Welcome Board of Visitors 2018
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For more information on the individual and his or her other research at LRDC, click the faculty member's name.
College & PreCollege Teaching & Learning
Higher Level Learning Processes
Reading & Language
Research to Reform School Practice
Social & Motivational Factors in Learning
Barstow, B., Fazio, L, Schunn, C., & Ashley, K. (2017). Experimental evidence for diagramming benefits in Science Writing. Instructional Science, 45(5), 537-556.
Savelka, J., Walker, V., Grabmair, M. & Ashley, K. (2018). Sentence boundary detection in adjudicatory decisions in the United States. In Wyner, A. and Nazarenk, A. (Eds.) TRAITEMENT AUTOMATIQUE DES LANGUES (Revue TAL), 58(2), 21-45.
Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., Tomassetti, S., Nussbaum, A. D., & Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology. DOI: 10.1037/a0031495
Binning, K. R., & Unzueta, M. M. (2013). Perceiving ethnic diversity on campus: Group differences in attention to hierarchical representation. Social and Personality Psychology Science. DOI: 10.1177/1948550612459771
Cho, B-Y., Woodward, L., Li, D., & Barlow, W. (2017). Examining adolescents’ strategic processing during online reading with a question-generating task. American Educational Research Journal, 54(4), 691-724.
Cho, B-Y., Woodward, L., & Li, D. (2017). Epistemic processing when adolescents read online: A verbal protocol analysis of more and less successful online readers. Reading Research Quarterly, 53(2), 197-221.
Munter, C., & Correnti, R. (in press). Examining relations between mathematics teachers' instructional vision, knowledge, and change in practice. American Journal of Education.
Matsumura, L. C., Correnti, R., Wang, E. (2015). Classroom Writing Tasks and Students' Analytic Text-Based Writing. Reading Research Quarterly. pps. 417-438.
Coutanche, M. N. & Koch, G. E. (2017). Variation across individuals and items determine learning outcomes from fast mapping. Neuropsychologia, 106, 187–193.
Anzellotti, S., & Coutanche, M. N. (2018). Beyond functional connectivity: Investigating networks of multivariate representations. Trends in Cognitive Sciences, 22(3), 258-269.
Eberbach, C. & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. Journal of the Learning Sciences, 26(4), 608 – 642.
Bonnette, R. N. & Crowley, K. (2018). Legitimate peripheral participation in a makerspace for emancipated emerging adults. Emerging Adulthood, 1 – 15.
Tremel, J. J., Ortiz, D. M., & Fiez, J. A. (2018). Manipulating memory efficacy affects the behavioral and neural profiles of deterministic learning and decision-making. Neuropsychologia, 114, 214 – 230.
Alvarez, T. A. & Fiez, J. A. (2018). Current perspectives on the cerebellum and reading development. Neuroscience and Biobehavioral Reviews, 92, 55 – 66.
Tullis, J. G., & Fraundorf, S. H. (2017). Predicting others’ memory performance: The accuracy and bases of social metacognition. Journal of Memory and Language, 95, 124-137.
Lee, E.-K., & Fraundorf, S. H. (2017). Effects of contrastive accents in memory for L2 discourse. Bilingualism: Language and Cognition, 20, 1063-1079.
Galla, B. M., Amemiya, J., & Wang, M.-T. (2018). Using expectancy-value theory to understand academic self-control. Learning and Instruction, 58, 22-33.
Galla, B. M. & Duckworth, A. L. (2015). More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109, 508-525.
Hanson, J. L., Knodt, A. R., Brigidi, B. D., & Hariri, A. R. (2018). Heightened connectivity between the ventral striatum and medial prefrontal cortex as a biomarker for stress-related psychopathology: understanding interactive effects of early and more recent stress. Psychological medicine, 48(11), 1835-1843
Hanson, J. L., van den Bos, W., Roeber, B. J., Rudolph, K. D., Davidson, R. J., & Pollak, S. D. (2017). Early adversity and learning: implications for typical and atypical behavioral development. Journal of Child Psychology and Psychiatry, 58(7), 770-778
Iriti, J. E., Bickel, W. E., Schunn, C., and Stein, M. K. (2016). Maximizing research and development resources: Identifying and testing “load-bearing conditions” for educational technology innovations. Educational Technology Research & Development, 64(2), 245-262.
Iriti, J., Page, L., & Bickel, W. (2018). Place-based scholarships: Catalysts for systems reform to improve postsecondary attainment. International Journal of Educational Development, 58, 137-158.
Levine, J. M., Alexander, K. M., Wright, A. G., & Higgins, E. T. (2016). Group brainstorming: When regulatory nonfit enhances performance. Group Processes & Intergroup Relations, 19(2) 257–271. DOI: 10.1177/1368430215577226
Levine, J. M., Choi, H. S., & Moreland, R. L. Newcomer influence and creativity in work groups (in press). In P. Paulus & B. Nijstad (Eds.), Oxford handbook of group creativity and innovation. New York: Oxford University Press.
Braham, E. J. and Libertus, M. E. (2016), Intergenerational associations in numerical approximation and mathematical abilities. Developmental Science, doi:10.1111/desc.12436
Libertus, M. E. (2015), The role of intuitive approximation skills for school math abilities. Mind, Brain, and Education, 9: 112–120. doi:10.1111/mbe.12072
Lugini, L., Litman, D., Godley, A., & Olshefski, C. (2018). Annotating student talk in text-based classroom discussions. Association for Computational Linguistics, 110-116
Zhang, H., & Litman, D. (2018). Co-attention based neural network for source-dependent essay scoring. Association for Computational Linguistics, 399-409.
Matsumura, L. C., Correnti, R., & Wang, E. (2015). Classroom Writing Tasks and Students' Analytic Text‐Based Writing. Reading Research Quarterly, 50(4), 417-438.
Matsumura, L. C., Garnier, H. E., & Spybrook, J. (2013). Literacy coaching to improve student reading achievement: A multi-level mediation model. Learning and Instruction, 25, 35-48.
Richey, J. E., Nokes-Malach, T. J., & Cohen, K. (2018). Collaboration facilitates abstract category learning. Memory & Cognition, 46(5), 685-698.
Page, L. C. & Gehlbach, H. (2017). How an artificially intelligent virtual assistant helps students navigate the road to college. AERA Open, 3(4), 1 – 12.
Page, L. C. & Scott-Clayton, J.(2016). Improving college access in the United States: Barriers and policy responses. Economics of Education Review, 51, 4 – 22.
Chang, L. Y., Plaut, D. C. & Perfetti C. A. (2016). Visual complexity in orthographic learning: Modeling learning across writing system variations. Scientific Studies of Reading, 20(1), 64-85.
Perfetti, C. A., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37.
Caner, T., Cohen, S., & Pil, F. (2017). Firm heterogeneity in complex problem solving: A knowledge-based look at invention. Strategic Management Journal, 38(9), 1791-1811.
Lawson, B., Pil, F. K., & Holweg, M. (2017). Multi-modal order fulfillment: Concept and application. Production and Operations Management, 27(2), 269-284.
Resnick, L.B., Asterhan, C.S., & Clarke S. N. (Eds). (2015). Socializing Intelligence Through Academic Talk and Dialogue. Washington, DC: American Educational Research Association (AERA). (Copies will be distributed to Board members.)
Soo, K. W., & Rottman, B. M. (2018). Causal Strength Induction from Time Series Data. Journal of Experimental Psychology: General, 147(4), 485-513.
Betancur, L., Rottman, B. M., Votruba-Drzal, E., & Schunn, C. (2018). Analytical assessment of course sequencing: The case of methodological courses in psychology. Journal of Educational Psychology, 1-13.
Bray, L. E., and Russell, J. L. (2016). Going off script: Structure and agency in individualized education program meetings, American Journal of Education, 122.
Russell, J. L., Bryk, A. S., Doeel, J., Gomez, L. M., LeMahieu, P, & Grunow, Al. (in press). A Framework for the initiation of networked improvement communities. Teachers College Record, 119(7).
Pareja Roblin, N., Schunn, C., & McKenney, S. (2018). What Are Critical Features of Science Curriculum Materials that Impact Student and Teacher Outcomes? Science Education, 102(2), 260-282.
Liu, A. S., & Schunn, C. D. (2018). The effects of school-related and home-related optional science experiences on science attitudes and knowledge. Journal of Educational Psychology.
Tekkumru-Kisa, M., & Stein, M-K. (2017). A framework for planning and facilitating video-based professional development. International Journal of STEM Education, 4(28), 2-18.
Tekkumru-Kisa, M., & Stein, M-K. (2017). Designing, facilitating, and scaling-up video-based professional development: Supporting complex forms of teaching in science and mathematics. International Journal of STEM Education, 4(27), 1-9.
Bracken, J., Degani, T., Eddington, C. M., & Tokowicz, N. (2017). Translation semantic variability: How semantic relatedness affects learning of translation-ambiguous words. Bilingualism: Language and Cognition, 20, 783-794.
Eddington, C. M., & Tokowicz. (2015). How meaning similarity influences ambiguous word processing: The current state of the literature. Psychonomic Bulletin & Review, 22:13-37. DOI 10.3758/s13423-014-0665-7
Heatly, M. C. & Votruba-Drzal, E. (2017). Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts. Developmental Psychology, 53(6), 1042 – 1062.
Miller, P., Votruba-Drzal, E., McQuiggan, M., & Shaw, A. (2017). Pre-K classroom economic composition and children's early academic skills development. Journal of Educational Psychology, 109(2), 149 – 165.
Wang, M. T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choice: Individual and gender differences in STEM career choice. Psychological Science, 24, 770-775.
Wang, M. T. & Peck, S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49, 1266-1276.
Warren, T., Dickey, M.W., & Lei, C. (2016). Structural prediction in aphasia: Evidence from either. Journal of Neurolinguistics, 39, 38-48.
Tiv, M., Milburn, E. A., & Warren, T. (2016). The effects of transparency and ambiguity on idiom learning. Proceedings of the 38th annual Conference of the Cognitive Science Society, 57-62.