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.


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


Afflerbach, P., Cho, B-Y. & Kim, J-Y. (2015). Conceptualizing and Assessing Higher-Order Thinking in Reading. Theory Into Practice, 54(3), 203-212.

Cho, B-Y. (2014). Competent Adolescent Readers’ Use of Internet Reading Strategies: A Think-Aloud Study. Cognition and Instruction, 32(3), 253-289.


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. & Thompson-Schill, S. L. (2015). Creating concepts from converging features in human cortex. Cerebral Cortex, 25(9), 2584-2593.

Coutanche, M. N. & Thompson-Schill, S. L. (2015). Rapid consolidation of new knowledge in adulthood via fast mapping. Trends in Cognitive Science, 19(9), 486-488.


(Publications Forthcoming)


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.


Fraundorf, S. H., Jaeger, T. F. (2016). Readers generalize adaptation to newly-encountered dialectal structures to other unfamiliar structures. Journal of Memory and Language.

Fraundorf, S. H., Watson, D. G., Benjamin, A. S. (2010). Recognition memory reveals just how CONTRASTIVE contrastive accenting really is. Journal of Memory and Language, 63(3), 367-386.


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.

Hanson, J. L., Hair, N., Shen, D. G., Shi, F., Gilmore, J. H., Wolfe, B. L., & Pollak, S. D. (2013). Family poverty affects the rate of human infant brain growth. PloS one, 8(12), e80954.


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.


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


Diane Litman. Natural Language Processing for Enhancing Teaching and Learning, Proceedings 30th Conference on Artificial Intelligence (AAAI), pp. 4170-4176, Phoenix, AZ, February 2016.

Huy Nguyen and Diane Litman, Context-aware Argumentative Relation Mining, Proceedings 54th Annual Meeting of the Association for Computational Linguistics (ACL), Berlin, Germany, August 2016.


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.


Crosson, A. C., McKeown, M. G. (2016). Middle school learners’ use of Latin roots to infer the meaning of unfamiliar words. Cognition and Instruction, 34(2), 148-171.

Rimbey, M., McKeown, M., Beck, I., Sandora, C. (2016). Supporting teachers to implement contextualized and interactive practices in vocabulary instruction. Journal of Education, 196(2), 69-87.


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

Nokes-Malach, T. J., & Richey, J. E. (2015). Knowledge transfer. In R. Scott and S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences. Hoboken, NJ: John Wiley and Sons.


Castleman, B. L. & Page, L. C. (2016). Freshman year financial aid nudges: an experiment to increase FAFSA renewal and college persistence. Journal of Human Resources, 51, 389-415.

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.


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, 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.

Rottman, B. M. (in press). Searching for the best cause: Roles of mechanism beliefs, autocorrelation, and exploitation. Journal of Experimental Psychology: Learning, Memory, & Cognition.


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).


(Publications Forthcoming)


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.

Schunn, C. D., Godley, A. J., & DiMartino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent & Adult Literacy, 60(1), 13–23.


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.

Stein, M.K., Correnti, R., Moore, D., Russell, & Kelly, K. (under review). Using theory and measurement to sharpen conceptualizations of mathematics teaching in the Common Core era. AERA Open.


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

Wang, Jingtao

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.

Xiao, X., Wang, J. (2015). Towards Attentive, Bi-directional MOOC Learning on Mobile Devices. Proceedings of ACM International Conference on Multimodal Interaction (ICMI 2015), Seattle, WA.

Wang, Ming-Te

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.