Jabbari, F., Falakmasir, M., & Ashley, K. (2016, May). “Identifying Thesis Statements in Student Essays: The Class Imbalance Challenge and Resolution”. In Proceedings of the 29th International FLAIRS Conference, Special Track on Applied Natural Language Processing, Key Largo, Florida, USA.
Ashley, K., & Falakmasir, M. (2015, July). “A Global Perspective on Argument Diagramming to Support Writing Skills.” In the Proceedings of the 7th International Conference on Education and New Learning Technologies, EDULEARN15 Proceedings, pp. 7354-7363. Barcelona.
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
Hirshorn, E. A., Li, Y., Ward, M. J., Richardson, R. M., Fiez, J. A., Ghuman, A. S. (2016). Decoding and disrupting left midfusiform gyrus activity during word reading. Proceedings of the National Academy of Sciences of the United States of America, 113(29), 8162-8167.
Hirshorn, E. A., Wrencher, A., Durisko, C., Moore, M. W., Fiez, J. A. (2016). Fusiform Gyrus Laterality in Writing Systems with Different Mapping Principles: An Artificial Orthography Training Study. Journal of Cognitive Neuroscience, 28(6), 882-894.
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.
Galla, B. M., *Plummer, B. D., White, R. E., Meketon, D., D'Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39, 314-325.
Hanson, J. L., Nacewicz, B. M., Sutterer, M. J., Cayo, A. A., Schaefer, S. M., Rudolph, K. D., ... & Davidson, R. J. (2015). Behavioral problems after early life stress: contributions of the hippocampus and amygdala. Biological Psychiatry, 77(4), 314-323.
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., & Tindale, R. S. (2015). Social influence in groups. In M. Mikulincer & P. R. Shaver (Eds.), APA Handbook of personality and social psychology (Vol. 2: Group processes; J. F. Dovidio & J. A. Simpson, Assoc. Eds.). Washington, DC: American Psychological Association.
Nokes-Malach, T. J., Richey, J. E., & Gadgil, S. (2015). When is it better to learn together? Insights from research on collaborative learning. Educational Psychology Review, 27, 645-656. doi: 10.1007/s10648-015-9312-8
Castleman, B. L. & Page, L. C. (2014). The forgotten summer: does the offer of college counseling after high school mitigate summer melt among college-intending, low-income high school graduates? Journal of Policy Analysis and Management, 33(2), 320-344.
Caner, Turanay, Susan Cohen, and Frits K. Pil 2016. ‘The Moderating Effect of Partner Knowledge Distance on the Inventive Benefits of Firm Knowledge Variety.’ Conditional Accept, Strategic Management Journal.
Leana, Carrie, and Frits K. Pil. 2016. Social Capital: An Untapped Resource for Educational Improvement, forthcoming in Ed. Esther Quintero, Teaching in Context: How Social Aspects of School and School Systems Shape Teachers’ Development & Effectiveness, Harvard Education Press, Cambridge, MA.
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.)
Rottman, B. M., & Hastie, R. (in press). Do people reason rationally about causally related events? Markov violations, weak inferences, and failures of explaining away. Cognitive Psychology, 87 88-134.
Schuchardt, A., & Schunn, C. D. (2016). Modeling scientific processes with mathematics equations enhances student qualitative conceptual understanding and quantitative problem solving. Science Education, 100(2), 290–320.
Kaufman, J., Stein, M.K., & Junker, B. (2016). Factors associated with alignment between teacher survey reports and classroom observation ratings of mathematics instruction. Elementary School Journal, 116(3), pp. 339-364.
Degani, T., Prior, A., Eddington, C. M., Arêas, da Luz Fontes, A., & Tokowicz, N. (2016). Determinants of translation ambiguity. A within and cross-language comparison. In Linguistic Approaches to Bilingualism, 6:3, 290-307.
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
Han, T., Xiao, X., Shi, L., Canny, J., Wang, J. (2015). Balancing Accuracy and Fun: Designing Engaging Camera Based Mobile Games for Implicit Heart Rate Monitoring. Proceedings of ACM Conference on Human Factors in Computing Systems (CHI 2015), Seoul, Korea.
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.