Hammarlund, S.P., Scott, C., Binning, K.R., & Cotner, S. (2022). Context matters: how an ecological-belonging intervention can reduce inequities in STEM. BioScience.
Calloway, R.C., Helder, A. & Perfetti, C.A. (2022). A measure of individual differences in readers’ approaches to text and its relation to reading experience and reading comprehension. Behavior Research Methods.
Del Toro, J., Jackson, D. B., & Wang, M.T. (2022). The policing paradox: Police stops predict youth’s school disengagement via elevated psychological distress. Developmental Psychology.
Park, D., Tsukayama, E., & Galla, B. M. (2022). Friends know you: Peer nomination of self-control predict changes in academic achievement and friendship among adolescents. Journal of Adolescence.
Lobczowski, N. G. (2022). Capturing the formation and regulation of emotions in collaborative learning: The FRECL coding procedure. Frontiers in Psychology.
Norberg, K. A., Perfetti, C., & Helder, A. (2022). Word-to-text integration and antecedent accessibility: Eye-tracking evidence extends results of event-related potentials (ERPs). Journal of Experimental Psychology: Learning, Memory, and Cognition.
Bhat, S. B., Kumar, B.V.R., Kalamkar, S.R., Kumar, V., Pathak, S., & Schneider, W. (2022). Modeling and simulation of the potential indoor airborne transmission of SARS-CoV-2 virus through respiratory droplets. Physics of Fluids.
Ribner, A., Devine, R. T., Blair, C., & Hughes, C. (2022). Mothers’ and fathers’ executive function both predict emergent executive function in toddlerhood. Developmental Science.
Malespina, A., Schunn, C.D., & Singh, C. (2022). Whose ability and growth matter? Gender, mindset and performance in physics.International Journal of STEM Education.
Tokowicz, N., Rice, C., & Ekves, Z. (2022). Learning the two translations of translation ambiguous words: Simultaneous vs. consecutive presentation. Second Language Research.
LRDC authors' names in bold face type.