Book chapters and refereed journal articles

Kim, A.S.N., Frake-Mistak, M., Carolli, A., & Jennings, B. (2023). Does it matter when it happens? Assessing whether formative quizzes at different timepoints in a course are predictive of final exam grades. Open Scholarship of Teaching and Learning, 2(3), 138-146. DOI: [open access download]

Stevenson, C., & Kim, A.S.N. (2023). Students as research partners. In V. Rossi (Ed.), Inclusive learning design in higher education: A practical guide to creating equitable learning experiences (pp. 47-50). Routledge.

Kim, A.S.N., Jennings, B., Tolomei, E., Schiafone, C.,  & Dafoe, L. (2022). Involving students as partners in a course redesign. Imagining SoTL, 2, 36–51. DOI: [open access download]

Kim, A.S.N., Stevenson, C. R., & Park, L. (2022). Homework, in-class assignments, and midterm exams: Investigating the predictive utility of formative and summative assessments for academic success. Open Scholarship of Teaching and Learning, 2(1), 92–102. DOI: [open access download]

Carozza, L., Kim, A.S.N., Zaki-Azat, J., Pham, S., & Liczner, K. (2022). Reflections during a global pandemic: Co-creation of research with student partners in a digital environment. International Journal for Students As Partners, 6(1), 144–152. DOI: [open access download]

Kim, A.S.N., Khan, S.A., Carolli, A., & Park, L. (2021) Investigating teaching and learning during the coronavirus disease 2019 pandemic. Scholarship of Teaching and Learning in Psychology. DOI: [open access download]

Popovic, C., Kim, A.S.N., Farrugia, L., & Saleh, S. (2021). Turning the tables: Involving undergrads as researchers in SoTL. Imagining SoTL, 1, 99–115. [open access download]

Kim, A.S.N., Nairn, B.C., Popovic, C., Carozza, L., & Balidio, E.C. (2021). Participation is predictive of individual, but not group, work in the context of a blended general education course. Canadian Journal for the Scholarship of Teaching and Learning. DOI: [open access download]

Kim, A.S.N., Popovic, C., Farrugia, L., Saleh, S.A.F., Maheux-Pelletier, G., & Frake-Mistak, M. (2020). On nurturing the emergent SoTL researcher: Responding to challenges and opportunities. International Journal for Academic Development. DOI: 10.1080/1360144X.2020.1842743

Kim, A.S.N., Wong Kee You, A.M.B., Le, B.T., Wiseheart, M., Moreno, S., & Rosenbaum, R.S. (2020). Specifying the neural basis of the spacing effect with multivariate ERP. Neuropsychologia. DOI: [open access download]

Kim, A. S. N., Shakory, S., Azad, A., Popovic, C., & Park, L. (2020). Understanding the impact of attendance and participation on academic achievement. Scholarship of Teaching and Learning in Psychology, 6(4), 272–284.

Kim, A.S.N., Wong-Kee-You, A.M.B., Wiseheart, M., & Rosenbaum, R.S. (2019). The spacing effect stands up to big data. Behavior Research Methods, 51(4), 1485–1497. DOI: 10.3758/s13428-018-1184-7 [open access download]

Wiseheart, M., Küpper-Tetzel, C. E., Weston, T., Kim, A. S. N., Kapler, I. V., & Foot-Seymour, V. (2019). Enhancing the quality of student learning using distributed practice. In J. Dunlosky & K. Rawson (Eds.), Cambridge handbook of cognition and education (pp. 550-584). New York: Cambridge University Press.

Kim, A.S.N., Saberi, F.M., Wiseheart, M., & Rosenbaum, R.S. (2018). Ameliorating episodic memory deficits in a young adult with developmental (congenital) amnesia. Journal of the International Neuropsychological Society, 24, 1003-1012. [open access download]

Rosenbaum, R.S., Kim, A.S.N., & Baker, S. (2017). Episodic and semantic memory. In J. Wixted (Ed.), Cognitive Psychology of Memory, Vol. 2 of Learning and Memory: A Comprehensive Reference, 4 vols. (J.H. Byrne, Ed.), 2nd Edition. Oxford: Elsevier.

Kim, A.S.N. & Shakory, S. (2017). Early, but not intermediate, evaluative feedback predicts cumulative exam scores in large lecture-style post-secondary education classrooms. Scholarship of Teaching and Learning in Psychology, 3, 141-150. (pre-formatted manuscript)

Kim, A.S.N., Binns, M.A. & Alain, C. (2012). Neuroelectric Evidence for Cognitive Association Formation: An Event-Related Potential Investigation. PLoS ONE, 7, e34856. (PDF)

Nyberg, L., Kim, A.S.N., Habib, R., Levine, B. & Tulving, E. (2010). Consciousness of subjective time in the brain. Proceedings of the National Academy of Sciences of the United States of America, 107, 22356-22359. (PDF)

Kim, A.S.N., Vallesi, A., Picton, T.W. & Tulving, E. (2009). Cognitive association formation in episodic memory: Evidence from event-related potentials. Neuropsychologia, 47, 3162-3173. (PDF)

Spaniol, J., Davidson, P.S.R., Kim, A.S.N., Han, H., Moscovitch, M. & Grady, C.L. (2009). Event-related fMRI studies of episodic encoding and retrieval: A meta-analysis using activation likelihood estimation. Neuropsychologia, 47, 1765-1779. (PDF)

Spreng, R.N., Mar, R.A. & Kim, A.S.N. (2009). The common neural basis of autobiographical memory, prospection, navigation, theory of mind and the default mode: a quantitative meta-analysis. Journal of Cognitive Neuroscience, 21, 485-510. (PDF)

Tulving, E., & Kim, A.S.N. (2009). Autonoetic Consciousness. In P. Wilken, T. Bayne, A. Cleeremans (Eds.), The Oxford Companion to Consciousness (pp. 96-98). Oxford: Oxford University Press.

Davidson. P.S.R., Anaki, D., Ciaramelli, E, Cohn, M., Kim, A.S.N., Murphy, K.J., Troyer, A.K., Moscovitch, M. & Levine, B. (2008). Does lateral parietal cortex support episodic memory? Evidence from focal lesion patients. Neuropsychologia, 46, 1743–1755. (PDF)

Tulving E. & Kim A. (2007). The evolution of foresight: What is mental time travel, and is it unique to humans? Behavioral and Brain Sciences, 30, 334-335. (PDF)