PUBLICATIONS

2019:

 

James, K.H., Merritt, E., Swain, S.N., & Vinci-Booher, S. (in press). Constraining stroke order during manual symbol learning hinders subsequent recognition in children under 4.5 years. Frontiers in Psychology.

 

2018:

 

Vinci-Booher, S., Cheng, H., & James, K.H. (2018). An analysis of the brain systems involved with producing letters by hand. Journal of Cognitive Neuroscience, 31(1), 1-18. (PDF)

 

Munoz-Rubke, F., Olsen, D., Will, R., & James, K.H. (2018). Functional fixedness in tool use: Learning modality, limitations and individual differences. Acta Psychologia, 190, 11-26. (PDF)

 

Vinci-Booher, S., Sturgeon, J., James, T.W., & James, K.H. (2018). The MRItab: A MR-compatible touchscreen with video-display. Journal of Neuroscience Methods, 306, 10-18. (PDF)

 

Zemlock, D., Vinci-Booher, S., & James, K.H. (2018). Visual-motor symbol production facilitates letter recognition in young children. Reading & Writing, 31, 1255-1271. (PDF)

 

Wakefield, E.M., Hall, C., James, K.H., & Goldin-Meadow, S. (2018). Gesture for generalization: Gesture facilitates flexible learning of words for actions on objects. Developmental Science, 21(5), 1-14. (PDF)

 

Munoz-Rubke, F., Kafadar, K., & James, K.H. (2018). A new statistical model for analyzing rating scale data pertaining to word meaning. Psychological Research, 82(4), 787-805. doi:10.1007/s00426-017-0864-8 (PDF)

2017:

 

James, K.H. (2017). The importance of handwriting experience on the development of the literate brain. Current Directions in Psychological Science, 26(6), 502-508. (PDF)

James, K. H., & Kersey, A. J. (2017). Dorsal stream function in the young child: An fMRI investigation of visually-guided action. Developmental Science, 21(2), 1-16. doi: 10.1111/desc.12546 (PDF)

2016:

 

Li, J.X., & James, K.H. (2016). Handwriting generates variable visual input to facilitate symbol learning. Journal of Experimental Psychology: General, 145(3), 298-313. doi:10.1037/xge0000134 (PDF)

 

Vinci-Booher, S., James, T.W., & James, K.H. (2016). Visual-motor functional connectivity in preschool children emerges after handwriting experience.  Trends in Neuroscience and Education, 5(3), 107-120. doi.org/10.1016/j.tine.2016.07.006 (PDF)

 

Vinci-Booher, S., & James, K.H. (2016). Neural substrates of sensorimotor processes: Letter writing and letter perception. Journal of Neurophysiology, 115(1), 1-4.  doi: 10.1152/jn.01042.2014 (PDF)

 

Wakefield, E.M., Hall, C., James, K.H., & Goldin-Meadow, S. (2016). Representational gesture as a tool for promoting word learning in young children. In Proceedings of the 41st Annual Boston University Conference on Language Development, Boston, MA.

 

Zemlock, D. (2016). Learning about letters through handwriting practice. Indiana University Journal of Undergraduate Research, 2(1), 56-61. (PDF)

2015:

 

James, K.H., Jao, R.J., & Berninger, V. (2015). The development of multi-leveled writing brain systems: Brain lessons for writing instruction. In MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.), Handbook of Writing Research, 2nd edition. New York: Guilford. (PDF)

 

Latinus M., Love S.A., Rossi A., Parada F., Huang L., Conty L., George N., James K., & Puce A. (2015). Social decisions affect neural activity to perceived dynamic gaze. Social Cognitive & Affective Neuroscience, 10(11), 1557-1567. doi:10.1093/scan/nsv049 (PDF)

 

Wakefield, E.M., & James, K.H. (2015). Effects of learning with gesture on children’s understanding of a new language concept. Developmental Psychology, 51(8), 1105–1114. doi:10.1037/a0039471 (PDF)

2014:

 

James, K.H., Jones, S., Swain, S.N., Pereira, A., & Smith, L.B. (2014). Some views are better than others: Evidence for a visual bias in object views self generated by toddlers. Developmental Science, 17(3), 338-3531. doi: 10.1111/desc.12124 (PDF)

 

James, K.H., Swain, S.N., Jones, S.S., Smith, L.B. (2014). Young children’s self-generated object views and object recognition. Journal of Cognition and Development, 15(3), 393-401. doi:10.1080/15248372.2012.749481 (PDF)

 

Jao, R.J., James, T.W., & James, K.H. (2014). Multisensory convergence of visual and haptic object preference across development. Neuropsychologia, 56, 381–392. doi: 10.1016/j.neuropsychologia.2014.02.009 (PDF)

 

Smith, L.B., Street, S., Jones, S.S., & James, K.H. (2014). Using the axis of elongation to align shapes: Developmental changes between 18 and 24 months of age. Journal of Experimental Child Psychology, 123, 15-35. doi: 10.1016/j.jecp.2014.01.009 (PDF)

2013:

 

Butler, A.J., & James, K.H. (2013). Active learning of novel sound-producing objects: Motor reactivism and enhancement of visuo-motor connectivity. Journal of Cognitive Neuroscience, 25(2), 203-218. doi:10.1162/jocn_a_00284 (PDF)

 

Kersey, A.J., & James, K.H. (2013).  Brain activation patterns resulting from learning letter forms through active self-production and passive observation in young children. Frontiers in Psychology, 4, 567. doi: 10.3389/fpsyg.2013.00567 (PDF)

 

James, T.W.*, & James, K.H.* (2013). Expert individuation of objects increases activation in the fusiform face area of children. NeuroImage, 67, 182-192.  doi:10.1016/j.neuroimage.2012.11.007  * equal author contribution (PDF)

 

Wakefield, E.M., & James, K.H. (2013). Neural correlates of gesture processing across human development. Cognitive Neuropsychology, 30, 58-76.   doi:10.1080/02643294.2013.794777 (PDF)

2012:

 

James, K.H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in per-literate children. Trends in Neuroscience and Education, 1, 32-42. doi:10.1016/j.tine.2012.08.001 (PDF)

 

Motz, B.A., James, K.H., & Busey, T.A. (2012). The lateralizer: A tool for students to explore the divided brain. Advances in Physiology Education, 36(3), 220-225. doi:10.1152/advan.00060.2012 (PDF)

2011:

 

Wakefield, E.M., & James, K.H. (2011). Effects of sensori-motor learning on melody processing across development. Cognition, Brain & Behavior, 15(4), 505-534. (PDF)

 

James, K.H., & Bose, P. (2011).Self-generated actions during learning objects and sounds create sensori-motor systems in the developing brain. Cognition, Brain & Behavior, 15(4), 485-503. (PDF)

 

Butler, A.J., & James, K.H. (2011). Cross-modal versus within-modal recall: Differences in behavioral and brain responses. Behavioral Brain Research, 224, 387-396. doi:10.1016/j.bbr.2011.06.017 (PDF)

 

Butler, A.J., James, T.W., & James, K.H. (2011). Enhanced multisensory integration and motor reactivation after active motor learning of audiovisual associations. Journal of Cognitive Neuroscience, 23(11), 3515-3528. doi:10.1162/jocn_a_00015 (PDF)

 

James, T.W., VanDerKlok, R.M., Stevenson, R.A., & Harman James, K. (2011). Multisensory perception of action in posterior temporal cortex. Neuropsychologia, 49, 108-114. doi:10.1016/j.neuropsychologia.2010.10.030 (PDF)

 

James, T.W., Stevenson, R.A, Kim, S., VanDerKlok, R.M., & James, K.H. (2011). Shape from sound: Evidence for a shape operator in the lateral occipital cortex. Neuropsychologia, 49, 1807-1815. doi:10.1016/j.neuropsychologia.2010.10.030 (PDF)

 

James, K.H., & Swain, S.N. (2011). Only self-generated actions create sensori-motor systems in the developing brain. Developmental Science, 14(4), 673-687. doi: 10.1111/j.1467-7687.2010.01011.x (PDF)

2010:

 

Butler, A.J., & James, K.H. (2010). The neural correlates of attempting to suppress negative versus neutral memories. Cognitive and Affective Behavioral Neuroscience, 10, 182-194. doi:10.3758/CABN.10.2.182 (PDF)

 

Street, S., James, K., Jones, S., & Smith, L.B. (2010). Vision for action in toddlers: The posting task. Child Development, 82(6), 2083-2094. doi:10.1111/j.1467-8624.2011.01655.x (PDF)

 

James, K.H. (2010). Sensori-motor experience leads to changes in visual processing in the developing brain. Developmental Science, 13(2), 279-288.  doi:10.1111/j.1467-7687.2009.00883.x (PDF)

 

James, K.H., & Mauoene, J. (2010). Auditory verb perception recruits motor systems in the developing brain: an fMRI investigation. Developmental Science, 12(6), F26-F34. doi:10.1111/j.1467-7687.2009.00919.x (PDF)

 

Periera, A.F., James, K.H., Jones, S.S., & Smith, L.B. (2010). Early biases and developmental changes in self-generated object views. Journal of Vision, 10(11), 1-13. doi: 10.1167/10.11.22 (PDF)

2009+

 

James, K.H., & Gauthier, I. (2009). When writing impairs reading: Letter perception’s susceptibility to motor interference. Journal of Experimental Psychology: General, 138, 416-431. doi:10.1037/a0015836 (PDF)

 

James, K.H., & Atwood, T. (2009). The role of sensorimotor learning in the perception of letter-like forms: Tracking the causes of neural specialization for letters. Cognitive Neuropsychology, 26(1), 91-110. doi:10.1080/02643290802425914 (PDF)

 

James, K.H., Wong, C-N., & Jobard, G. (2009). The case for letter expertise.  In I. Gauthier, D. Bub, & M.J. Tarr, (Eds.),   Perceptual Expertise: Bridging Brain and Behavior, Oxford University Press. doi:10.1093/acprof:oso/9780195309607.003.0011 (PDF)

 

Wong, C-N., Jobard, G., James, T.W., James, K.H., & Gauthier, I. (2009). Expertise with characters in alphabetic and non-alphabetic writing system engage the same occipito-temporal area. Cognitive Neuropsychology, 26, 111-127. (PDF)

Foss, A.H., Altschuler, E.L., & James, K.H. (2007). Neural correlates of the Pythagorean ratio rules. NeuroReport, 18(15), 1521-1525. doi:10.1093/acprof:oso/9780195309607.001.0001 (PDF)

 

James, K.H., & Gauthier, I. (2006).  Letter processing automatically recruits a sensory-motor brain network. Neuropsychologia, 44, 2937-2949.  doi:10.1016/j.neuropsychologia.2006.06.026 (PDF)

 

James, K.H., James, T.W., Jobard, G., Wong, C-N., & Gauthier, I. (2005). Letter processing in the visual system: Different activation patterns for single letters and strings. Cognitive, Affective  and Behavioral Neuroscience, 5(4), 452-466. doi: 10.3758/cabn.5.4.452 (PDF)

 

James, T.W., Humphrey, G.K., James, K.H., & Goodale, M.A. (2005). Do visual and tactile object representations share the same neural substrate? M.A. Heller and S. Ballesteros (Eds.), Touch and Blindness: Psychology and Neuroscience. Mahwah, NJ: Lawrence Erlbaum. (PDF)

 

James, K.H., Humphrey, G.K., Vilis, T., Baddour, R., Corrie, B., & Goodale, M.A. (2002). “Active” and “passive” learning of three-dimensional object structure within an immersive virtual reality environment.  Behavioral Research Methods, Instruments and Computers, 34(3), 383-390. doi:10.3758/BF03195466 (PDF)

 

James, K.H., Humphrey, G.K., & Goodale, M.A. (2001). Manipulating and recognizing virtual objects: Where the action is. Canadian Journal of Experimental Psychology, 55(2), 111-120. doi:10.1037/h0087358 (PDF)

 

Harman, K.L., Humphrey, G.K., & Goodale, M.A. (1999). Active manual control of object views facilitates visual recognition. Current Biology, 9(22), 1315-1318. doi:10.1016/S0960-9822(00)80053-6 (PDF)

 

Harman, K.L., & Humphrey, G.K. (1999). Encoding ‘regular’ and ‘random’ sequences of views of novel, three-dimensional objects. Perception, 28, 601-615. doi:10.1068/p2924 (PDF)

 

 

 

 

 

 

Cognition & Action Neuroimaging Lab | 1101 E. 10th Street, Bloomington, IN 47405 | (812)856-7237 | canlab1@indiana.edu