For more information on the individual and his or her other research at LRDC, click the faculty member's name.
Durisko, C., Lear, K., Beck, I., Sandora, C., & Fiez, J. (2026). Feasibility and effectiveness of an adolescent GlassaAnalysis reading intervention delivered online by lay tutors. Dyslexia: An International Journal of Research and Practice.
Macaluso, J. A., & Fraundorf, S. H. (2025). Do differences in topic knowledge matter? An experimental investigation into topic knowledge as a possible moderator of the testing effect. Memory.
Norberg, K., Han, H., Cho, B.-Y., & Fraundorf, S. H. (2025). Getting there is half the journey: An exploration of high schoolers’ individual differences and navigation strategies during internet-based digital reading. Learning and Individual Differences.
Benson-Greenwald, T.M., Pelakh, A., Tumminia, M.J., Jahanian, S., Diamond, M.S., Kuo, E., M. Good, M., Nokes-Malach, T.J., & Galla, B. (2026). Building courage, strength, and knowledge: Mindfulness training reduces psychological threat and increases engagement in college physics. Psychological and Cognitive Sciences.
Galla, B. (2024). How motivation restricts the scalability of universal school-based mindfulness interventions for adolescents. Child Development Perspectives.
Huguley, J., Davis, C., Stief, E., Haynik, R., Henderson, M., DeBellis, B., Blair, S., Williams, A., Sturdivant, M., Wiley, D., & Cherry, M. (2023). From practice-to-research-to-practice: leveraging reciprocal partnerships to advance racial justice in education across contexts and ecological levels. Journal of Community Practice.
Guo, J., Huguley, J., Wang, M., & Vasquez, A. (2019). Parental Ethnic–Racial Socialization Practices and the Construction of Children of Color’s Ethnic–Racial Identity: A Research Synthesis and Meta-Analysis. American Psychological Association.
Lin, Y., Iriti, J., Sherer, J. Z., Lowry, D., Matthis, C., & Legg, A. S. (2025). Building educators' confidence and skill in improvement science: A longitudinal study of the STEM PUSH Network. Frontiers in Education.
Iriti, J., Delale-O’Connor, L., Sherer, J.Z., Stol, T., Davis, D., Matthis, C., Lowry, D., & Legg, A.S. (2024). Adapting improvement science tools and routines to build racial equity in out-of-school time STEM spaces. Frontiers in Education Special Issue: Situating Equity at the Center of Continuous Improvement in Education.
McManus, K., Bayas, K., Kerschen, K., Khoruzhaya, Y., Zhuang, J., & Magnuson, A. (2025). Revisiting blocking effects in second language learning: A close replication of Ellis and Sagarra (2010). Language Learning: A Journal of Research in Language Studies.
DeMartino, S., Petrosky, A., & Nolly, G. (2026). A network for instructional improvement: How teachers and leaders made it work. New York & London: Bloomsbury.
DeMartino, S., Nolly, G., & Petrosky, A. (2023). Teacher leaders help change ideas stick. The Learning Professional.
Qin, X., Wormington, S., Guzman-Alvarez A., & Wang, M. (2021). Why does a growth mindset intervention impact achievement differently across secondary schools? Unpacking the causal mediation mechanism from a national multisite randomized experiment. Journal of Research on Educational Effectiveness.
Rottman, B., & Zhang, Y. (2025). Learning about causal relations that change over time: primacy and recency over long timeframes in causal judgements and memory. Cognitive Research: Principles and Implications.
Rottman, B. (2025). Causal learning with two cofounded causes over weeks. Judgement and Decision Making.
Walsh, M. E., & Schunn, C. (2026). Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing. Educational Psychologist.
Yu, Q. & Schunn, C. (2023). Understanding the what and when of peer feedback benefits for performance and transfer. Computers in Human Behavior.
Stewart, A., Sharma, P., Li, C., Deng, Y., Madein, O., Sha, Y., Fofang, J., Kundrak, C., & Walker, E. (2026). Design Tensions for Generative AI in Education for Early to Mid-adolescent Youth: An Exploration of Autonomy, Critical Reflection, and Psychological Safety. Artificial Intelligence in Education.
Li, C., Solyst, J., Scott, S., Howse, G., Nkrumah, T., Walker, E., Ogan, A., & Stewart, A. (2025). “I am a Technology Creator”: Black Girls as Technosocial Change Agents in a Culturally Responsive Robotics Camp. CHI 2025: CHI Conference on Human Factors in Computing Systems.
Goyal, D., Hoshino, N., & Tokowicz, N. (2026). Translation norms for English and Japanese translation pairs: Translation ambiguity, proficiency, and production errors. Behavior Research Methods.
Terrazas, G., Lofters, A., & Tokowicz, N. (2026). Learning words that look the same across languages: examining the translation-ambiguity disadvantage in naïve Dutch learners. Journal of Cognitive Psychology.
Sharma, P., Sha, Y., Bih Epse Fofang, J. S., Yan, B., Turner, J. A., Balay, N., ... & Walker, E. (2026). Hybrid LLM-Embedded Dialogue Agents for Learner Reflection: Designing Responsive and Theory-Driven Interactions. Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems.
Unal, D. S., Mowad, T., Arrington, C., Solovey, E., & Walker, E. (2026). Leveraging Privileged Multimodal Data to Model Cognitive States in an Interactive Learning Platform. Proceedings of the 19th International Conference on Educational Data Mining.
Chrabaszcz, A., Lahner, C., Li, X., Dresang, H. Dickey, M., Warren, T. (2026). Towards AI-supported development of image-based tasks in aphasia. American Journal of Speech-Language Pathology.