learning research. Genetic Epistemologist.
  • Brainerd, C. J. (1976). A worthy addition. Contemporary Psychology, September.
  • Brainerd, C. J. (1976). Concerning Macnamara's analysis of Piaget's theory of number. Child Development, 47, 893-896.
  • Brainerd, C. J. (1976). Measuring the ordination ---> cardination sequence. Psychological Reports, 88, 1266.
  • Brainerd, C. J. (1975, December). Identity and reversibility reprised. Contemporary Psychology.
  • Brainerd, C. J. (1975). Rejoinder to Bingham-Newman and Hooper. American Educational Research Journal, 11, 389-394.
  • Brainerd, C. J. (1974). Postmortem on judgments, explanations, and Piagetian cognitive structures. Psychological Bulletin, 81, 70-71.
  • Brainerd, C. J. (1974, January). Behavioral development underdetermined. Contemporary Psychology.
  • Brainerd, C. J. (1974, July). Piaget for the uninitiated. Contemporary Psychology.
  • Brainerd, C. J. (1971). Imagery as a dependent variable. American Psychologist, 26, 599-600.