Publications:
Simon, D.A., & Bjork, R.A. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 27, 907-912.
Bunn, L., Simon, D.A., Welsh, T.N., Watson, C., & Elliott, D. (2002) Speech production errors in adults with and without Down syndrome following verbal, written and pictorial cues. Developmental Neuropsychology, 21, 157-172.
Maraj, B.K.V., Robertson, S.D., Welsh, T.N., Weeks, D.J., Chua, R., Heath, M., Roy, E.A., Simon, D.A., Weinberg, H., & Elliott, D. (2002). Verbal-motor behaviour in persons with Down syndrome. In M. Cuskelly, A. Jobling & S Buckley (eds), Down syndrome across the life span (pp. 175-193). London: Whurr Publishers.
Simon, D.A., & Bjork R.A (2002). Models of performance in learning multi-segment movement tasks: Consequences for acquisition, retention and judgments of learning. Journal of Experimental Psychology: Applied, 8, 222-232.
Welsh, T.N., Elliott, D., & Simon, D.A. (2003). Cerebral specialization and verbal-motor integration in adults with and without Down syndrome. Brain and Language, 84, 152-169.
Bunn, L., Welsh, T.N., Simon, D.A., Howarth, K., & Elliott, D. (2003) Dichotic ear advantages in adults with Down syndrome predict speech production errors. Neuropsychology,17,32-38.
Simon, D.A., Elliott, D. & Anson, J.G. (2003). Perceptual-motor behaviour in children with Down syndrome. In G. Savelbergh, K.Davids, J. van der Kamp, and S. Bennett (eds). Development of movement coordination in children: Applications in the fields of ergonomics, health sciences and sport. (pp.133-155) London, UK: Routledge.
Lee, T.D. & Simon, D.A. (2004) Contextual interference. In A.M. Williams, N.J. Hodges (Eds.) Skill acquisition in Sport: Research, theory and practice. (pp. 29-44). London: Routledge.
Salter, J.E., Wishart, L.R., Lee, T.D., & Simon, D.A. (2004) Perceptual and motor contributions to bimanual coordination. Neuroscience Letters, 363, 102-107.
Chadwick, R.A., Gillan, D.G., Simon. D.A., & Pazuchanics, S. (2004). Cognitive analysis methods for control of multiple robots: Robotics on $5 a day. Proceedings of the annual meeting of the Human Factors Society, New Orleans, LA..
Heath, M., Welsh, T.N., Simon, D.A., Tremblay, L., Elliott, D., & Roy, E.A. (2005). Relative processing demands influence cerebral laterality for verbal-motor integration in persons with Down syndrome. Cortex, 41, 61-66.
Simon, D.A., Watson, C., & Elliott, D. (2005). Spatial memory for items of varying semantic value in adults with and without Down syndrome. Journal on Developmental Disabilities, 12, 63-72.
Sturrock, S., Earls, A., Chua, R., Weeks, D.J., Simon, D.A., & Elliott, D. (2006). Visual influences on speech perception in adults with and without Down syndrome. Down Syndrome Quarterly, 8, 4-6.
Simon, D.A., & Madson, L.J. (2007, July). Team-based learning in Psychology. Invited “E-xcellence in Teaching” target article for Psych Teacher listserv, APA Div. 2: Society for the Teaching of Psychology.
Simon, D.A. (2007). Contextual interference effects with two tasks. Perceptual and Motor Skills, 105, 177-183.
Simon, D.A. (2008). Scheduling and learning. In M. Guadagnoli, S. de Belle, B. Etnyre, A.S. Benjamin, & T. Polk (Eds.), Learning and memory: Parallels across species and approaches (61-72). Holland: Elsevier.
Simon, D.A., Lee, T.D., & Cullen, J.D. (2008). Win shift, lose stay: Contingent switching and contextual interference in motor learning. Perceptual and Motor Skills, 107, 407-418.
McLaughlin, A.C., Simon, D.A., & Gillan, D.J. (2010). From intention to input: Motor Cognition, Motor Performance, and the Control of Technology. Reviews of Human Factors and Ergonomics, 6, 123-171.
Abu Doush, I., Pontelli, E., Son T.C. , Simon, D. & Ma, O. (2010). Multimodal Presentation of Two-Dimensional Charts: An Investigation Using Open Office XML and Microsoft Excel. TACCESS 3(2): 8
Simon, D.A. (2013) Spaced and massed practice. In J.Hattie, & E.M. Anderman (Eds.), International guide to student achievement (pp. 411-413). New York: Routledge.
Son, L.K. & Simon, D.A. (2012) Distributed learning: Data, metacognition, and educational implications. Educational Psychology Review, 24(3), 379-399.