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  1. Priti Shah & Eric G. Freedman (2011). Bar and Line Graph Comprehension: An Interaction of Top‐Down and Bottom‐Up Processes. Topics in Cognitive Science 3 (3):560-578.
    This experiment investigated the effect of format (line vs. bar), viewers’ familiarity with variables, and viewers’ graphicacy (graphical literacy) skills on the comprehension of multivariate (three variable) data presented in graphs. Fifty-five undergraduates provided written descriptions of data for a set of 14 line or bar graphs, half of which depicted variables familiar to the population and half of which depicted variables unfamiliar to the population. Participants then took a test of graphicacy skills. As predicted, the format influenced viewers’ interpretations (...)
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  2. Hsin‐Kai Wu & Priti Shah (2004). Exploring Visuospatial Thinking in Chemistry Learning. Science Education 88 (3):465-492.
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  3. Akira Miyake, Naomi P. Friedman, David A. Rettinger, Priti Shah & Mary Hegarty (2001). How Are Visuospatial Working Memory, Executive Functioning, and Spatial Abilities Related? A Latent-Variable Analysis. Journal of Experimental Psychology: General 130 (4):621.
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  4. Priti Shah & Akira Miyake (1996). The Separability of Working Memory Resources for Spatial Thinking and Language Processing: An Individual Differences Approach. Journal of Experimental Psychology: General 125 (1):4.
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  5. Priti Shah & Patricia A. Carpenter (1995). Conceptual Limitations in Comprehending Line Graphs. Journal of Experimental Psychology: General 124 (1):43.
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