Skip to main content

Thematic Series: Why Spatial is Special in Education, Learning, and Everyday Activities

This thematic series, published in Cognitive Research: Principles and Implications, focuses on spatial ability and spatial thinking. 

People's thinking about, with, and in space has been extensively studied in the literatures of psychology, education, and other related fields. In the context of education, researchers have shown that spatial ability correlates significantly, over and above mathematical and verbal ability, with students' interest in STEM disciplines, and affects their eventual occupational choices. 

The existence of large individual differences in the extent, accuracy, and flexibility of internal representations of our spatial environments is now stimulating research. The pervasive availability of geospatial information raises concern about negative effects on people’s geospatial literacy and awareness. This special issue aims to bring together articles on questions such as: What is spatial thinking? Is it related to spatial ability and other abilities? To academic achievements in different fields? Can it be taught and trained? Brought into the classroom?

Read More


Research in Progress at CRPI

CRPI welcomes submissions of Registered Reports and also invites authors to make their protocols available in a citable, shareable and discoverable manner using our dedicated repository on figshare.

See below to keep up-to-date with the latest preregistered protocols that have been offered in-principle acceptance at the journal. 

Related Journals

Psychonomic Bulletin & Review

Memory & Cognition

Attention, Perception, & Psychophysics

Cognitive, Affective, & Behavioral Neuroscience

Learning & Behavior

Behavior Research Methods

Aims and scope

Cognitive Research: Principles and Implications publishes new empirical and theoretical work covering all areas of Cognition, with a special emphasis on use-inspired basic research: fundamental research that grows from hypotheses about real-world problems. We expect that authors will be able to explain in a Significance section how their basic research serves to advance our understanding of the cognitive aspects of a problem with real-world applications. 

2020 Reviewer Acknowledgements

We acknowledge with gratitude the reviewers who contributed to the peer review process of Cognitive Research: Principles and Implications in 2020. We value your generous contributions.

We here include a full list of those who contributed reviews in 2020. 

Systemic Racism: Cognitive Consequences and Interventions

Cognitive Research: Principles and Implications (CRPI) publishes “use-inspired basic research”: fundamental and theoretically relevant research that grows from hypotheses about real-world problems. Systemic Racism is an urgent, real-world problem with implications for every area of cognitive research. The purpose of this special issue is to add to the scientific understanding of the cognitive roots of and fallout from minority status, discrimination, police violence, vigilantism, implicit bias, and more.

Organized by: Jeremy M. Wolfe, Jennifer Gutsell, and Elizabeth Page-Gould
Deadline for Submissions: December 31, 2020

Visual Search in Real-World and Applied Contexts

Visual search tasks are an everyday part of the human experience - ranging from hunting for a specific recipe ingredient in the pantry to monitoring for road hazards and informational signs while driving. Due to its ubiquity in everyday life, visual search has been extensively studied in the laboratory for decades even if laboratory tasks are unable to capture the full complexity of real-world visual search tasks. In recent years, there has been a growing body of research seeking to narrow the gaps in our understanding of visual search behavior between the laboratory and the real world. We anticipate submissions involving studies of visual search behavior in applied situations as well as general laboratory search tasks to further our understanding of visual search behavior in real world situations. 

Organized by: Jeremy M. Wolfe, Trafton Drew, Lauren H. Williams
Deadline for Submissions: August 1, 2020

The Psychology of Fake News

Media outlets, social critics, political organizations, and research groups have identified the problem of “fake news” as a critical contemporary concern.  The special issue will highlight work that (a) identifies cognitive processes implicated in the detection and effects of fake news, (b) characterizes the consequences of fake news exposure across people’s diverse discourse experiences, and (c) identifies potential interventions that can help people overcome the allure of fake news.

Edited by: David N. Rapp, Holly A. Taylor, and Jeffrey M. Zacks
Deadline for submissions: In light of the COVID-19 pandemic, we are extending the deadline for this special issue by one month. Submissions are now due by August 1, 2020.

Affiliated with

Annual Journal Metrics