Shusterman, A., May, N., Melvin, S., Kumar, S., Blumenstock, S., Toomey, M., & Lewis, S. (2019, September 23). Working in the research-to-practice gap: Case studies, core principles, and a call to action. https://doi.org/10.31234/osf.io/qhxbn link
Vieites, V., Reeb-Sutherland, B., Shusterman, A., & Pruden, S. (2019). Using Hippocampal-Dependent Eyeblink Conditioning to Predict Individual Differences in Spatial Reorientation Strategies in 3- to 6-Year-Olds. Developmental science, e12867. link
Slusser, E., Ribner, A., & Shusterman, A. (2019). Language counts: Early language mediates the relationship between parent education and children’s math ability. Developmental science, 22(3), e12773. link
Shusterman, A. & Li, P. (2016). Frames of reference in spatial language acquisition. Cognitive Psychology. link pdf
Shusterman, A. & Li, P. (2016). A framework for work on frames of reference. In: Barner, D. and Baron, A., (Eds.), Core Knowledge and Conceptual Change, Oxford University Press. (Please email me directly)
Cheung, M.P., Slusser, E., & Shusterman, A. (2016). A 6-month longitudinal study on numerical estimation in preschoolers. Proceedings of the Cognitive Science Society. pdf
Shusterman, A., Slusser, E., Halberda, J., & Odic, D. (2016). Acquisition of the cardinal principle coincides with improvement in Approximate Number System acuity in preschoolers. PloS One, 11(4), e0153072. link
Schug, M. G., Shusterman, A., Barth, H., & Patalano, A. L. (2015). Early group bias in the Faroe Islands: Cultural variation in children’s group-based reasoning. The Quarterly Journal of Experimental Psychology, 1-27. pdf
Feld, L. & Shusterman, A. (2015). Into the pressure cooker: Student stress in high-pressure college preparatory schools. Adolescence, 41, 31-42. pdf
Leonard, J., Berkowitz, T., & Shusterman, A. (2014). The effect of friendly touch on delay-of-gratification in preschool children. Quarterly Journal of Experimental Psychology. link
Schug, M., Shusterman, A., Barth, H., & Patalano, A. (2013). Minimal group membership influences children’s responses to novel group experiences with group members.Developmental Science, 16(1), 47-55. link
Shusterman, A., Lee, S.A., & Spelke, E.S. (2011). Cognitive effects of language on human navigation. Cognition, 120(2), 186-201. 
doi:10.1016/j.cognition.2011.04.004 link
Pyers, J., Shusterman, A. Senghas, A., Emmorey, K., Spelke, E. (2010). Evidence from users of an emerging sign language reveals that language supports spatial cognition. Proceedings of the National Academy of Sciences. link
Shusterman, A., Gibson, D., & Finder, B. (2010). Early acquisition of the word “two.” Proceedings of the 2009 Boston University Conference on Language Development, Cascadilla Press. pdf
Shusterman, A. Feld, L., Baer, L. & Keuthen, N. (2009). Affective regulation in trichotillomania: Evidence from a large-scale internet survey. Behavior research and therapy, 47(8), 637-44. pdf
Shusterman, A., Lee, S. A., & Spelke, E. (2008). Young children’s spontaneous use of geometric information in maps. Developmental Science, 11(2), F1-F7. pdf
Lee, S.A., Shusterman, A., & Spelke, E. (2006). Reorientation and landmark-guided search in children: Evidence for two systems. Psychological Science, 17(7), 577-582. pdf
Shusterman, A. & Spelke, E. (2005). Language and the development of spatial reasoning. In P. Carruthers, S. Laurence and S. Stich (eds.), The Structure of the Innate Mind. Oxford University Press. pdf