College & PreCollege Teaching & Learning
Higher Level Learning Processes
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.
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.
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.
Matsumura, L. C., Bickel, D., Zook-Howell, D., Correnti, R., & Walsh, M. (2016). Cloud coaching: Web-based learning holds promise, especially for districts with limited resources. Journal of Staff Development, 37(4), 30-39.
Marshman, E., Kalender, Z. Y., Schunn, C., Nokes-Malach, T., & Singh, C. (2018). A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences. Canadian Journal of Physics, 96: 391-405.
Helder, A., Perfetti, C. A., van den Broek, P., Stafura, J. Z., & Calloway, R. C. (2018). ERP indicators of local and global text influences on word-to-text integration. Language, Cognition and Neuroscience, 33(8).
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.)
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. & Russell, J. L. (2018). The dynamic interaction between institutional pressures and activity: An examination of the implementation of IEPs in secondary inclusive settings. Educational Evaluation and Policy Analysis, 40(2), 243-266.
Russell, J. L., Bryk, A. S., Dolle, J. R., Gomez, L. M., Lemahieu, P. G., & Grunow, A. (2017). A framework for the initiation of networked improvement communities. Teachers College Record, 119(7).
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.
Binning, K. R., Wang, M-T., & Amemiya, J. (2018). Persistence mindset among adolescents: Who benefits from the message that academic struggles are normal and temporary? Journal of Youth and Adolescence, 1-18.