1. Hotchkiss, L., Curry, E., Haller, A. O., & Widaman, K. F.  (1979).  The occupational aspiration scale: An evaluation and new form for females.  Rural Sociology, 44, 95-118.

  2. Nygren, T. E., & Widaman, K. F.  (1979).  Using nonorthogonal analysis of variance designs in psychological research:  A comment on Donahue and Costar. Journal of Counseling Psychology, 26, 273-275.

  3. Gibbs, J. C., Widaman, K. F., & Colby, A.  (1980).  The sociomoral reflection measure. In L. Kuhmerker, M. Mentkowski, & V. L. Erickson (Eds.), Evaluating moral development and evaluating educational programs that have a value dimension (pp. 101-111).  Schenectady, NY:  Character Research Press.

  4. Sampsel, B. D., Widaman, K. F., & Winer, G. A. (1981). The relation in children of psychological differentiation to reasoning by class inclusion.  Perceptual and Motor Skills, 53, 439-446.

  5. Gibbs, J. C., Widaman, K. F., & Colby, A.  (1982).  Sociomoral reflection: Construction and validation of a group-administrable measure.  Child Development, 53, 895-910.

  6. Gibbs, J. C., & Widaman, K. F.  (1982).  Social intelligence: Measuring the development of sociomoral reflection.  Englewood Cliffs, NJ: Prentice-Hall.

  7. Halpern, D. F. , Salzman, B., Harrison, W., & Widaman, K. (1983). The multiple determination of illusory contours:  2.  An empirical investigation.  Perception, 12, 293-303.

  8. Carlson, J. S., Jensen, C. M., & Widaman, K. F.  (1983).  Reaction time, intelligence, and attention.  Intelligence, 7, 329-344.

  9. Petrinovich, L., & Widaman, K. F. (1984). An evaluation of statistical strategies to analyze repeated measures data.  In H. V. S. Peeke & L. Petrinovich (Eds.), Habituation, sensitization, and behavior (pp. 155-201). New York:  Academic Press.

  10. Widaman, K. F.  (1984).  [Review of Using multivariate statistics].  Applied Psychological Measurement, 8, 119-120.

  11. Hock, E., Kroll, B. C., Frantz, J., Janson, K. A., & Widaman, K. (1984). Infants in playgroups:  Time related changes in behavior toward mothers, peers, and toys.  Journal of Genetic Psychology, 144, 51-67.

  12. Widaman, K. F.  (1985).  Hierarchically nested covariance structure models for multitrait- multimethod data.  Applied Psychological Measurement, 9, 1-26. 

  13. Stacy, A. W., Widaman, K. F., Hays, R., & DiMatteo, M. R.  (1985). Validity of self-reports of alcohol and other drug use:  A multitrait-multimethod assessment. Journal of Personality and Social Psychology, 49, 219-232.

  14. Widaman, K. F., & Herringer, L. G.  (1985).  Iterative least squares estimates of communality:  Initial estimate need not affect stabilized value.  Psychometrika, 50, 469-477.

  15. Riggio, R. E., Widaman, K. F., & Friedman, H. S.  (1985).  Actual and perceived emotional sending and personality correlates.  Journal of Nonverbal Behavior, 9, 69-83.

  16. Frank, O., Komanska, H., & Widaman, K. F.  (1985).  Cluster analysis of dyad distributions in networks.  Journal of Classification, 2, 219-238.

  17. Widaman, K. F., Geary, D. C., Cormier, P., & Little, T. D.  (1985). Cognitive processing strategies for complex addition.  Proceedings of the Cognitive Science Society, 7, 385-389.

  18. Gardner, P. D., Cortner, H. J., Widaman, K. F., & Stenberg, K. J. (1985). Forest-user attitudes toward alternative fire management policies.  Environmental Management, 9, 303-312.

  19. Kagan, S., Zahn, G. L., Widaman, K. F., Schwarzwald, J., & Tyrrell, G. (1985). Classroom structural bias:  Impact of cooperative and competitive classroom structures on cooperative and competitive individuals and groups.  In R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 277-312).  New York: Plenum.

  20. Widaman, K. F., & Little, T. D.  (1985).  Contextual influences on sociomoral judgment and action.  In J. B. Pryor & J. D. Day (Eds.), The development of social cognition (pp. 115-152).  New York: Springer-Verlag.

  21. Geary, D. C., Widaman, K. F., & Little, T. D.  (1986).  Cognitive addition and multiplication:  Evidence for a single memory network.  Memory & Cognition, 14, 478-487.

  22. Widaman, K. F., & Hays, R. D.  (1986).  ALPHA:  A SAS program for scale internal consistency analyses.  Applied Psychological Measurement, 10, 106.

  23. Hays, R. D., Stacy, A. W., Widaman, K. F., DiMatteo, M. R., & Downey, R. (1986).  Multistage path models of adolescent alcohol and drug use:  A reanalysis. Journal of Drug Issues, 16, 357-369.

  24. Zahn, G. L., Kagan, S., & Widaman, K. F.  (1986).  Cooperative learning and classroom climate.  Journal of School Psychology, 24, 351-362.

  25. Carlson, J. S., & Widaman, K. F.  (1986).  Eysenck on intelligence:  A critical perspective.  In S. Modgil & C. Modgil (Eds.), Hans Eysenck: Consensus and controversy (pp.  103-132).  Sussex, England:  Falmer.

  26. Carlson, J. S., & Widaman, K. F.  (1986).  Carlson and Widaman reply to Jensen. In S. Modgil & C. Modgil (Eds.), Hans Eysenck:  Consensus and controversy (pp. 135-136).  Sussex, England:  Falmer.

  27. Carlson, J. S., & Widaman, K. F.  (1987).  Elementary cognitive correlates of g: Progress and prospects.  In P. A. Vernon (Ed.), Speed of information processing and intelligence (pp. 69-99).  Norwood, NJ:  Ablex.

  28. Widaman, K. F., Gibbs, K. W., & Geary, D. C.  (1987).  The structure of adaptive behavior:  I.  Replication across fourteen samples of nonprofoundly retarded persons.  American Journal of Mental Deficiency, 91, 348-360.

  29. Hays, R., Widaman, K. F., DiMatteo, M. R., & Stacy, A. W.  (1987). Structural-equation models of current drug use:  Are appropriate models so simple(x)? Journal of Personality and Social Psychology, 52, 134-144.

  30. Geary, D. C., & Widaman, K. F.  (1987).  Individual differences in cognitive arithmetic.  Journal of Experimental Psychology:  General, 116, 154-171.

  31. Eyman, R. K., & Widaman, K. F.  (1987).  Life-span development of institutionalized and community-based mentally retarded persons, revisited. American Journal of Mental Deficiency, 91, 559-569.

  32. Geary, D. C., Widaman, K. F., Little, T. D., & Cormier, P.  (1987). Cognitive addition:  Comparison of learning disabled and academically normal elementary school children.  Cognitive Development, 2, 249-269.

  33. Gardner, P. D., Cortner, H. J., & Widaman, K. F.  (1987).  The risk perceptions and policy response toward wildland fire hazards by urban home-owners. Landscape and Urban Planning, 14, 163-172.

  34. Widaman, K. F.  (1987).  [Review of R. P. McDonald, Factor analysis and related methods].  Journal of Educational Statistics, 12, 308-313.

  35. Widaman, K. F., & Kagan, S.  (1987).  Cooperativeness and achievement:  The interaction of student cooperativeness and classroom organization in cooperative and traditional classes.  Journal of School Psychology, 25, 355-365.

  36. Riggio, R. E., Tucker, J., & Widaman, K. F.  (1987).  Verbal and nonverbal cues as mediators of deception ability.  Journal of Nonverbal Behavior, 11, 126-145.

  37. Carlson, J. S., & Widaman, K. F.  (1988).  The effects of study abroad during college on attitudes toward other cultures.  International Journal of Intercultural Relations, 12, 1-17.

  38. MacMillan, D. L., Balow, I. H., & Widaman, K. F.  (1988).  Local option competency testing:  Conceptual issues with mildly handicapped and educationally at-risk students.  Learning Disabilities Research, 3, 94-100.

  39. Widaman, K. F.  (1988).  [Review of D. K. Detterman (Ed.), Current topics in human intelligence, Vol. 1:  Research methodology].  American Journal on Mental Retardation, 93, 106-108.

  40. Marston, A. R., Jacobs, D. F., Singer, R. D., Widaman, K. F., & Little, T. (1988). Characteristics of adolescents at risk for compulsive overeating on a brief screening test.  Adolescence, 23, 59-65.

  41. Marston, A. R., Jacobs, D. F., Singer, R. D., Widaman, K. F., & Little, T. (1988). Adolescents apparently invulnerable to drug, alcohol, and nicotine use. Adolescence, 23, 593-598.

  42. Widaman, K. F., & Carlson, J. S.  (1989).  Procedural effects on performance on the Hick paradigm:  Bias in reaction time and movement time parameters. Intelligence, 13, 63-85.

  43. Widaman, K. F.  (1989).  When failure to replicate is not failure to replicate: A comment on Kranzler, Whang, and Jensen (1988).  Intelligence, 13, 87-91.

  44. Widaman, K. F., Geary, D. C., Cormier, P., & Little, T. D.  (1989).  A componential model for mental addition.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 898-919.

  45. Widaman, K. F.  (1989).  To cluster or not to cluster:  Characterizing differences among mentally retarded persons.  American Journal on Mental Retardation, 94, 10-11.

  46. MacMillan, D. L., Balow, I. H., Widaman, K. F., Borthwick-Duffy, S., & Hendrick, I. G.  (1990).  Methodological problems in estimating dropout rates and the implications for studying dropouts from special education.  Exceptionality, 1, 29-39.

  47. Widaman, K. F.  (1990).  Bias in pattern loadings represented by common factor analysis and component analysis.  Multivariate Behavioral Research, 25, 89-95. 

  48. Stacy, A. W., Widaman, K. F., & Marlatt, G. A.  (1990).  Expectancy models of alcohol use.  Journal of Personality and Social Psychology, 58, 918-928.   

  49. Little, T. D., & Widaman, K. F.  (1990).  On the modeling of scaled measurement sequences:  Implications for analyses of cognitive development.  Intelligence, 14, 457-479.

  50. Widaman, K. F.  (1991).  Properly characterizing clusters of families with mentally retarded children:  A comment on Mink, Blacher, and Nihira (1988).  American Journal on Mental Retardation, 96, 217-220.

  51. Saetermoe, C. L., Widaman, K. F., & Borthwick-Duffy, S.  (1991). Validation of the Parenting Style Survey for parents of mentally retarded children.  Mental Retardation, 29, 149-157.

  52. Riggio, R. E., Widaman, K. F., Tucker, J. S., & Salinas, C.  (1991). Beauty is more than skin deep:  Components of attractiveness.  Basic and Applied Social Psychology, 12, 423-439.

  53. Widaman, K. F.  (1991).  Qualitative transitions amid quantitative development: A challenge for measuring and representing change.  In L. M. Collins & J. L. Horn (Eds.), Best methods for the analysis of change: Recent advances, unanswered questions, future directions (pp.  204-217).  Washington, DC: American Psychological Association.

  54. Widaman, K. F., Borthwick-Duffy, S. A., & Little, T. D.  (1991).  The structure and development of adaptive behaviors:  Implications for life-span theory.  In N. W. Bray (Ed.), International review of research in mental retardation (Vol. 17, pp. 1-54).  New York:  Academic.

  55. Borthwick-Duffy, S., Widaman, K. F., & Eyman, R. K.  (1991).  Life-span development and age-related trends in adaptive behavior and mortality.  In M. P. Janicki & M. M. Seltzer (Eds.), Aging and developmental disabilities:  Challenges for the 1990s (The proceedings of the Boston Roundtable on Research Issues and Applications in Aging and Developmental Disabilities) (pp. 76-100).  Washington, DC: Special Interest Group on Aging, American Association on Mental Retardation.

  56. Widaman, K. F.  (1991).  Reply to Hertzog's discussion.  In L. M. Collins & J. L. Horn (Eds.), Best methods for the analysis of change:  Recent advances, unanswered questions, future directions (pp. 224-225).  Washington, DC: American Psychological Association.

  57. MacMillan, D. L., & Widaman, K. F.  (1991).  [Review of H. L. Garber, The Milwaukee Project:  Preventing mental retardation in high risk children].  American Journal on Mental Retardation, 95, 479-482.

  58. Geary, D. C., & Widaman, K. F.  (1992).  Numerical cognition:  On the convergence of componential and psychometric models.  Intelligence, 16, 47-80.

  59. Widaman, K. F., MacMillan, D. L., Hemsley, R., Little, T. D., & Balow, I. (1992). Differences in adolescent self concept as a function of academic level, ethnicity, and gender.  American Journal on Mental Retardation, 96, 387-404.

  60. MacMillan, D. L., Widaman, K. F., Hemsley, R., Little, T. D., & Balow, I. (1992). Differences in adolescent school attitudes as a function of academic level, ethnicity, and gender.  Learning Disabilities Quarterly, 15, 39-50.

  61. Widaman, K. F., Little, T. D., Geary, D. C., & Cormier, P.  (1992). Individual differences in the development of skill in mental addition: Internal and external validation of chronometric models.  Learning and Individual Differences, 4, 167-213.

  62. MacMillan, D. L., Widaman, K. F., Balow, I. H., Borthwick-Duffy, S., Hendrick, I. G., & Hemsley, R. E.  (1992).  Special education students exiting the educational system:  On being counted as dropouts by federal agencies.  Journal of Special Education, 26, 20-36.

  63. Widaman, K. F.  (1992).  Multitrait-multimethod models in aging research. Experimental Aging Research, 18, 185-201.

  64. Widaman, K. F., & Little, T. D.  (1992).  The development of skill in mental arithmetic:  An individual differences perspective.  In J. I. D. Campbell (Ed.), The nature and origins of mathematical skills (pp. 189-253).  Amsterdam: Elsevier Science.

  65. Borthwick-Duffy, S. A., Widaman, K. F., Little, T. D., & Eyman, R. K.  (1992). Foster family care for persons with mental retardation (AAMR Monograph No. 17).  Washington, DC: American Association on Mental Retardation.

  66. Widaman, K. F., Carlson, J. S., Saetermoe, C. L., & Galbraith, G. C.  (1993).  The relationship of auditory evoked potentials to fluid and crystallized intelligence. Personality and Individual Differences, 15, 205-217.

  67. Widaman, K. F., Stacy, A. W., & Borthwick-Duffy, S. A.  (1993).  Construct validity of dimensions of adaptive behavior:  A multitrait-multimethod evaluation. American Journal on Mental Retardation, 92, 219-234.

  68. Widaman, K. F.  (1993).  Common factor analysis versus principal component analysis:  Differential bias in representing model parameters?  Multivariate Behavioral Research, 28, 263-311.

  69. Reise, S. P., Widaman, K. F., & Pugh, R. H.  (1993).  Confirmatory factor analysis and item response theory:  Two approaches for exploring measurement invariance. Psychological Bulletin, 114, 552-566.

  70. Funder, D. C., Parke, R. D., Tomlinson-Keasey, C., & Widaman, K. F.  (Eds.) (1993).  Studying lives through time:  Approaches to personality and development. Washington, DC:  American Psychological Association.

  71. Funder, D. C., Parke, R. D., Tomlinson-Keasey, C., & Widaman, K. F.  (1993). Studying lives through time:  An introduction.  In D. C. Funder, R. D. Parke, C. Tomlinson-Keasey, & K. F. Widaman (Eds.), Studying lives through time: Approaches to personality and development (pp. 3-8).  Washington, DC: American Psychological Association.

  72. Steyer, R., Wender, K. F., & Widaman, K. F.  (Eds.)  (1993).  Psychometric methodology:  Proceedings of the 7th European meeting of the Psychometric Society in Trier.  Stuttgart, Germany:  Gustav Fischer Verlag.

  73. Widaman, K. F., Borthwick-Duffy, S. A., & Powers, J. C.  (1994).  Methodological challenges in the study of life-span development of persons with mental retardation. In M. M. Seltzer, M. W. Krauss, & M. P. Janicki (Eds.), Life course perspectives on adulthood and old age (AAMR Monograph No. 18, pp. 187-211).  Washington, DC:  American Association on Mental Retardation.

  74. Kishton, J. M., & Widaman, K. F.  (1994).  Unidimensional versus domain representative parceling of questionnaire items:  An empirical example. Educational and Psychological Measurement, 54, 757-765.

  75. Widaman, K. F.  (1994).  A window with a view ... on handicaps [Review of G. Berkson, Children with handicaps:  A review of behavioral research]. Contemporary Psychology, 39, 833-834.

  76. Widaman, K. F.  (1995).  On methods for comparing apples and oranges. Multivariate Behavioral Research, 30, 101-106.

  77. Hock, E., Schirtzinger, M. B., Lutz, W., & Widaman, K.  (1995).  Maternal depressive symptomatology over the transition to parenthood:  Assessing the influence of marital satisfaction and marital sex-role traditionalism.  Journal of Family Psychology, 9, 79-88.

  78. Flannery, W. P., Reise, S. P., & Widaman, K. F.  (1995).  An item response theory analysis of the general and academic scales of the Self-Description Questionnaire II.  Journal of Research in Personality, 29, 168-188.

  79. Floyd, F. J., & Widaman, K. F.  (1995).  Factor analysis in the development and refinement of clinical assessment instruments.  Psychological Assessment, 7, 286-299.

  80. Little, T. D., & Widaman, K. F.  (1995).  A production task evaluation of individual differences in mental addition skill development: Internal and external validation of chronometric models.  Journal of Experimental Child Psychology, 60, 361-392.

  81. Raykov, T., & Widaman, K. F.  (1995).  Issues in applied structural equation modeling research.  Structural Equation Modeling, 2, 289-318.

  82. Diaz-Veizades, J., Widaman, K. F., Little, T. D., & Gibbs, K. W.  (1995).  The measurement and structure of human rights attitudes.  Journal of Social Psychology, 135, 313-328.

  83. Siperstein, G. N., Leffert, J. S., & Widaman, K. F.  (1996).  Social behavior and the social acceptance and rejection of children with mental retardation.  Education and Training in Mental Retardation and Developmental Disabilities, 31, 271-281.

  84. Widaman, K. F., & McGrew, K. S.  (1996).  The structure of adaptive behavior. In J. W. Jacobson & J. A. Mulick (Eds.), Manual of diagnosis and professional practice in mental retardation (pp. 97-110).  Washington, DC:  American Psychological Association.

  85. Widaman, K. F.  (1996).  Though these be methods, yet there is madness in ‘em [Review of S. H. Cohen & H. W. Reese (Eds.), Life-span developmental psychology: Methodological contributions].  Contemporary Psychology, 41, 230-231.

  86. Widaman, K. F., & Reise, S. P.  (1997).  Exploring the measurement invariance of psychological instruments: Applications in the substance use domain.  In K. J. Bryant, M. Windle, & S. G. West (Eds.), The science of prevention: Methodological advances from alcohol and substance abuse research (pp. 281-324).  Washington, DC:  American Psychological Association.

  87. Morrison, G. M., Laughlin, J., San Miguel, S., Smith, D. C., & Widaman, K. F. (1997).  Sources of support for school-related issues: Choices of Hispanic adolescents varying in migrant status.  Journal of Youth and Adolescence, 26, 233-252.

  88. Wenz-Gross, M., Siperstein, G. N., Untch, A. S., & Widaman, K. F. (1997). Stress, social support, and adjustment of adolescents in middle school.  Journal of Early Adolescence, 17, 129-151.

  89. Borthwick-Duffy, S. A., Lane, K. L., & Widaman, K. F.  (1997).  Measuring problem behaviors in children with mental retardation: Dimensions and predictors. Research in Developmental Disabilities, 18, 415-433.

  90. Palmer, D. S., Borthwick-Duffy, S. A., & Widaman, K. F.  (1998).  Parent perceptions of inclusive practices for their children with significant cognitive impairments.  Exceptional Children, 64, 271-282.

  91. Widaman, K. F.  (1998).  Ruminations on aging changes in mental abilities and their heritability: A commentary on Finkel, Pedersen, Plomin, and McClearn (1998).  Developmental Psychology, 34, 1414-1416.

  92. Borthwick-Duffy, S. A., Widaman, K. F., & Grossman, H.  (1998).  Mortality research, placement, and risk of death: Basic research, the media, and public policy.  Mental Retardation, 36, 416-422.

  93. Palmer, D. S., Borthwick-Duffy, S. A., Widaman, K., & Best, S. J.  (1998). Influences on parent perceptions of inclusive practices for their children with mental retardation. American Journal on Mental Retardation, 103, 272-287.

  94. Widaman, K F.  (1998). The more things change ... the more they really seem to change! [Review of E. Amsel & K.A. Renninger (Eds.), Change and development:Issues of theory, method, and application]. Contemporary Psychology, 43, 506-507.

  95. Reise, S. P., & Widaman, K. F.  (1999).  Assessing the fit of measurement models at the individual level: A comparison of item response theory and covariance structure approaches.  Psychological Methods, 4, 3-21.

  96. MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S.  (1999).  Sample size in factor analysis.  Psychological Methods, 4, 84-99.

  97. Widaman, K. F.  (1999).  Investigating theoretical propositions regarding mental abilities: Their structure, growth, and influence.  In P. L. Ackerman, P. C. Kyllonen, & R. D. Roberts (Eds.), Learning and individual differences: Process, trait, and content determinants (pp. 209-227).  Washington, DC: American Psychological Association.

  98. Widaman, K. F.  (1999).  Process of analyses of data: Benefits and costs associated with collaborative studies.  Mental Retardation and Developmental Disabilities Research Reviews, 5, 155-161.

  99. Widaman, K. F.  (2000). Testing cross-group and cross-time constraints on parameters using the general linear model.  In T. D. Little, K. U. Schnabel, & J. Baumert (Eds.), Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples (pp. 163-185).  Mahwah, NJ: Erlbaum.

  100. Widaman, K. F.  (2000).  Developmental psychology: Research methods.  In A. E. Kazdin (Ed.), Encyclopedia of psychology (Vol. 3, pp. 18-24).  Washington, DC: American Psychological Association.

  101. Widaman, K. F.  (2001).  Review of the Multidimensional Addictions and Personality Profile.  In B. S. Plake & J. C. Impara (Eds.), Fourteenth MentalMeasurements Yearbook (pp. 797-799).  Lincoln, NE: University of Nebraska Press.

  102. Widaman, K. F.  (2001).  Review of the Wide Range Assessment of Visual Motor Abilities.  In B. S. Plake & J. C. Impara (Eds.), Fourteenth Mental Measurements Yearbook (pp. 1350-1352).  Lincoln, NE: University of Nebraska Press.

  103. Widaman, K. F.  (2001). Lifespan perspectives. In National Institute of Child Health and Human Development, Report of the NIH Consensus Development Conference on phenylketonuria (PKU): Screening and management (pp. 104-106).  Bethesda, MD:  National Institute of Child Health and Human Development.

  104. Hock, E., Eberly, M., Bartle-Haring, S., Ellwanger, P., & Widaman, K. F.  (2001). Separation anxiety in parents of adolescents: Theoretical significance and scale development.  Child Development, 72, 284-298.

  105. Welsh, M., Parke, R. D., Widaman, K. F., & O’Neil, R. (2001).  Linkages between children's social and academic competence:  A longitudinal analysis.  Journal of School Psychology, 39, 463-481.

  106. MacCallum, R. C., Widaman, K. F., Preacher, K. J., & Hong, S.  (2001).  Sample size in factor analysis:  The role of model error.  Multivariate Behavioral Research, 36, 611-637.

  107. Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F.  (2002).  To parcel or not to parcel:  Exploring the question, weighing the merits.  Structural Equation Modeling, 9, 151-173.

  108. Herek, G. M., Capitanio, J. P., & Widaman, K. F.  (2002).  HIV-related stigma and knowledge in the United States:  Prevalence and trends, 1991-1999.  American Journal of Public Health, 92, 371-377.

  109. National Research Council.  (2002).  Mental retardation:  Determining eligibility for Social Security benefits.  Washington, DC: National Academy Press.

  110. Marchand, J. F., Hock, E., & Widaman, K. (2002).  Mutual relations between mothers' depressive symptoms and hostile-controlling behavior and young children's externalizing and internalizing behavior problems. Parenting:  Science and Practice, 2, 335-354.

  111. Yonelinas, A. P., Kroll, N. E. A., Quamme, J. R., Lazzara, M. M., Sauvé, M.-J., Widaman, K. F., & Knight, R. T. (2002).  Dissociating the effects of extensive medial temporal lobe damage and hypoxic-ischemia on recollection and familiarity. Nature Neuroscience, 5, 1236-1241.

  112. Widaman, K. F., & Thompson, J. S.  (2003).  On specifying the null model for incremental fit indices in structural equation modeling.  Psychological Methods, 8, 16-37.

  113. Widaman, K. F. (2003). [Review of L. Collins & A. Sayer (Eds.), New methods for the study of change].  Applied Psychological Measurement, 27, 236-239.