Biederman, I., Glass, A., L., & Stacey, E. W. (1973). Searching for objects in real-world scenes. Journal of Experimental Psychology, 97, 22-27.
Biederman, I., Rabinowitz, J., Glass, A. L., & Stacey, E. W. (1974). On the information extracted at a glance from a scene. Journal of Experimental Psychology, 103, 597 – 600.
Glass, A. L., Cox, J., & Levine, S. J. (1974). Distinguishing familiarity from list search responses in a reaction time task. Bulletin of the Psychonomic Society, 4, 105-108.
Glass, A. L., & Holyoak, K. J. (1974). The effect of some and all on reaction time for semantic decisions. Memory & Cognition, 2, 436-440.
Glass, A. L., Holyoak, K. J., & O'Dell, C. (1974). Production frequency and the verification of quantified statements. Journal of Verbal Learning and Verbal Behavior, 13, 237-254.
Darley, C., & Glass, A. L. (1975). The effects of rehearsal and serial list position on recall. Journal of Experimental Psychology: Human Learning and Memory, 1, 453-458.
Holyoak, K. J., & Glass, A. L. (1975). The role of contradictions and counter-examples in the rejection of false sentences. Journal of Verbal Learning and Verbal Behavior, 14, 215-239.
Glass, A. L., & Holyoak, K. J. (1975). Alternative conceptions of semantic memory. Cognition, 3(4), 313-339
Holyoak, K. J., Glass, A. L., & Bower, G. H. (1976). Decision processes in semantic memory. Bulletin de Psychologie, 92-101.
Holyoak, K. J., Glass, A. L., & Mah, W. A. (1976). Morphological structure and semantic retrieval. Journal of Verbal Learning and Verbal Behavior, 15, 235-247.
Bower, G. H., & Glass, A. L. (1976). Structural units and the redintegrative power of picture fragments. Journal of Experimental Psychology: Human Learning and Memory, 2, 456-466.
Glass, A. L., Holyoak, K. J., & Kossan, N. E. (1977). Children's ability to detect semantic contradictions. Child Development, 48, 279-283.
Glass, A. L., & Meany, P. J. (1978). Evidence for two kinds of low typical instances in a categorization task. Memory and Cognition, 6, 622-628.
Woocher, F. D., Glass, A. L., & Holyoak, K. J. (1978). Positional discriminability in linear orderings. Memory and Cognition, 6, 165-173.
Holyoak, K. J., & Glass, A. L. (1978). Recognition confusions among quantifiers. Journal of Verbal Learning and Verbal Behavior, 17, 249-264.
Glass, A. L., Holyoak, K. J., & Kiger, J. I. (1979). Role of antonymy relations in semantic judgments. Journal of Experimental Psychology: Human Learning and Memory, 5, 598-704.
Glass, A. L., Eddy, J. K., & Schwanenflugel, P. J. (1980). The verification of high and low imagery sentences. Journal of Experimental Psychology: Human Learning and Memory, 6, 692-704.
Kiger, J. I., & Glass, A. L. (1981). Context effects in sentence verification. Journal of Experimental Psychology: Human Perception and Performance, 7, 688-700.
Eddy, J. K., & Glass, A. L. (1981). Reading and listening to high and low imagery sentences. Journal of Verbal Learning and Verbal Behavior, 20, 333-345.
Kasper, L. F., & Glass, A. L. (1982). The role of the keyword method in the acquisition of Spanish nouns. Human Learning 1, 235-250.
Kasper, L.F. (1983). The effect of linking sentence and interactive picture mnemonics on the acquisition of Spanish nouns by middle school children. Human Learning, 2, 141-156.
Glass, A. L. (1983). The comprehension of idioms. Journal of Psycholinguistic Research, 12, 429-442.
Kiger, J. I., & Glass, A. L. (1983). The facilitation of lexical decisions by a prime occurring after the target. Memory & Cognition, 11, 356-365.
Glass, A. L., Millen, D. R. Beck, L. G., & Eddy, J. K. (1985). Representation of images in sentence verification. Journal of Memory and Language, 24, 442-465.
Glass, A. L. & Butters, N. (1985). The effect of associations and expectations on lexical decision making in normals, alcoholics and alcoholic Korsakoff patients. Brain and Cognition, 4, 465-476.
Glass, A. L., & Perna, J. (1986). The role of syntax in reading disability. Journal of Learning Disabilities, 19, 354-359.
Noma, E., & Glass, A.L. (1987). Mass extinction pattern result of chance. Geological Magazine, 124, 319-322.
Warner, J., & Glass, A. L. (1987). Context and distance-to-disambiguation effects in ambiguity resolution: Evidence from grammaticality judgments of garden path sentences. Journal of Memory and Language, 26, 714-738.
Kasper, L. F., & Glass, A. L. (1988). An extension of the keyword method facilitates the acquisition of simple Spanish sentences. Applied Cognitive Psychology, 2, 137-146.
Glass, A. L. & Waterman, D. (1988). Predictions of movie entertainment value and the representativeness heuristic. Applied Cognitive Psychology, 2, 173-179.
Glass, A. L., Krejci, J. & Goldman, J. (1989). The necessary and sufficient conditions for motor learning, recognition and recall. Journal of Memory, and Language, 28, 189-199.
Chaffin, R. & Glass, A.L. (1990). A comparison of hyponym and synonym decision. Journal of Psycholinguistic Research, 19, 265-280.
Glass, A.L. (1992). The law of cognitive structure activation: Interesting, provocative, and premature. Psychological Inquiry, 2, 190-191.
Glass, A.L. (1993). The role of generation in recognition. Scandinavian Journal of Psychology, 34, 255-267.
Lian, A., Glass, A.L., & Raanaas, R.K. (1998). Item specific effects in Recognition Failure: Reasons for rejection of the Tulving-Wiseman Function. Memory & Cognition, 26, 692-707.
Glass, A.L., & Lau, J. (2003). Grammatical intuitions about irregular verb inflections. American Journal of Psychology. 116, 51-70.
Glass, A.L., Lian, A., & Helstrup, T. (2003). Retrieval independence in successive recognition tasks. Quarterly Journal of Experimental Psychology, 56(A), 657-684.
Glass, A.L., Lian, A., & Lau, J. (2004). Detection of repeated trigrams: Evidence of all-or-none learning. American Journal of Psychology, 117, 497-515.
Glass, A.L., Lian, A., & Buyske, S. (2006). Retrieval independence between parts and wholes in successive recognition tasks. Quarterly Journal of Experimental Psychology, 59, 136-149.
Sisti, H., Glass, A.L., & Shors, T. J. (2007). Neurogenesis and the spacing effect: Learning over time enhances memory and the survival of new neurons. Learning & Memory, 14, 368-375.
Glass, A. L., Brill, G., & Ingate, M. (2008). Combined online and in- class pre-testing improves exam performance in general psychology. Educational Psychology 28(5), 483 - 503.
Brill, G. A., Glass, A. L., & Rashid, H. & Hussey E. (2008). Visual identity and uncertainty in repetition blindness. American Journal of Psychology. 121, 409-449.
Glass, A. L. (2009). The effect of distributed questioning with varied examples on exam performance on inference questions. Educational Psychology 29, 831 – 848.
Glass, A. L. & Sinha, N. (2012). Providing the answers does not improve performance on a college final exam. Educational Psychology, 32,1 – 32.
Glass, A. L., Ingate, M., & Sinha, N. (2013). The Effect of a Final Exam on Long-term Retention. Journal of General Psychology,140(3), 224 – 241. doi: 10.1080/00221309.2013.797379
Glass, A. L. & Sinha, N. (2013). Multiple-Choice Questioning Is an Efficient Instructional Methodology That May Be Widely Implemented in Academic Courses to Improve Exam Performance. Current Directions in Psychological Science 22(6), 471 – 477. doi: 10.1177/0963721413495870
Sinha, N., & Glass, A. L. (2015). Delayed, but not Immediate, Feedback after Multiple-Choice Questions Increases Performance on a Subsequent Short- Answer, but not Multiple-Choice, Exam: Evidence for the Dual-Process Model of Memory. Journal of General Psychology, 142, 118 -134. DOI: 10.1080/00221309.2015.1024600
Yang, Y., Mandayam, N., Park, L. T., Seskar, I., Glass, A. & Sinha, N. (2015). Prospect pricing in cognitive radio networks. IEEE Transactions on Cognitive Communication and Networking, IEEE Transactions on Cognitive Communications and Networking, 1, 56 -70.
Saad, W., Glass, A., Mandayam, N. & Poor, V. (2016). Towards a user-centric grid: A behavioral perspective. Proceedings of the IEEE, 104, 865-882.
Sinha, N., & Glass A. L. (2017). Dissociating medial temporal and striatal memory systems with a same/different matching task: Evidence for two neural systems in human recognition. Journal of General Psychology, 144(2), 110 – 129. DOI: 10.1080/00221309.2016.1276044
Glass, A. L. & Kang, M. (2018). Dividing Attention in the Classroom Reduces Exam Performance. Educational Psychology doi.org/10.1080/01443410.2018.1489046
Sinha, N., & Glass A. L. (2018). Classroom Instruction Results in Better Exam Performance than Online Instruction in a Hybrid Course. Journal of General Psychology, 145(4), 362-376. DOI: 10.1080/00221309.2018.1494128
