Joshua Sanes, Harvard University; Jeff C. Tarr, Professor of Molecular and Cellular Biology; and Paul J. Finnegan, Family Director, Center for Brain Science, Harvard University, present "Cell Types as Building Blocks of Neural Circuits."
dB-SERC Lunch Discussion
12:00 PM - 1:00 PM; Online
Heather Bruett and Dr. Robert Wozniak from the psychology department will share results from their mentee/mentor project.
Workshop on the Stanford Education Data Archive (SEDA)
12:30 PM - 2:30 PM; Online
The AERA-ICPSR PEERS Data Hub will hold a workshop on “Introduction to the Stanford Education Data Archive (SEDA).” The workshop, offered at no cost, is the first in a series of webinars offered through the PEERS Data Hub that will focus on STEM data and data use.
Leyva, D., Von Suchodoletz, A., Doering, E., Shroff, D., Hinojo, A., & Kartner, J. (2021).Maternal book-sharing styles and goals and children’s verbal contributions in three communities.Early Childhood Research Quarterly, 54,228-238.
Betancur, L., Maldonado-Carreño, C., Votruba-Drzal, E. & Bernal, R. (2021). Measuring preschool quality in low- and middle-income countries: Validity of the ECERS-R in Colombia. Early Childhood Research Quarterly, 54(1), 86-98.
Coley, R.L., Spielvogel, B., Kruzik, C., Miller, P., Betancur, L., &Votruba-Drzal, E. (2021). Explaining income disparities in young children’s development: The role of community contexts and family processes.Early Childhood Research Quarterly, 55,295 – 311.
Wang, M.T., Binning, K.R., Del Toro, J., Qin, X., & Zepeda, C.D. (2021). Skill, thrill, and will: The role of metacognition, interest, and self-control in predicting student engagement in mathematics learning over time. Child Development, 92 (1).
Palacios-Barrios, E. E., Hanson, J. L., Barry, K. R., Albert, D., White, S. F., Skinner, A. T., & Lansford, J. E. (2021). Lower neural value signaling in the prefrontal cortex is related to childhood family income and depressive symptomatology during adolescence. Developmental Cognitive Neuroscience,48.
Leyva, D., Weiland, C., Shapiro, A., Yeomans-Maldonado, G., & Febles, A. (2021). A Strengths-Based, Culturally Responsive Family Intervention Improves Latino Kindergarteners’ Vocabulary and Approaches to Learning. (EdWorkingPaper: -349). Retrieved from Annenberg Institute at Brown University.
Morett, L. M., Fraundorf, S. H., & McPartland, J. C. (2021). Eye see what you're saying: Contrastive use of beat gesture and pitch accent affects online interpretation of spoken discourse. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Xiong, Y. & Schunn, C.D. (2021). Reviewer, essay, and review process characteristics that predict errors in web-based peer review. Computers & Education.
Leyva, D., Weiland, C., Shapiro, A., Yeomans-Maldonado, G., & Febles, A. (2021). A strengths-based, culturally responsive family intervention improves latino kindergarteners’ vocabulary and approaches to learning. (EdWorkingPaper: 21-349). Retrieved from Annenberg Institute at Brown University.
Apedoe, X.S., Ellefson, M.R., & Schunn, C.D. (2021). "Chapter 4 Supporting Conceptual Change in Chemistry through Design-Based Learning." In I. Henze & M.J. de Vries (Eds.). Design-Based Concept Learning in Science and Technology Education, (vol. 17, pp. 49-74). Brill | Sense.
Smith, L.V., Wang, M.T., & Hill, D.J. (2020). Black Youths' perceptions of school cultural pluralism, school climate and the mediating role of racial identity. Journal of School Psychology, 83, 50-65.
Zong, Z., Schunn, C.D., & Wang, Y. (2020). Learning to improve the quality peer feedback through experience with peer feedback. Assessment & Evaluation in Higher Education.
Zepeda, C.D. & Nokes-Malach, T.J. (2020). Metacognitive study strategies in a college course and their relation to exam performance. Memory & Cognition, 48(7).
Koch, G.E., Akpan, E., & Coutanche, M.N. (2020). Image memorability is predicted by discriminability and similarity in different stages of a convolutional neural network.Learning & Memory, 27(12), 503-509.
Del Toro, J. & Wang, M.T. (2020). School cultural socialization and academic performance: Examining ethnic-racial identity development as a mediator among African American adolescents. Child Development, 1-18.
Del Toro, J. & Wang, M. (2020). Longitudinal inter-relations between school cultural socialization and school engagement among urban early adolescents. Journal of Youth and Adolescence, 1-14.
Hunt, J. & Stein, M.K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904 - 909.
Zhang, H. & Litman, D. (2020). Automated topical component extraction using neural network attention scores from source-based essay scoring. Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics, 8569-8584.
Afrin, T., Wang, E., Litman, D., Matsumura, L.C., & Correnti, R. (2020). Annotation and classification of evidence and reasoning revisions in argumentative writing. Proceedings of the 15thWorkshop on Innovative Use of NLP for Building Educational Applications, 75-84.
Wang, M. T., Degol, J. L., & Henry, D. A. (2020). An integrative development-in- sociocultural-context model for children’s engagement in learning. American Psychologist, 74, 1086-1102.
Scanlon, C. L., Del Toro, J., & Wang, M. T. (2020). The roles of peer social support and social engagement in the relation between adolescents’ social anxiety and science achievement. Journal of Youth and Adolescence, 49, 1005-1016.
Kiuru, N., Wang, M. T., & Salmela-Aro, K. (2020). Transactional associations between adolescents’ interpersonal relationships, student well-being, and academic achievement during school transitions. Journal of Youth and Adolescence, 49, 1057-1072.
Delale-O’Connor, L., Huguley, J. P., Parr, A. K., & Wang, M. T. (2020). Racialized compensatory cultivation: Centering race in parental educational engagement and enrichment. American Educational Research Journal, 1, 1-42.
Wang, M. T., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (2020). Parental ethnic- racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist, 75, 1-22.
Amemiya, J. L., Mortenson, E. M., & Wang, M. T. (2020). Minor infractions are not minor: School infractions for minor misconduct may increase adolescents’ defiant behavior and contribute to racial disparities in school discipline. American Psychologist, 75, 23-36.