Research

A. J. C. Cuddy, Wilmuth, C. A., Yap, A. J., and Carney, D. R., “Preparatory power posing affects nonverbal presence and job interview performance.”, J Appl Psychol, vol. 100, no. 4, pp. 1286-95, 2015.

J. D. Cribbs, Hazari, Z., Sonnert, G., and Sadler, P. M., “Establishing an Explanatory Model for Mathematics Identity.”, Child Dev, 2015.

S. Claro, Paunesku, D., and Dweck, C. S., “Growth mindset tempers the effects of poverty on academic achievement.”, Proc Natl Acad Sci U S A, vol. 113, no. 31, pp. 8664-8, 2016.

S. T. L. Chung, Legge, G. E., and Cheung, S. -hang, “Letter-recognition and reading speed in peripheral vision benefit from perceptual learning.”, Vision Res, vol. 44, no. 7, pp. 695-709, 2004.

S. - H. Chang and Yu, N. - Y., “The effect of computer-assisted therapeutic practice for children with handwriting deficit: a comparison with the effect of the traditional sensorimotor approach.”, Res Dev Disabil, vol. 35, no. 7, pp. 1648-57, 2014.

R. Catrambone, Craig, D. L., and Nersessian, N. J., “The role of perceptually represented structure in analogical problem solving.”, Mem Cognit, vol. 34, no. 5, pp. 1126-32, 2006.

D. R. Carney, Cuddy, A. J. C., and Yap, A. J., “Power posing: brief nonverbal displays affect neuroendocrine levels and risk tolerance.”, Psychol Sci, vol. 21, no. 10, pp. 1363-8, 2010.

D. R. Carney, Cuddy, A. J. C., and Yap, A. J., “Review and Summary of Research on the Embodied Effects of Expansive (vs. Contractive) Nonverbal Displays.”, Psychol Sci, vol. 26, no. 5, pp. 657-63, 2015.

P. Cakirpaloglu and Radil, T., “Correlations between symbolic motor performance and achievement in school for children with minimal brain dysfunction.”, Percept Mot Skills, vol. 73, no. 3 Pt 1, pp. 952-4, 1991.

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.