Peer Reviewed Articles
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 1(4), 1–31. http://doi.org/10.1080/10888691.2017.1398649
Commissar, L. and Brookman-Byrne, A. (2017). IMBES Pre-Conference: Using Insight From Research to Improve Education. Mind, Brain, and Education, published by International Mind, Brain, and Education Society and Wiley Periodicals, Inc.
Davatzes, A., K. Gagnier, I. Resnick, and T. F. Shipley (2018). Learning to form accurate mental models, Earth & Space Science News (Eos), 99, https://doi.org/10.1029/2018EO091643. Published on 07 February 2018.
Forbus, K.D., Garnier, B., Tikoff, B., Marko, W., Usher, M., McLure, M. (2017). Sketch Worksheets in STEM Classrooms: Two Deployments. The Thirtieth AAAI Conference on Innovative Applications of Artificial Intelligence (IAAI-18).
Goldin-Meadow, S. (2018). Taking a Hands-on Approach to Learning. Policy Insights from the Behavioral and Brain Sciences 2018. vol. 5(2): 163-170. https://doi.org/10.1177/2372732218785393.
Khalil, A., Minces, V., McLoughlin, G., & Chiba, A. (2013). Group rhythmic synchrony and attention in children. Frontiers in Psychology. Sept. 02, 2013. doi: 10.3389/fpsyg.2013.00564.
Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342/, 935-937.
Koedinger, K. R., Corbett, A. C., & Perfetti, C. (2012). The Knowledge-Learning-Instruction (KLI) framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science, 36 (5), 757-798.
Lan, M., Law, N., Pan, Q. (2022). Effectiveness of anti-cyberbullying educational programs: A socio-ecologically grounded systematic review and meta-analysis, Computers in Human Behavior. Volume 130, May 2022, 107200.
Levine, S.C., Foley, A., Lourenco, S., Ehrlich, S., & Ratliff, K. (2016). Sex differences in spatial cognition: advancing the conversation. WIREs Cogn Sci 2016. doi: 10.1002/wcs.1380.
Lipina, S.J. (2016). Critical considerations about the use of poverty measures in the study of cognitive development. International Journal of Psychology, 2016. https://doi.org/10.1002/ijop.12282.
Lipina, S.J. (2016). The biological side of social determinants: Neural costs of childhood poverty. Prospects (2016) 46: 265. https://doi.org/10.1007/s11125-017-9390-0.
Lipina, S.J., Evers, K. (2017). Neuroscience of Childhood Poverty: Evidence of Impacts and Mechanisms as Vehicles of Dialog With Ethics. Front Psychol. 2017 Jan 26;8:61. doi: 10.3389/fpsyg.2017.00061. eCollection 2017.
Minces, V., Khalil, A., Challen, C., Oved, I., Chiba, A. (2016). Listening to Waves: Using Computer Tools to Learn Science Through Making Music. Conference Paper, July 2016.
Newcombe, N. (2017). Harnessing Spatial Thinking toSupport Stem Learning, OECD Education Working Papers, No. 161, OECD Publishing, Paris.
Petitto, L.A., Langdon, C., Stone, A., Andriola, D., Kartheiser, G., and Cochran, C. (2016). Visual sign phonology: insights into human reading and language from a natural soundless phonology. Opinion. WIREs Cognitive Science, Vol 7 Issue 6 (November/December 2016). Wiley Periodicals, Inc. Published Online: Jul 17 2016. DOI: 10.1002/wcs.14042016.
Pruden, S.M., Levine, S.C., & Huttenlocher, J. (2011). Children’s spatial thinking: does talk about the spatial world matter?Developmental Science, 14:6 (2011), pp 1417-1430. DOI: 10.1111/j.1467-7687.2011.01088.x.
Uncapher, M. R. (2018). From the science of learning (and development) to learning engineering. Applied Developmental Science, 48, 1–4. http://doi.org/10.1080/10888691.2017.1421437.