Books

Medin, D.L. & Bang, M. (2014). Who’s asking? Native science, Western science and science education. Cambridge, MA: The MIT Press.

Atran, S. & Medin, D.L. (2008). The native mind and the cultural construction of nature. Boston, MA.: MIT Press.

Medin, D., Ross, N.O., & Cox, D. (2006).  Culture and resource conflict: Why meanings matter.  New York: Russell Sage Foundation.

Medin, D. L., & Atran, S. (Eds.) (1999). Folkbiology. Cambridge , MA : Bradford.

Articles and Book Chapters

2019

Taverna, A.S., Medin, D. L., & Waxman, S.R. (in press). Tracing culture in children’s thinking: A socioecological framework in understanding. Infancia y Aprendizaje. Journal for the Study of Education and Development.

ojalehto, b., Seligman, R., & Medin, D. (in press). Cognition beyond the human: Cognitive psychology and the new animism. Ethos.

Bang, M., Alfonso, J., Faber, L., Marin, A., Marin, M., Medin, D., Waxman, S., & Woodring, J. (in press). Perspective Taking in Early Childhood Books: Implications for Early Science Learning. Cultural Studies of Science Education.

2018

Hruschka, D., Medin, D., Rogoff, B., Henrich, J. (2018). Pressing Questions in the Study of Psychological and Behavioral Diversity. PNAS, 115 (45), 11366-11368.PNAS link

Nzinga, K., Rapp, D., Leatherwood, C., Easterday, M., Rogers, L.O., Gallagher, N., & Medin, D.L. (2018). Should social scientists be distanced from or engaged with the people they study? PNAS, 115 (45), 11435-11441.PNAS link

Taverna, A., Medin, D.L., & Waxman, S.R. (2018). "Inhabitants of the earth": Reasoning about folkbiological concepts in Wichi children and adults. In Marshall, P.J., & Brenneman, K. (Eds.) Young Children’s Developing Understanding of the Biological World, (pp. 7-27). Abingdon, England: Routledge.

Medin, D. L., & Herrera, A. (2018). Categories and taxonomies. In H. Callan (Ed.) International Encyclopedia of Anthropology. Wiley.

National Research Council. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.

Nzinga, K.L.K., & Medin, D.L. (2018). The Moral Priorities of Rap Listeners. Journal of Cognition and Culture, 312-342. JoCC Link

Page-Reeves, J., Cortez, G., Ortiz, Y., DeerInWater, K., & Medin, D. (2018). Situating Giving Back for Native Americans Pursuing Careers in STEM: “You don’t just take, you give something back.” 2017 Proceedings of the Southwest Anthropological Association, 11, 22-33.

Deloria, P., Lomawaima, K.T., Brayboy, B.M.K., Medin, D., & Blackhawk, N. (Guest Eds.). (2018). Unfolding Futures: Indigenous Ways of Knowing for the Twenty-First Century [Special issue], Daedalus, 147(2). doi: 10.1162/DAED_a_00485

Bang, M., Marin, A., & Medin (2018). If Indigenous Peoples Stand with the Sciences, Will Scientists Stand with Us? Daedalus, 147(2), 148-159. doi: 10.1162/DAED_a_00498

Page-Reeves, J., Marin, A., Moffett, M., DeerInWater, K., & Medin, D. (2018). Wayfinding as a concept for understanding success among Native Americans in STEM: "learning how to map through life". Culture Studies of Science Education. Advanced online publication: doi: 10.1007/s11422-017-9849-6.

2017

Washinawatok, K., Rasmussen, C., Bang, M., Medin, D., Woodring, J., Waxman, S., Marin, A., Gurneau, J., & Faber, L. (2017). Children’s Play with a Forest Diorama as a Window into Ecological Cognition.

Journal of Cognition and Development, 18(5), 617-632. doi: 10.1080/15248372.2017.1392306

Page-Reeves, J., Marin, A., DeerInWater, K., & Medin, D. (2017) Broadening Conceptualization of Native Identity as Foundational for Success among Native Americans in STEM. Anthropology, 5:187. doi:10.4172/2332-0915.1000187.

Medin, D.L. (2017). Psychological science as a complex system: Report card. Perspectives on Psychological Science,12(4) 669–674. doi:10.1177/1745691616687746

Page-Reeves, J., Marin, A., Bleecker, M., Moffett, M., DeerInWater, K., EchoHawk, S., Medin, D. (2017). From community data to research archive: Partnering to increase and sustain capacity within a native organization. Gateways: International Journal of Community Research and Engagement, 10, 283-297. doi: 10.5130/ijcre.v10i1.4947

Medin, D.L., ojalehto, b., Marin, A., & Bang, M. (2017). Systems of (non-)diversity. Nature Human Behaviour, 1, 0088. doi:10.1038/s41562-017-0088

ojalehto, b., Medin, D., & García, S. (2017). Grounding principles for inferring agency: Two cultural perspectives. Cognitive Psychology, 95, 50-78. doi:10.1016/j.cogpsych.2017.04.001

Bender, A., Beller, S., & Medin, D. L.( 2017). Causal cognition and culture. In M. R. Waldmann (Ed.), Oxford Handbook of Causal Reasoning. New York: Oxford University Press.

ojalehto, b., Medin, D., & García, S. (2017). Conceptualizing agency: Folkpsychological and folkcommunicative perspectives on plants. Cognition, 162, 103-123. doi:10.1016/j.cognition.2017.01.023

2016

Waxman, S., Herrmann, P., Woodring, J., & Medin, D. (2016). Humans (really) are animals: Picture-book reading influences five-year-old urban children’s construal of the relation between humans and non-human animals. In J. S. Horst & C. Houston-Price (Eds). An open book: What and how young children learn from picture and story books. Lausanne: Frontiers Media. doi: 10.3389/978-2-88919-728-6.

Taverna, A., Medin, D.L., & Waxman, S.R. (2016). "Inhabitants of the earth": Reasoning about folkbiological concepts in Wichi children and adults. Early Education and Development, 27(8), 1109-1129. doi: 10.1080/10409289.2016.1168228

2015

Bang, M., Marin, M., Medin, D. L., & Washinawatok,K. (2015). Learning by Observing, Pitching in, and Being in Relations in the Natural World. In M. Correa-Chávez, R. Mejía-Arauz, B. Rogoff (Eds.), Children Learn by Observing and Contributing to Family and Community Endeavors: A Cultural Paradigm Vol 49 (pp. 303-313). ACDB, UK: Academic Press.

ojalehto, b., & Medin, D.L. (2015). Emerging Trends in Culture and Concepts. In R. Scott & S. Kosslyn (Eds.). Emerging Trends in the Social and Behavioral Sciences. New York: John Wiley & Sons.

ojalehto, b., Medin, D. L., Horton, W. S., Garcia, S. G., & Kays, E. G. (2015). Seeing cooperation or competition: Ecological interactions in cultural perspectives. Topics in Cognitive Science. online : 3 Oct 2015, doi: 10.1111/tops.12156.

Medin, D., ojalehto, b., Waxman, S., & Bang, M. (2015). Relations: Language, epistemologies, categories and concepts. In E. Margolis & S. Laurence (Eds.), The Conceptual Mind: New Directions in the Study of Concepts (pp. 349-378). Cambridge: MIT Press.

ojalehto, b., & Medin, D.L. (2015). Theory of Mind in the Pacific: Reasoning Across Cultures. Jürg Wassman, Birgit Träuble, and Joachim Funke. Heidelberg, Germany: Universitätsverlag Winter. 2013. ix-277 pp., Ethos 43(1), E5-E8.

ojalehto, b. l., & Medin, D. (2015). Perspectives on culture and concepts. Annual Review of Psychology. 66, 249-275. doi:10.1146/annurev-psych-010814-015120

2014

Olson, I., Marin, A., Medin, D. (2014). Learning and thinking in practice: Complex systems thinking in the wild”. Proceeedings of the 11th International Conference of the Learning Sciences,1372-1381.

Medin, D., Lee, C. D., & Bang, M. (2014). Particular Points of View. Scientific American, 311(4), 44-45.

Medin, D.L, & Bang, M. (2014). The cultural side of science communication. Proceedings of the National Academy of Sciences,online http://www.pnas.org/cgi/doi/10.1073/pnas.1317510111.

Gong, H., Medin, D. L., Eyal, T., Liberman, N., Trope, Y., Zezelj, I. L., & Jokic, B. R. (2014). Commentaries and Rejoinder on Zezelj and Jokic (2014). Social Psychology, 1-8.

Taverna, A. S.; Waxman, S. R.; Medin, D. L., Moscoloni, N. & Peralta, O. A. (2014). Naming the living things: Linguistic, experiential and cultural factors in Wichí and Spanish speaking children. Journal of Culture and Cognition, 14, 213-233.

Waxman, S., Herrmann, P., Woodring, J., Medin, D. (2014). Humans (really) are animals: Picture-book reading influences five-year-old urban children’s construal of the relation between humans and non-human animals. Frontiers in Developmental Psychology. doi: 10.3389/fpsyg.2014.00172

2013

Le Guen, O., Iliev, R., Lois, X., Atran, S., Medin. D. (2013). A garden experiment revisited: Inter-generational change in environmental perception and management of the Maya Lowlands, Guatemala, Journal of the Royal Anthropological Institute. 19(4), 771-794.

ojalehto, b., Waxman, S.R. & Medin, D.L. (2013). Teleological reasoning about nature: Intentional design or relational perspectives? Trends in Cognitive Sciences, 17(4), 166-171.

Medin, D., & Bang, M. (2013). Culture in the Classroom. Phi Delta Kappan, 95(4): 64-67.

Medin, D., ojalehto, b., Marin, A., & Bang, M. (2013). Culture and epistemologies: Putting culture back into the ecosystem. To appear in: M. Gelfand, CY Chiu, & Y-Y. Hong (Eds.), Advances in Culture and Psychology Series, Oxford University Press.

Dehghani, M., Bang, M., Medin, D.L., Marin, A., Leddon, E., Waxman, S. (2013). Epistemologies in the text of children’s books: Native and non-Native authored books. International Journal of Science Education, 35(13), 2133-2151.

Sachdeva, S., Iliev, R. & Medin, D. (2013) Nonmutualistic morality. Behavioral and Brain Sciences, 36(1), 99-100. doi: 10.1017/S0140525X11002202

2012

Bang, M., Warren, B., Rosebery, A. S., & Medin, D. (2012). Desettling expectations in science education. Human Development, 55(5-6), 302-318.

Iliev, R., Sachdeva, S., & Medin, D. (2012) Moral kinematics: The role of physical factors in moral judgments. Memory and Cognition, Online. DOI 10.3758/s13421-012-0217-1

Gong, H. & Medin, D. (2012). Construal levels and moral judgment: Some complications. Judgment and Decision Making, 7(5), 628-638.

Bender, A., Beller, S., & Medin, D. L. (2012). Turning tides: Prospects for more diversity in cognitive science. Topics in Cognitive Science, 4(3), 462-466.

Beller, S., Bender, A., & Medin, D. L. (2012). Should anthropology be part of cognitive science?

Topics in Cognitive Science, 4(3), 342-353.

Unsworth, S. J., Levin, W., Bang, M., Washinawatok, K., Waxman, S. R., & Medin, D. L. (2012). Cultural differences in children's ecological reasoning and psychological closeness to nature: Evidence from Menominee and European-American children. Journal of Cognition and Culture, 12(1-2),17-29.

Leddon, E., Waxman, S.R., Medin, D.L, Bang, M. & Washinawatok, K. (2012). One animal among many? Children’s understanding of the relation between humans and nonhuman animals. In G. Hayes & M. Bryant (Eds.), Psychology of Culture. In Psychology of Emotions, Motivations and Actions: Focus on Civilizations and Cultures Series. Hauppauge, NY: Nova Science Publishers.

Taverna, A., Waxman, S., Medin, D., Peralta, O. (2012). Core-folkbiological concepts: New evidence from Wichí children and adults. Journal of Cognition and Culture, 12 (2012) 339–358.

Rips, L. J., Smith, E. E., & Medin, D. L. (2012). Concepts and categories: Memory, meaning, and metaphysics. In K. Holyoak & R. Morrison (Eds.), The Oxford Handbook of Thinking and Reasoning, pp 177-209.

Herrmann, P., Medin, D.L., Waxman, S.R. (2012).When humans become animals: Development of the animal category in early childhood. Cognition. 122(1):74-79.

2011

Ross, N. & Medin, D. (2011). Culture and cognition: The role of cognitive anthropology in anthropology and the cognitive sciences. In D. Kronenfeld, G. Bennardo, V. de Munck and M. Fischer (Eds.) A Companion to Cognitive Anthropology. John Wiley and Sons.

Shallow, C., Iliev, R., & Medin, D. (2011). Trolley problems in context. Judgment and Decision Making, 6(7), 593-601.

Ginges, J., Atran, S., Sachdeva, S. & Medin, D. (2011). Psychology out of the Laboratory: The Challenge of Violent Extremism.  American Psychologist, 66(6), 507-519.

Sachdeva, S., Singh, P. and Medin, D. (2011). Culture and the quest for universal principles in moral reasoning. International Journal of Psychology, 46(3), 161-176.

Leddon, E.M., Waxman, S.R., Medin, (2011). What does it mean to 'live' and 'die'? A cross-linguistic analysis of parent-child conversations in English and Indonesian. British Journal of Developmental Psychology, 29(3): 375-395.

2010

Medin, D. L. (2010). Comments on models and categorization theories: The razor’s edge. In E. Pothos & A. Wills (Eds.), Formal approaches in categorization (pp. 325-332). Cambridge: Cambridge University Press.

Bender, A., Hutchins, E., & Medin, D. (2010). Anthropology in cognitive science. Topics in Cognitive Science, 2(3), 374-385.

Dehghani, M.,Atran,  Iliev, R., Sachdeva, S., Medin, D. & Ginges, J. (2010). Sacred values and conflicts over Iran's nuclear program. Judgment and Decision Making, 5, 540-546.

Medin, D. Bennis, W. & Chandler, M. (2010). The Home-field disadvantage. Perspectives on Psychological Science. 5(6), 708-713, doi: 10.1177/1745691610388772

Bennis, W.M. & Medin, D.L., (2010). Weirdness is in the eye of the beholder. Behavioral and Brain Sciences, 33(2-3), 85 -86.

Bang, M. & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies.Science Education, online, DOI: 10.1002/sce.20392

Unsworth, S., Medin, D.L., (2010). Concept Learning.  In E. Baker, P. Peterson, B. McGaw (Eds.) International Encyclopedia of Education, 3rd. Edition.  Elsevier 2010.

Bang, M., Medin, D., Washinawatok, K., and Chapman, S. (2010). Innovations in culturally-based science education through partnerships and community. In M. Khine & I. Saleh (Eds.) New Science of Learning: Cognition, Computers and Collaboration in Education. New York: Springer.

Medin, D., Waxman, S., Woodring, J., & Washinawatok, K. (2010). Human-centeredness is not a universal feature of young children’s reasoning: Culture and experience matter when reasoning about biological entities. Cognitive Development, 25(3), 197-207.

Bennis, W.M., Medin, D.L., and Bartels, D.M. (2010). Perspectives on the ecology of decision modes: Reply to comments. Perspectives on Psychological Science, 5(2), 213-215.

Bennis, W., Medin, D., & Bartels, D. (2010).  The costs and benefits of calculation and moral rules. Perspectives on Psychological Science, 5(2), 187-202.

Anggoro, F., Medin, D. & Waxman, S. (2010).  Language and experience influence children’s biological induction.  Journal of Cognition and Culture, 10, 171-187.

Winkler-Rhoades, N., Medin, D. L., Waxman, S. R., & Woodring, J., Ross, N. O. (2010). Naming the animals that come to mind: Effects of culture and experience on category fluency. Journal of Cognition and Culture, 10, 205-220.

Herrmann, P., Waxman, S.R., & Medin, D.L. (2010). Anthropocentrism is not the first step in children's reasoning about the natural world. Proceedings of the National Academy of Science, 107(22) 9979-9984.

2009

Bartels, D. M., Bauman, C.W., Skita, L.J. & Medin, D.L. (2009). Psychology of learning and motivation: Moral judgment and decision making (Vol. 50). San Diego, CA: Academic Press.

Bang, M., Medin, D. & Cajete, G. (2009). Improving science education for native students: Teaching place through community.SACNAS News, 12, 8-11.

Dehghani, M., Iliev, R., Sachdeva, S., Atran, S., Ginges, J, & Medin, D. (2009). Emerging sacred values: Iran’s nuclear program. Judgment and Decision Making, 4, 930-933.

Iliev, R., Sachdeva, S., Bartels, D., Joseph, C., Suzuki, S., Medin, D. (2009). Attending to moral values. In B. H. Ross (Series Ed.) & D. M. Bartels, C. W. Bauman,  L. J. Skitka, & D. L. Medin (Eds.), Psychology of Learning and Motivation, Vol. 50: Moral Judgment and Decision Making. San Diego, CA: Academic Press.

Sachdeva, S., Iliev, R., Medin, D. L. (2009). Sinning saints and saintly sinners: The paradox of moral self-regulation. Psychological Science, 20(4) 523-528.

2008

Leddon, E. M., Waxman, S.R. & Medin, D.L. (2008). Unmasking “alive:” Children’s

appreciation of a concept linking all living things. Journal of Cognition and Development, 9(4), 461–473.

Medin, D.L. & Bang, M. (2008). Perspective Taking, Diversity and Partnerships.  American Psychological Association, 22(2) online.

Anggoro, F. K., Waxman, S.R. & Medin, D.L. (2008). Naming practices and the acquisition of key biological concepts: Evidence from English and Indonesian. Psychological Science, 19(4), 314-319.

Burnett, R. & Medin, D.L. (2008). Reasoning across cultures. In L. Rips & J. Adler (Eds.), Reasoning: Studies of human inference and its foundations (pp. 934-955). Cambridge, MA: Cambridge University Press.

Tanner, C., Medin, D. & Iliev, R. (2008). Influence of deontological versus consequentialist orientations on act choices and framing effects: When principles are more important than consequences. European Journal of Social Psychology, 38(5), 757-769.

2007

Ross, N., Medin, D. & Cox, D. (2007). Epistemological models and culture conflict: Menominee and European American hunters in Wisconsin. Ethos, 35(4), 478-515.

Blok, S, Osherson, D., & Medin, D.L. (2007). From Similarity to Chance.  In A. Feeney & E. Heit (Eds.), Inductive Reasoning (pp. 137-166). New York, NY: Cambridge University Press.

Medin, D. L. & Waxman, S. R. (2007). Interpreting asymmetries of projection in children's inductive reasoning.  In A. Feeney & E. Heit (Eds.), Inductive Reasoning (pp. 55-80). New York, NY: Cambridge University Press.

Bang, M., Medin, D., & Atran, S. (2007).  Cultural mosaics and mental models of nature. Proceedings of the National Academy of Sciences, 104, 13868-13874.

Ginges, J., Atran, S., Medin, D., & Shikaki, K. (2007). Sacred bounds on rational resolution of violent political conflict. Proceedings of the National Academy of Science, 104, 7357-7360.

Medin, D.L., Unsworth, S.J., Hirschfeld, L. (2007).  Culture, categorization and reasoning. In S. Kitayama & D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 615-644).  Guilford.

Waxman, S., & Medin, D. (2007). Experience and cultural models matter: Placing firm limits on anthropocentrism. Human Development, 50, 23-30.

Medin, D., Ross, N., Cox, D & Atran, S. (2007). Why folkbiology matters: Resource conflict despite shared goals and knowledge. Human Ecology, 35(3), 315-329.

Waxman, S.R., Medin, D.L., & Ross, N. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs.  Developmental Psychology, 43(2), 294-308.

2006

Waxman, S. R. & Medin, D. L. (2006).  Core knowledge, naming and the acquisition of the fundamental (folk)biologic concept ‘alive’. In N. Miyake (Ed.)., Proceedings of the 5th International Conference on Cognitive Science (pp. 53-55). Mahwah, New Jersey: Lawrence Erlbaum. 

Lynch, E., Medin, D.L., (2006). Explanatory models of illness: A study of within-culture variation. Cognitive Psychology, 53(4), 285-309.

Bloomfield, A.N., Sager, J.A., Bartels, D.M. & Medin, D.L. (2006). Caring about framing effects. Mind & Society, 5(2), 123-138.

Medin, D.L., Ross, N., Atran, S., Cox, D., Coley, J., Proffitt, J., & Blok, S. (2006). Folkbiology of Freshwater Fish. Cognition, 99(3), 237-273.

2005

Anggoro, F.,  Waxman, S. & Medin, D. (2005). The effects of naming practices on children's understanding of living things. In B Bara, L. Barsalou, and M. Bucciarelli, eds., Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society (pp.139-144). Mahwah, NJ: Lawrence Erlbaum Associates.

Unsworth, S.J. & Medin, D.L. (2005).  Cross cultural differences in belief bias with deductive

reasoning?  Cognitive Science, 29(4), 525-529.

Burnett, R., Medin, D., Ross, N., & Blok, S. (2005). Ideal is typical. Canadian Journal of Experimental Psychology, 59(1), 5-10.

Atran, S., Medin, D.L, & Ross, N. (2005).  The cultural mind: Environmental decision making and cultural modeling within and across populations. Psychological Review, 112(4), 744-776.

Ross, N.O., & Medin, D.L. (2005). Ethnography and experiments: Cultural models and expertise effects elicited with experimental research techniques. Field Methods, 17(2), 131-149.

Rips, L.J. & Medin, D.L. (2005). Concepts, categories, and semantic memory. In K. Holyoak & R. Morrison (Eds.). Cambridge Handbook of Thinking and Reasoning . Cambridge : Cambridge University Press.

2004

Medin, D.L & Atran, S. (2004). The native mind: Biological categorization, reasoning and decision making in development across cultures. Psychological Review, 111( 4), 960-983 .

Tanner, C., & Medin, D.L. (2004). Protected values: No omission bias and no framing effects. Psychonomic Bulletin and Review , 11(1), 185-191.

Love, B.C., Medin, D.L., & Gureckis, T. (2004). SUSTAIN: A Network model of category learning. Psychological Review, 111, 309-332.

Medin, D.L., Ross, B., & Markman, A. (2004). Cognitive Psychology, 4th Edition. New York: John Wiley & Sons.

Atran, S., Medin, D.L, & Ross, N. (2004). Evolution and devolution of knowledge: A tale of two biologies. Journal of the Royal Anthropological Institute, 10(2): 395-420.

2003

Medin, D.L., Coley, J.D., Storms, G. & Hayes, B. (2003). A relevance theory of induction. Psychonomic Bulletin and Review, 3, 517-532.

Blok, S., Medin, D.L. & Osherson, D. (2003). Probability from similarity. Paper presented at the American Association for Artificial Intelligence Spring 2003 Symposium, March 24-26, Palo Alto , CA .

Ross, N., Medin, D.L., Coley, J.D. & Atran, S. (2003). Cultural and experiential differences in the development of folkbiological induction. Cognitive Development,18, 25-47.

2002

Atran, S. & Medin, D.L., Ross, N. (2002). Thinking about biology: Modular constraints on categorization and reasoning in the every day life of Americans, Maya and scientists. Mind and Society, 6(3), 31-64.

Sousa, P., Atran, S., & Medin, D.L. (2002). Essentialism and folkbiology: Evidence from Brazil. Journal of Cognition and Culture, 2(3), 195-223.

Markman, A & Medin, D.L. (2002). Decision making. Stevens Handbook of Experimental Psychology, 3rd edition: Volume 2, Memory and Cognitive Processes. New York: Wiley.

Medin, D.L., Ross, N., Atran, S., Burnett, R. & Blok, S. (2002). Categorization and reasoning in relation to culture and expertise. In Brian Ross (Ed.), Psychology of Learning and Motivation, 41 (pp. 1-41). San Diego, CA: Academic Press.

Atran, S., Medin, D., Vapnarsky, V., Ucan Ek', E., Coley, J.D., Timura, C. & Baran, M. (2002). Folkecology, cultural epidemiology, and the spirit of the commons: A garden experiment in the Maya Lowlands , 1995-2000. Current Anthropology, 43(3), 421-450.

Bailenson, J.N., Shum, M., Atran, S., Medin, D.L. & Coley, J.D. (2002). A bird's eye view: Biological categorization and reasoning within and across cultures. Cognition, 84, 1-53.

2001

Ahn, W., Kalish, C., Gelman, S., Medin, D.L., Luhman, C., Atran, S., Coley, J.D. & Shafto, P. (2001). Why essences are essential in the psychology of concepts. Cognition, 82, 59-69.

Atran, S., Medin, D.L, Lynch, E., Vapnarsky, V., Ucan Ek' & Sousa, P. (2001) Folkbiology doesn't come from folkpsychology: Evidence from Yukatec Maya in cross-cultural perspective. Journal of Cognition and Culture, 1, 4-42.

Bowdle, B. & Medin, D. (2001) Reference-point reasoning and comparison point asymmetries. In J. Moore & K. Stenning (Eds), Proceedings of the 23rd Annual Conference of the Cognitive Science Society (pp 116-121). Earlbaum: Hillsdale, NJ.

Wolff, P. & Medin, D.L. (2001). Measuring the evolution and devolution of folkbiological knowledge. In L. Maffi (Ed.) On biocultural diversity: Linking language knowledge and the environment (pp.212-227). Smithsonian Institution: Washington.

2000

Lynch, E. B., Coley, J. D., & Medin, D. L. (2000). Tall is typical: Central tendency, ideal dimensions and graded category structure among tree experts and novices. Memory and Cognition, 28(1), 41-50.

Medin, D. L., Lynch, E. B., & Solomon, K. O. (2000). Are there kinds of concepts? Annual Review of Psychology, 51, 121-147.

Medin, D. L., Proffitt, J. B., & Schwartz, H. C. (2000). Concepts: An overview. In A. E. Kazdin (Ed.), Encyclopedia of psychology. New York: Oxford University Press.

Proffitt, J. B., Coley, J. D., & Medin, D. L. (2000). Expertise and category-based induction. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(4), 811-828.

Medin, D. L. (Ed.). (2000). Psychology of learning and motivation: Advances in research and theory (Vol. 40). San Diego, CA: Academic Press.

Pashler, H. (Series Ed.) & Medin, D. L. (Vol. Ed.). (2000). Stevens' Handbook of Experimental Psychology: Vol. 2. Memory and Cognitive Processes. (3rd ed.) New York: Wiley.

1990 - 1999

Aguilar, C. M., & Medin, D. L. (1999). Asymmetries of comparison. Psychonomic Bulletin and Review, 6(2), 328-337.

Wolff, P., Medin, D. L., & Pankratz, C. (1999). Evolution and devolution of folkbiological knowledge. Cognition, 73, 177-204. doi:10.1016/S0010-0277(99)00051-7

Atran, S., Medin, D., Ross, N., Lynch, E., Coley, J. Ucan Ek', E. & Vapnarsky, V. (1999). Folkecology and commons management in the Maya Lowlands. Proceedings of the National Academy of Sciences, 96, 7598-7603.

Choplin, J. M., & Medin, D. L. (1999). Similarity of the perimeters in the Ebbinghaus illusion. Perception and Psychophysics, 61(1), 3-12.

Coley, J. D., Medin, D. L., Proffitt, J. B., Lynch, E., & Atran, S. (1999). Inductive reasoning in folkbiological thought. In D. L. Medin & S. Atran (Eds.), Folkbiology (pp. 205-232). Cambridge , MA : Bradford .

Medin, D. L., & Aguilar, C. M. (1999). Categorization. In R. A. Wilson & F. C. Keil (Eds.), The MIT Encyclopedia of the Cognitive Sciences (pp. 104-106). Cambridge : MIT Press.

Medin, D. L., & Bazerman, M. H. (1999). Broadening behavioral decision research: Multiple levels of cognitive processing. Psychonomic Bulletin and Review, 6(4), 533-547.

Medin, D. L., & Heit, E. J. (1999). Categorization. In D. Rumelhart & B. Martin (Eds.), Handbook of cognition and perception (pp. 99-143). San Diego: Academic Press.

Medin, D. L., Schwartz, H. C., Blok, S., & Birnbaum, L. (1999). The semantic side of decision making. Psychonomic Bulletin and Review, 6(4), 562-569.

Solomon, K. O., Medin, D. L., & Lynch, E. B. (1999). Concepts do more than categorize. Trends in Cognitive Science, 3(3), 99-105. doi:10.1016/S1364-6613(99)01288-7

Medin, D. L. (Ed.). (1999). Psychology of learning and motivation: Advances in research and theory (Vol. 39). San Diego, CA: Academic Press.

Medin, D. L. & Coley, J. D. (1998). Concepts and categorization. In J. Hochberg (Ed.), Handbook of perception and cognition. Perception and cognition at century's end: History, philosophy, theory (pp. 403-439). San Diego: Academic Press.

Medin, D. L., & Waxman, S. R. (1998). Conceptual organization. In W. Bechtel & G. Graham (Eds.), A companion to cognitive science (pp. 167-175). Oxford , England : Blackwell.

Medin, D. L. (Ed.). (1998). Psychology of learning and motivation: Advances in research and theory (Vol. 38). San Diego, CA: Academic Press.

Atran, S., & Medin, D. L. (1997). Knowledge and action: Cultural models of nature and resource management in Mesoamerica . In M. H. Bazerman, D. M. Messick, A. E. Tenbrunsel, & K. A.Wade-Benzoni (Eds.), Environment, ethics, and behavior: The psychology of environmental valuation and degradation. The New Lexington Press management series and the New Lexington Press social and behavioral science series. San Francisco : Jossey-Bass.

Atran, S., Estin, P., Coley, J. D., & Medin, D. L. (1997). Generic species and basic levels: Essence and appearance in folk biology. Journal of Ethnobiology, 17(1), 17-43.

Bassok, M. & Medin, D. L. (1997). Birds of a feather flock together: Similarity judgments with semantically rich stimuli. Journal of Memory and Language, 36, 311-336. doi:10.1006/jmla.1996.2492

Coley, J. D., Medin, D. L., & Atran, S. (1997). Does rank have its privilege? Inductive inferences within folkbiological taxonomies. Cognition, 64(1), 73-112. doi: 10.1016/S0010-0277(97)00017-6

Goldstone, R. L., Medin, D. L., & Halberstadt, J. (1997). Similarity in context. Memory and Cognition, 25, 237-255.

Kaplan, A. S. & Medin, D. L. (1997). The coincidence effect in similarity and choice. Memory & Cognition, 25 (4), 570-576.

López, A., Atran, S., Coley, J. D., Medin, D. L., & Smith, E. E. (1997). The tree of life: Universal and cultural features of folkbiological taxonomies and inductions. Cognitive Psychology, 32, 251-295. doi: 10.1006/cogp.1997.0651

Medin, D. L., Lynch, E. B., Coley, J. D., & Atran, S. (1997). Categorization and reasoning among tree experts: Do all roads lead to Rome? Cognitive Psychology, 32, 49-96. doi:10.1006/cogp.1997.0645

Medin, D. L. (Ed.). (1997). Psychology of learning and motivation: Advances in research and theory (Vol. 37). San Diego, CA: Academic Press.

Schyns, P., Goldstone, R., & Medin, D. L. (Eds.). (1997). Perceptual Learning: Advances in research and theory (Vol 36). San Diego, CA: Academic Press.

Johnson, J. S., Shenkman, K. D., Newport , E. L., & Medin, D. L. (1996). Indeterminacy in the grammar of adult language learners. Journal of Memory & Language, 35(3), 335-352. doi: 10.1006/jmla.1996.0019

Medin, D. L. (Ed.). (1995). Psychology of learning and motivation: Advances in research and theory (Vol. 36). San Diego, CA: Academic Press.

Medin, D. L., Shanks, D., & Holyoak, K. (Eds.). (1996). Causal learning: Advances in research and theory (Vol 34). San Diego, CA: Academic Press.

Medin, D. L., Goldstone, R. L., & Markman, A. B. (1995). Comparison and choice: Relations between similarity processes and decision processes. Psychonomic Bulletin and Review, 2, 1-19.

Medin, D. L. & Goldstone, R. L. (1995). The predicates of similarity. In C. Cacciari (Ed.), Similarity (pp. 83-110). Milan: Bompiani.

Markman, A. B. & Medin, D. L. (1995). Similarity and alignment in choice. Organizational Behavior & Human Decision Processes, 63, 117-130. doi:10.1006/obhd.1995.1067

Ahn, W. K., Kalish, C. W., Medin, D. L., & Gelman, S. A. (1995). The role of covariation versus mechanism information in causal attribution. Cognition, 54, 299-352. doi:10.1016/0010-0277(94)00640-7

Medin, D. L. (Ed.). (1995). Psychology of learning and motivation: Advances in research and theory (Vol. 33). San Diego, CA: Academic Press.

Medin, D. L., Busemeyer, J. R., & Hastie, R. (Eds.). (1995). Decision making from a cognitive perspective: Advances in research and theory (Vol 32). San Diego, CA: Academic Press.

Wisniewski, E. J., & Medin, D. L. (1994). The fiction and nonfiction of features. In R. S. Michalski & G. D. Tecuci (Eds.), Machine Learning: A Multistrategy Approach, Vol. 4 (pp. 63-84). San Mateo, CA: Morgan Kaufman Publishers, Inc.

Wisniewski, E. J. & Medin, D. L. (1994). On the interaction of theory and data in concept learning. Cognitive Science, 18, 221-281. doi:10.1016/0364-0213(94)90002-7

Medin, D. L. & Bettger, J. G. (1994). Presentation order and recognition of categorically related examples. Psychonomic Bulletin & Review, 1, 250-254. doi:10.3758/BF03200776

Goldstone, R. L. & Medin, D. L. (1994). Time course of comparison. Journal of Experimental Psychology: Learning, Memory, & Cognition, 20, 29-50.

Goldstone, R. L. & Medin, D. L. (1994). Similarity, interactive activation, and mapping: An overview. In K. J. Holyoak & J. A. Barnden (Eds.), Analogical connections: Advances in connectionist and neural computation theory, Vol. 2, (pp. 321-362).

Medin, D. L. (Ed.). (1994). Psychology of learning and motivation: Advances in research and theory (Vol. 31). San Diego, CA: Academic Press.

Medin, D. L., Goldstone, R. L., and Gentner, D. (1993). Respects for similarity. Psychological Review, 100, 254-278.

Medin, D. L. (Ed.). (1993). Psychology of learning and motivation: Advances in research and theory (Vol. 30). San Diego, CA: Academic Press.

Nakamura, G., Medin, D. L. & Taraban, R. (Eds.). (1993). Categorization by humans and machines: Advances in research and theory (Vol. 29). San Diego, CA: Academic Press.

Gelman, S. A., & Medin, D. L. (1993). What's so essential about essentialism? A different perspective on the interaction of perception, language, and conceptual knowledge. Cognitive Development, 8, 157-167. doi:10.1016/0885-2014(93)90011-S

Medin, D. L., & Thau, D. M. (1992). Theories, constraints, and cognition. In H. L. Pick, Jr., P. W. van den Broek, & D. C. Knill (Eds.), Cognition: Conceptual and methodological issues (pp. 165-187). Washington , DC : American Psychological Association.

Medin, D. L., & Florian, J. E. (1992). Abstraction and selective coding in exemplar-based models of categorization. In A. F. Healy, S. M. Kosslyn, & R. M. Shiffrin (Eds.), Essays in honor of William K. Estes, Vol. 1: From learning theory to connectionist theory; Vol. 2: From learning processes to cognitive processes (pp. 207-234). Hillsdale, NJ: Erlbaum.

Lassaline, M. E., Wisniewski, E. J., & Medin, D. L. (1992). Basic levels in artificial and natural categories: Are all basic levels created equal? In B. Burns (Ed.), Precepts concepts, and categories: The representation and processing of information. Advances in psychology, Vol. 93 (pp. 327-378). Amsterdam: North-Holland.

Ahn, W. K. & Medin, D. L. (1992). A two-stage model of category construction. Cognitive Science, 16, 81-121.doi:10.1016/0364-0213(92)90018-P

Medin, D. L. (Ed.). (1992). Psychology of learning and motivation: Advances in research and theory (Vol. 28). San Diego, CA: Academic Press.

Wisniewski, E. J., & Medin, D. L. (1991). Harpoons and long sticks: The interaction of theory and similarity in rule induction. In D. Fisher & M. Pazzani, (Eds.), Computational Approaches to Concept Formation (pp. 237-278). San Mateo , CA : Morgan Kaufman.

Wisniewski, E. J., & Medin, D. L. (1991). Is it a pocket or a purse? Tightly coupled theory and data driven learning. Proceedings of the Eighth International Workshop on Machine Learning (pp. 564-568). Evanston, IL .

Wisniewski, E. J., & Medin, D. L. (1991). Feature construction in human and machine learning. Proceedings of the First International Workshop on Multistrategy Learning (pp. 343-353). Harpers Ferry, WV .

Medin, D. L., & Bettger, J. G. (1991). Sensitivity to changes in base-rate information. American Journal of Psychology, 104, 311-332.

Goldstone, R. L., Medin, D. L., & Gentner, D. (1991). Relational similarity and the nonindependence of features in similarity judgments. Cognitive Psychology, 23, 222-262. doi:10.1016/0010-0285(91)90010-L

Medin, D. L., Ahn, W. K., Bettger, J. G., Florian, J. E., Goldstone, R. L., Lassaline, M. E., Markman, A., Rubinstein, J., & Wisniewski, E. J. (1990). Safe takeoffs -- soft landings. Cognitive Science, 14, 169-178. doi:10.1016/0364-0213(90)90030-Z

Medin, D. L., Goldstone, R. L., & Gentner, D. (1990). Similarity involving attributes and relations: Judgments of similarity and difference are not inverses. Psychological Science, 1, 64-69. doi: org/10.1111/j.1467-9280.1990.tb00069.x

Medin, D. L., & Goldstone, R. L. (1990). Concepts. In M. W. Eysenck (Ed.), The Blackwell Dictionary of Cognitive Psychology.

1980 - 1989

Medin, D. L. (1989). Concepts and conceptual structure. American Psychologist, 44, 1469-1481.

Goldstone, R. L., Gentner, D., and Medin, D. L. (1989). Relations relating relations. In Proceedings of the 11th Annual Conference of the Cognitive Science Society. Erlbaum: Hillsdale, N. J.

Ahn, W. and Medin, D. L. (1989). A two-stage categorization model of family resemblance sorting. In Proceedings of the 11th Annual Conference of the Cognitive Science Society. Erlbaum: Hillsdale, N.J.

Matheus, C. J. Rendell, L. R., Medin, D. L. and Goldstone, R. L. (1989). Purpose and conceptual functions: A framework for concept representation and learning in humans and machines. In Tony Cohn (Ed.).The Seventh Conference of the Society for the Study of Artificial Intelligence and Simulation of Behavior. Sussex, England: Pitmen Publishing.

Medin, D. L., & Ross, B. H. (1989). The specific character of abstract thought: Categorization, problem-solving, and induction. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence, Vol. 5 (pp.189-223). Hillsdale , NJ : Erlbaum.

Medin, D. L., & Ortony, A. (1989). Psychological essentialism. In S. Vosniadou and A. Ortony (Eds.), Similarity and analogical reasoning (pp. 179-195). New York: Cambridge University Press.

Medin, D. L. (1989) You almost have to know something in order to learn it. [Review of the book Encyclopedia of Artificial Intelligence ]. Contemporary Psychology, 34, 445-447.

Skorstad, J., Gentner, D., and Medin, D. L. (1988). Abstraction processes during concept learning: A structural view. Proceedings of the 10th Annual Conference of the Cognitive Science Society. Erlbaum: Hillsdale , N.J.

Wattenmaker, W. D., Nakamura, G. V., & Medin, D. L. (1988). Relationships between similarity-based and explanation-based categorization. In D. Hilton (Ed.), Contemporary science and natural explanation: Commonsense conceptions of causality (pp. 205-241). Sussex, England: Harvester Press.

Medin, D. L., & Shoben, E. J. (1988). Context and structure in conceptual combination. Cognitive Psychology, 20, 158-190. doi:10.1016/0010-0285(88)90018-7

Medin, D. L., & Edelson, S. M. (1988). Problem structure and the use of base-rate information from experience. Journal of Experimental Psychology: General, 117, 68-85.

Medin, D. L. (1988). Social categorization: Structures, processes, and purposes. In T. K. Srull & R. S. Wyer, Jr. (Eds.), A dual process model of impression formation. Advances in social cognition, Vol. 1 (pp. 119-126). Hillsdale, NJ : Erlbaum.

Medin, D. L., Wattenmaker, W. D., & Michalski, R. S. (1987). Constraints and preferences in inductive learning: An experimental study comparing human and machine performance. Cognitive Science, 11, 319-359. doi:10.1016/S0364-0213(87)80009-5

Medin, D. L., & Barsalou, L. W. (1987). Categorization processes and categorization perception. In S. Harnad (Ed.), Categorical perception (pp. 455-490). Cambridge: Cambridge University Press.

Medin, D. L., Wattenmaker, W. D., & Hampson, S. E. (1987). Family resemblance, concept cohesiveness, and category construction. Cognitive Psychology, 19, 242-279. doi:10.1016/0010-0285(87)90012-0

Medin, D. L., & Wattenmaker, W. D. (1987). Category cohesiveness, theories and cognitive archeology. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization (pp. 25-62). Cambridge: Cambridge University Press.

Medin, D. L., & Dewey, G. I. (1986). Memory theories: Past, present, and projected. In D. F. Kendrink, M. E. Rilling, & M. R. Denny (Eds.), Theories of animal memory. Comparitive cognition and neuroscience (pp. 173-196). Hillsdale, NJ: Erlbaum.

Wattenmaker, W. D., Dewey, G. I., Murphy, T. D., & Medin, D. L. (1986). Linear separability and concept learning: Context, relational properties and concept naturalness. Cognitive Psychology, 18, 158-194. doi:10.1016/0010-0285(86)90011-3

Medin, D. L. (1986). Comment on "Memory storage and retrieval processes in category learning." Journal of Experimental Psychology: General, 115, 373-381. doi:10.1037/0096-3445.115.4.373

Barsalou, L. W., & Medin, D. L. (1986). Concepts: Static definitions or dynamic context-dependent representations? Cahiers de Psychologie Cognitive, 6(2), 187-202.

Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.

Medin, D. L., Altom, M. W., & Murphy, T. D. (1984). Given versus induced category representations: Use of prototype and exemplar information in classification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 333-352.

Medin, D. L., & Reynolds, T. J. (1984). Cue-context interactions in discrimination, categorization, and memory. In P. Balsam and A. Tomie (Eds.), Context in learning and memory (pp. 323-356). Hillsdale, NJ: Erlbaum.

Smith, E. E., Medin, D. L., & Rips, L. J. (1984). A psychological approach to concepts: Comments on Rey's "concepts and stereotypes." Cognition, 17, 265-274. doi:10.1016/0010-0277(84)90010-6

Medin, D. L. (1984). Time in cognitive processing and memory: Discussion paper. Annals of the New York Academy of Sciences, 423, 385-388. doi:10.1111/j.1749-6632.1984.tb23446.x

Busemeyer, J. R., Dewey, G. I., & Medin, D. L. (1984). Evaluation of exemplar-based generalization and the abstraction of categorical information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 638-648.

Medin, D. L., & Dewey, G. I. (1984). Learning of ill-defined categories by monkeys. Canadian Journal of Psychology, 38, 285-303.

Medin, D. L., & Smith, E. E. (1984). Concepts and concept formation . Annual Review of Psychology, 35, 113-138.

Lingle, J., Altom, M., & Medin, D. L. (1983). Social categorization. In R. S. Wyer, T. Srull, & J. Hartwick (Eds.), Handbook of social cognition, Vol. 1. Hillsdale, NJ: Erlbaum Associates.

Medin, D. L. (1983). Linear separability and concept naturalness. In Proceedings of the 2nd International Conference on Machine Learning. Champaign IL: University of Illinois Press.

Medin, D. L., Dewey, G. I., & Murphy, T. D. (1983). Relationships between item and category learning: Evidence that abstraction is not automatic . Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 607-625.doi:10.1037/0278-7393.9.4.607

Parkinson, J. K., & Medin, D. L. (1983). Emerging attributes in monkey short-term memory. Journal of Experimental Psychology: Animal Behavior Processes, 9, 31-40.

Medin, D. L. (1983). Structural principles in categorization. In T. Tighe & B. Shepp (Eds.), Development: Interactional analyses (pp. 203-230). Hillsdale, NJ: Erlbaum.

Whitlow, J. W., Smith, E. E., & Medin, D. L. (1982). Retrieval of correlated predicates. Journal of Verbal Learning and Verbal Behavior, 21, 383-402.

Medin, D. L., Altom, M. W., Edelson, S. M., & Freko, D. (1982). Correlated symptoms and simulated medical classification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, 37-50.doi: org/10.1037/0278-7393.8.1.37

Medin, D. L., & Schwanenflugel, P. J. (1981). Linear separability in classification learning. Journal of Experimental Psychology: Human Learning and Memory, 7, 355-368.doi:10.1037/0278-7393.7.5.355

Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.

Medin, D. L., & Smith, E. E. (1981). Strategies and classification learning. Journal of Experimental Psychology: Human Learning and Memory, 7, 241-253.doi:10.1037/0278-7393.7.4.241

Reynolds, T. J., & Medin, D. L. (1981). Stimulus interaction and between trial proactive interference in monkeys. Journal of Experimental Psychology: Animal Behavior Processes, 7, 334-347.

Medin, D. L., (1980). Proactive interference in monkeys: Delay and interstimulus interval effects are noncomparable. Animal Learning and Behavior, 8, 553-560.

Medin, D. L., Reynolds, T. J., & Parkinson, J. K. (1980). Stimulus similarity and retroactive interference and facilitation in monkey short-term memory. Journal of Experimental Psychology: Animal Behavior Processes, 6, 112-125.

1970 - 1979

Reynolds, T. J., & Medin, D. L. (1979). Strength versus temporal-order information in delayed matching-to-sample performance by monkeys. Animal Learning and Behavior, 7, 294-300.

Medin, D. L., & Schaffer, M. M. (1978). A context theory of classification learning. Psychological Review, 85, 207-238.

Fahrmeier, E. D., & Medin, D. L. (1977). Developmental study of similarity judgments involving dimensions. Perceptual and Motor Skills, 45, 619-629.

Medin, D. L. (1977). Memory processes and discrimination learning set formation. In A. M. Schrier (Ed.), Progress in behavioral primatology. Hillsdale, NJ: Erlbaum Associates.

Medin, D. L. (1977). Status of unchosen objects in discrimination learning by monkeys. Bulletin of the Psychonomic Society, 9, 118-120.

Medin, D. L. (1976). Animal models and memory models. In D. L. Medin, W. A. Roberts, and R. T. Davis (Eds.), Processes of animal memory. Hillsdale , NJ : Erlbaum Associates.

Medin, D. L., & Cole, M. (1975). Comparative psychology and human cognition. In W. K. Estes (Ed.), Handbook of learning and cognitive processes, Vol. 1 (pp. 111-150). Hillsdale , NJ : Erlbaum Associates.

Medin, D. L. (1975). A theory of context in discrimination learning. In G. Bower (Ed.), The psychology of learning and motivation, Vol. 9 (pp. 263-314). New York: Academic Press.

Medin, D. L. (1975). Theories of discrimination learning and learning set. In W. K. Estes (Ed.), Handbook of learning and cognitive processes, Vol. 3 . Hillsdale , NJ : Erlbaum Associates.

Cole, M., & Medin, D. L. (1974). Comment on Golin and Rosser. Journal of Experimental Child Psychology, 17, 545 -546.

Flagg, S. F., Medin, D. L., Davis, R. T. (1974). Stimulus generalization in monkeys following discrimination training with gray stimuli. Animal Learning & Behavior, 2(1), 19-22.

Medin, D. L. (1974). Frequency and coding responses in verbal discrimination learning. Memory & Cognition, 2(1), 11-13.

Medin, D. L. (1974). Position distinctiveness and successive discrimination learning. Bulletin of the Psychonomic Society, 4(1), 35-36.

Medin, D. L. (1974). Reward pretraining and discrimination learning set. Animal Learning & Behavior, 2(4), 305-308.

Medin, D. L., & Davis, R. T. (1974). Memory. In A. M. Schrier & F. Stollnitz (Eds.), Behavior of non-human primates: Modern research trends, Vol. 5 (pp. 2-47). New York: Academic Press.

Allmeyer, D. H., & Medin, D. L. (1973). Reward Information and Cue Selection Following Multiple-Cue Probability Learning. Journal of Experimental Psychology, 99(3), 426-428.

Flagg, S. F., & Medin, D. L. (1973). Constant Irrelevant Cues and Stimulus Generalization in Monkeys. Journal of Comparative and Physiological Psychology, 99(2), 339-345.

Medin, D. L. (1973). Subproblem analysis of discrimination shift learning*. Behavior Research Method and Instrument, 5(4), 332-336.

Medin, D. L. (1973). Measurement and Training Dimensional Preferences. Child Development, 44, 359-362.

Cole, M., & Medin, D. L. (1973). On the existence and occurrence of mediation in discrimination transfer: A critical note . Journal of Experimental Child Psychology, 15, 352-355.

Medin, D. L. (1972). Adjusting retention scores: Reply to Balogh and Zimmerman. Perceptual and Motor Skills, 35, 461-462.

Medin, D. L. (1972). Partial information and choice behavior in differential reward magnitude learning. Psychonomic Science, 27, 73-176.

Medin, D. L. (1972). Role of reinforcement in discrimination learning set in monkeys. Psychological Bulletin, 77, 234-238.

Medin, D. L. (1972). Response factors in verbal learning and transfer. Journal of Verbal Learning and Verbal Behavior, 11, 234-238.

Medin, D. L. (1972). Evidence of short- and long-term memory in monkeys. American Journal of Psychology, 85, 117-119.

Robbins, D. L., & Medin, D. L. (1971). Cue selection after multiple-cue probability training. Journal of Experimental Psychology, 91, 333-335.

Medin, D. L. (1971). Review of N. S. Sutherland and N. J. MacKintosh, "Mechanisms of animal discrimination learning." Contemporary Psychology, 16, 333-334.

Borkhuis, M. L., Davis, R. T., & Medin, D. L. (1971). Confusion errors in monkey short-term memory. Journal of Comparative and Physiological Psychology, 77 , 206-211.

Medin, D. L., & Robbins, D. (1971). Effect of frequency on transfer performance after successive discrimination training. Journal of Experimental Psychology, 87, 434-436.

Medin, D. L., Borkhuis, M. L., & Davis, R. T. (1970). Response latency and brightness judgments by monkeys. Journal of Experimental Psychology, 83, 480-485.

1965 - 1969

Medin, D. L. (1968). Form perception and pattern reproduction by monkeys. Journal of Comparative and Physiological Psychology, 68, 412-419.

Medin, D. L., & Davis, R. T. (1968). Formation of a successive (Sign-Differentiated Position) learning set in stumptail monkeys. Perceptual and Motor Skills, 27, 835-858.

Medin, D. L. (1968). S-R separation with monkeys. Psychonomic Science, 10, 247-248.

Medin, D. L., & Davis, R. T. (1967). Color discrimination by rhesus monkeys. Psychonomic Science, 7, 33-34.

Reid, J. B., Medin, D. L., & Davis, R. T. (1965). Perception of verticality by monkeys. Journal of Comparative and Physiological Psychology, 60, 208-212.