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Recent Publications

Hund, A. M., Kannass, K. N., Bove, R., Fairweather, L., Maydew, M., & Monla, A. (in press). Young children’s understanding of ordinal and spatial labels. Cognitive Development.

Hund, A. M., Plumert, J. M., & Recker, K. M. (2020). Visually scaling distance from memory: Do visible midline boundaries make a difference? Spatial Cognition & Computation, 20, 134-159.

Jadallah, M., Kang, H-S., Hund, A. M., & Kirby, E. (2020). The indexical nature of classroom discourse: The role of technology integration. Classroom Discourse, 11, 41-60.

Plumert, J. M., Hund, A. M., & Recker, K. M. (2019). Is scaling up harder than scaling down? How children and adults visually scale distance from memory. Cognition, 185, 39-48.

Hund, A. M., Bianchi, L. J., Winner, J. F., & Hesson-McInnis, M. S. (2017). Complex spatial language improvesfrom 3 to 5 years: The role of prompting and overhearing in facilitating direction giving using between and middle. Cognitive Development, 43, 170-181.

Jadallah, M., Hund, A. M., Thayn, J., Studebaker, J. G., Roman, Z. J., & Kirby, E. (2017). Integrating geospatial technologies in fifth-grade curriculum: Impact on spatial ability and map-analysis skills. Journal of Geography, 116, 139-151.

Mann, T. D., Hund, A. M., Hesson-McInnis, M. S., & Roman, Z. J. (2017). Pathways to school readiness: Executive functioning predicts academic and social-emotional aspects of school readiness. Mind, Brain, and Education, 11, 21-31.

Vinson, D. W., Jordan, J. S., & Hund, A. M. (2017). Perceptually walking in another’s shoes: Goals and memories constrain spatial perception. Psychological Research, 81, 66-74.

Gnaedinger, E. K., Hund, A. M., & Hesson-McInnis, M. S. (2016). Reading-specific flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Mind, Brain, and Education, 10, 233-246.

Cantin, R. H., Gnaedinger, E. K., Gallaway, K. C., Hesson-McInnis, M. S., & Hund, A. M. (2016). Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. Journal of Experimental Child Psychology, 146, 66-78.

Hund, A. M. (2016). Visuospatial working memory facilitates indoor wayfinding and direction giving. Journal of Environmental Psychology, 45, 233-238. 

Vinson, D. W., Jordan, J. S., & Hund, A. M. (in press). Perceptually walking in another’s shoes: Goals and memories constrain spatial perception. Psychological Research.

Hund, A. M., & Bueno, D. (2015). Learning in out-of-class experiences: The importance of professional skills. Psychology Learning and Teaching Journal14, 62-69. 

Bock, A. M., Gallaway, K. C., & Hund, A. M. (2015). Specifying links between executive functioning and theory of mind during middle childhood: Cognitive flexibility predicts social understanding. Journal of Cognition and Development, 16, 509-521. 

Hund, A. M., & Gill, D. M. (2014). What constitutes effective wayfinding directions: The role of descriptive cues and memory demands. Journal of Environmental Psychology, 38, 217-234.

Hund, A. M., Schmettow, M., & Noordzij, M. L. (2012). The impact of culture and recipient perspective on direction giving in the service of wayfinding. Journal of Environmental Psychology, 32, 327-336.

Padgitt, A. J., & Hund, A. M. (2012). How good are these directions? Determining direction quality and wayfinding efficiency. Journal of Environmental Psychology, 32, 164-172. PDF

Foster, E. K., & Hund, A. M. (2012). The impact of scaffolding and overhearing on young children’s use of the spatial terms between and middle. Journal of Child Language, 39, 338-364PDF

Ronk, M. J., Hund, A. M., & Landau, S. (2011). Assessment of social competence of boys with Attention-deficit/Hyperactivity Disorder: Problematic peer entry, host responses, and evaluations. Journal of Abnormal Child Psychology, 39, 829-840. PDF

Reck, S. G., & Hund, A. M. (2011). Sustained attention and age predict inhibitory control during early childhood. Journal of Experimental Child Psychology, 108, 504-512. PDF

Hund, A. M., & Padgitt, A. J. (2010). Direction giving and following in the service of wayfinding in a complex indoor environment. Journal of Environmental Psychology, 30, 553-564. PDF

Hund, A. M. (2010). What factors shape by ratings in relation to landmarks? Journal of Cognition and Development, 11, 374-389. PDF

Reck, S. G., Hund, A. M., & Landau, S. (2010). Memory for object locations in boys with and without ADHD. Journal of Attention Disorders, 13, 505-515. PDF

Hund, A. M., & Nazarczuk, S. N. (2009). The effects of sense of direction and training experience on wayfinding efficiency. Journal of Environmental Psychology, 29, 151-159PDF

Hund, A. M., Haney, K. H., & Seanor, B. D. (2008). The role of recipient perspective in giving and following wayfinding directions. Applied Cognitive Psychology, 22, 896-916. PDF

Hund, A. M., & Foster, E. K. (2008). The stability and flexibility of spatial categories based on object relatedness. Developmental Psychology, 44, 218-232PDF

Hund, A. M., & Naroleski, A. R. (2008). Developmental changes in young children’s spatial memory and language in relation to landmarks. Journal of Cognition and Development, 9, 310-339. PDF

Hund, A. M., & Plumert, J. M. (2007). What counts as by? Young children’s use of absolute and relative distance to judge nearbyness. Developmental Psychology, 43, 121-133. PDF

Plumert, J. M., Hund, A. M., & Recker, K. M. (2007). Organism-environment interaction in spatial development: Explaining categorical bias in memory for location. In J. M. Plumert & J. P. Spencer (Eds.), Emerging Landscapes of Mind: Mapping the Nature of Change in Spatial Cognitive Development (pp. 25-52)Oxford, UK: Oxford University Press. PDF

Recker, K. M., Plumert, J. M., Hund, A. M., & Reimer, R. (2007). How do biases in spatial memory change as children and adults are learning locations? Journal of Experimental Child Psychology, 98, 217-232. PDF

Hund, A. M., & Minarik, J. L. (2006). Getting from here to there: Spatial anxiety, wayfinding strategies, direction type, and wayfinding efficiency. Spatial Cognition and Computation, 6,179-201. PDF

Hund, A. M., & Plumert, J. M. (2005). The stability and flexibility of spatial categories.Cognitive Psychology. 50, 1-44. PDF

Hund, A. M., & Plumert, J. M. (2003). Does information about what things are influence children’s memory for where things are? Developmental Psychology, 39, 939-948. PDF

Hund, A. M., & Spencer, J. P. (2003). Developmental changes in the relative weighting of geometric and experience-dependent location cues. Journal of Cognition and Development, 4,3-38. PDF

Spencer, J. P., & Hund, A. M. (2003). Developmental continuity in the processes that underlie spatial recall . Cognitive Psychology, 47, 432-480. PDF

Hund, A. M., & Plumert, J. M. (2002). Delay-induced bias in children’s memory for location.Child Development, 73, 829-840. PDF

Hund, A. M., Plumert, J. M., & Benney, C. J. (2002). Children’s ability to form spatial groups: The role of spatial and temporal contiguity. Journal of Experimental Child Psychology, 82,200-225. PDF

Spencer, J. P., & Hund, A. M. (2002). Prototypes and particulars: Geometric and experience-dependent spatial categories. Journal of Experimental Psychology: General, 131, 16-37. PDF

Plumert, J. M., & Hund, A. M. (2001). The development of location memory: What role do spatial prototypes play? Child Development, 72, 370-384. PDF

Note: Please contact the appropriate journals for permission to use or reprint these copyrighted articles.

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