Parris, B. A., Wadsley, M. G., Hasshim, N., Benattayallah, A., Augustinova, M., & Ferrand, L. (2019). An fMRI study of response and semantic conflict in the Stroop task. Frontiers in Psychology, 10, 2426.
Hasshim, N., Downes, M., Bate, S., & Parris, B.A. (2019). Response time distribution analysis of semantic and response interference in a manual response Stroop task. Experimental Psychology, 66, 231-238. DOI 10.1027/1618-3169/a000445.
Bate, S., Frowd, C., Bennetts, R., Hasshim, N., Portch, E., Murray, E., & Dudfield, G. (2019). The consistency of superior face recognition skills in police officers. Applied Cognitive Psychology, 33(5), 828-842. DOI: 10.1002/acp.3525
Bate, S., Bennetts, R., Hasshim, N., Portch, E., Murray, E., Burns, E., & Dufield, G. (2019). The limits of super recognition: An other-ethnicity effect in individuals with extraordinary face recognition skills. Journal of Experimental Psychology: Human Perception and Performance, 45(3), 363-377. DOI: 10.1037/xhp0000607
Hasshim, N., & Parris, B.A. (2018). Trial type mixing substantially reduces the response set effect in the Stroop task. Acta Psychologica, 189, 43-53. DOI: 10.1016/j.actpsy.2017.03.002
Bate, S., Frowd, C., Bennetts, R., Hasshim, N., Murray, E., Bobak, A. K., Wills, H., & Richards, S. (2018). Applied screening tests for the detection of superior face recognition. Cognitive Research: Principles and Implications, 3(1), 22. DOI: 10.1186/s41235-018-0116-5
Hasshim, N., & Parris, B.A.(2015). Assessing stimulus-stimulus (semantic) conflict in the Stroop task using saccadic two-to-one color response mapping and pre-response pupillary measures. Attention, Perception & Psychophysics. 77(8), 2601-2610. DOI: 10.3758/s13414-015-0971-9
Hasshim, N., & Parris, B.A.(2014). Two-to-one color-response mapping and the presence of semantic conflict in the Stroop task. Frontiers in Psychology. 5:1157. DOI: 10.3389/fpsyg.2014.01157
Lee, K., Ng, S. F., Pe, M. L., Ang, S. Y., Hasshim, N., & Bull, R. (2012). The cognitive underpinnings of emerging mathematical skills: Executive functioning, patterns, numeracy, and arithmetic. British Journal of Educational Psychology. 82, 82-99. DOI: 10.1111/j.2044-8279.2010.02016.x