LRDC Board of Visitors

Welcome Board of Visitors 2018

Faculty Publications

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For more information on the individual and his or her other research at LRDC, click the faculty member's name.

Informal Learning

Learning Policy

Learning Technology

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., 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.

Wang, E., Matsumura, L. C., & Correnti, R. (2018). Student writing accepted as high-quality analytic responses to analytic text-based writing tasks. The Elementary School Journal, 118(3), 358-383.

Wang, E. L. & Matsumura, L. C. (2018). Text-based writing in elementary classrooms: Teachers’ conceptions and practice. Reading and Writing, 1-34.


Richey, J. E., Nokes-Malach, T. J., & Cohen, K. (2018). Collaboration facilitates abstract category learning. Memory & Cognition, 46(5), 685-698.

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.


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.


Perfetti, C. A. (2017). Lexical quality revisited. In E. Segers & P. van den Broek (Eds.), Developmental perspectives in written language and literacy. Amsterdam: John Benjamins.

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).


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. & 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).


(Publications Forthcoming)


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, Ming-Te

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.


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.