Research

Y. Lee and Jeoung, B., “The relationship between the behavior problems and motor skills of students with intellectual disability.”, J Exerc Rehabil, vol. 12, no. 6, pp. 598-603, 2016.

H. Fujita, Kasubuchi, K., Wakata, S., Hiyamizu, M., and Morioka, S., “Role of the Frontal Cortex in Standing Postural Sway Tasks While Dual-Tasking: A Functional Near-Infrared Spectroscopy Study Examining Working Memory Capacity.”, Biomed Res Int, vol. 2016, p. 7053867, 2016.

P. Bonifacci, Storti, M., Tobia, V., and Suardi, A., “Specific Learning Disorders: A Look Inside Children's and Parents' Psychological Well-Being and Relationships.”, J Learn Disabil, vol. 49, no. 5, pp. 532-45, 2016.

D. S. Yeager, Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Yeon, O'Brien, J., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M., and Dweck, C. S., “Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School.”, J Educ Psychol, vol. 108, no. 3, pp. 374-391, 2016.

K. E. Travis, Adams, J. N., Kovachy, V. N., Ben-Shachar, M., and Feldman, H. M., “White matter properties differ in 6-year old Readers and Pre-readers.”, Brain Struct Funct, 2016.

K. Pitetti, Miller, R. Ann, and Loovis, M., “Balance and Coordination Capacities of Male Children and Adolescents With Intellectual Disability.”, Adapt Phys Activ Q, vol. 34, no. 1, pp. 1-18, 2017.

V. J. Williams, Juranek, J., Cirino, P., and Fletcher, J. M., “Cortical Thickness and Local Gyrification in Children with Developmental Dyslexia.”, Cereb Cortex, 2017.

X. Feng, Li, L., Zhang, M., Yang, X., Tian, M., Xie, W., Lu, Y., Liu, L., Bélanger, N. N., Meng, X., and Ding, G., “Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing.”, Cerebellum, vol. 16, no. 2, pp. 496-507, 2017.

F. Rafie, Ghasemi, A., Jam, A. Zamani, and Jalali, S., “Effect of exercise intervention on the perceptual-motor skills in adolescents with autism.”, J Sports Med Phys Fitness, vol. 57, no. 1-2, pp. 53-59, 2017.

G. Orosz, Péter-Szarka, S., Bőthe, B., Tóth-Király, I., and Berger, R., “How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades.”, Front Psychol, vol. 8, p. 311, 2017.

M. Mihelčič and Podlesek, A., “The influence of proprioception on reading performance.”, Clin Exp Optom, vol. 100, no. 2, pp. 138-143, 2017.

I. I. Karipidis, Pleisch, G., Röthlisberger, M., Hofstetter, C., Dornbierer, D., Stämpfli, P., and Brem, S., “Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia.”, Hum Brain Mapp, vol. 38, no. 2, pp. 1038-1055, 2017.

K. E. Waldie, Wilson, A. J., Roberts, R. P., and Moreau, D., “Reading network in dyslexia: Similar, yet different.”, Brain Lang, vol. 174, pp. 29-41, 2017.

B. M. Baczkowski, Johnstone, T., Walter, H., Erk, S., and Veer, I. M., “Sliding-window analysis tracks fluctuations in amygdala functional connectivity associated with physiological arousal and vigilance during fear conditioning.”, Neuroimage, 2017.

S. Caffarra, Martin, C. D., Lizarazu, M., Lallier, M., Zarraga, A., Molinaro, N., and Carreiras, M., “Word and object recognition during reading acquisition: MEG evidence.”, Dev Cogn Neurosci, vol. 24, pp. 21-32, 2017.

Z. M. Flack, Field, A. P., and Horst, J. S., “The effects of shared storybook reading on word learning: A meta-analysis.”, Dev Psychol, 2018.