Dolphin detection and conceptualization of symmetryLorenzo von Fersen, Constance S. Manos, Boris N. Goldowsky, and Herbert L. Roitblat (1992). Dolphin detection and conceptualization of symmetry.
In Thomas, J. A., Kastelein, R. A., and Supin, A. Ya., editors, *Marine Mammal Sensory Systems,* pages 753-62. New York: Plenum.
Originally presented at the International Symposium of Sensory Systems and Behavior of Aquatic Mammals, Moscow, 1992.
The Less is More hypothesis: Beneficial effects of processing limitations for language learningBoris N. Goldowsky and Elissa L. Newport.
The Less is More hypothesis: Beneficial effects of processing limitations for language learning.
Manuscript, University of Rochester (NY).
Modeling the effects of processing limitations on the acquisition of morphologyBoris N. Goldowsky and Elissa L. Newport (1993).
Modeling the effects of processing limitations on the acquisition of morphology: The Less is More hypothesis.
In Clark, E. V., editor, Proceedings of the Twenty-Fourth Annual Child Language Research Forum, Stanford University.
Stanford, CA: CSLI.
Also published in Mead, J., editor,
Proceedings of the Eleventh West Coast Conference on Formal Linguistics, UCLA.
Learning structured systems from imperfect informationBoris N. Goldowsky (1995).
Learning structured systems from imperfect information.
Ph.D. thesis, University of Rochester (NY).
Supporting engagement and comprehension online through multiple means of expressionBoris N. Goldowsky and Peggy Coyne (2016).
Supporting engagement and comprehension online through multiple means of expression.
In Proceedings of the 13th International Web for All Conference (W4A '16).
Association for Computing Machinery, New York, NY, USA, Article 39, 1–4.
DOI: 10.1145/2899475.2899488
Struggling Middle School Readers’ Behavioral Engagement in a Self-Directed Supplemental Online Reading EnvironmentSamantha G. Daley, Yang Xu, Patrick Proctor, Gabrielle Rappolt-Schlichtmann, & Boris Goldowsky (2018).
Struggling Middle School Readers’ Behavioral Engagement in a Self-Directed Supplemental Online Reading Environment.
AERA presentation
Remedial middle school reading: Designing solutions to support self-determinationKim Ducharme, Boris N. Goldowsky, & Gabrielle Rappolt-Schlichtmann (2018).
Remedial middle school reading: Designing solutions to support self-determination.
AERA presentation.
Behavioral Engagement among Adolescents with Reading DifficultiesSamantha G. Daley, Yang Xu, C. Patrick Proctor, Gabrielle Rappolt-Schlichtmann & Boris N. Goldowsky (2020)
Behavioral Engagement among Adolescents with Reading Difficulties:
The Role of Active Involvement in a Universally Designed Digital Literacy Platform.
Reading & Writing Quarterly, 36:3, 278-295,
DOI: 10.1080/10573569.2019.1635545
Struggling Readers Smiling on the Inside and Getting Correct AnswersGarron Hillaire, Boris N. Goldowsky, Bart Rienties, & Samantha G. Daley (2022).
Struggling Readers Smiling on the Inside and Getting Correct Answers.
In: Wang, Y., Joksimović, S., San Pedro, M.O.Z., Way, J.D., Whitmer, J. (eds)
Social and Emotional Learning and Complex Skills Assessment.
Advances in Analytics for Learning and Teaching.
Springer, Cham.
DOI: 10.1007/978-3-031-06333-6_10