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Sian L. Beilock

University of Chicago, Chicago, IL 
working memory, expertise, attention, skilled performance
"Sian Beilock"
Mean distance: 15 (cluster 23)


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Thomas H. Carr grad student 2003 Michigan State
 (When performance fails: Expertise, attention, and performance under pressure.)


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Marci S. DeCaro grad student Miami University
Jalisha M. Braxton grad student 2016- Chicago (PsychTree)
Shu-Ju Yang grad student 2011 Chicago
Ian M. Lyons grad student 2012 Chicago
Andrew Mattarella-Micke grad student 2006-2012 Chicago
Gerardo Ramirez grad student 2013 Chicago
Da E. Park grad student 2014 Chicago
Neil Albert post-doc 2009- Chicago
Kyoung Whan Choe post-doc 2015- Chicago
James Jay Todd post-doc 2009-2010 Chicago
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Schaeffer MW, Rozek CS, Maloney EA, et al. (2020) Elementary School Teachers' Math Anxiety and Students' Math Learning: A Large-Scale Replication. Developmental Science. e13080
Choe KW, Jenifer JB, Rozek CS, et al. (2019) Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making. Science Advances. 5: eaay1062
Rozek CS, Ramirez G, Fine RD, et al. (2019) Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation. Proceedings of the National Academy of Sciences of the United States of America
Schaeffer MW, Rozek CS, Berkowitz T, et al. (2018) Disassociating the relation between parents' math anxiety and children's math achievement: Long-term effects of a math app intervention. Journal of Experimental Psychology. General
Lyons IM, Beilock SL. (2018) Characterizing the neural coding of symbolic quantities. Neuroimage. 178: 503-518
Chang H, Sprute L, Maloney EA, et al. (2017) Simple arithmetic: Not so simple for highly math anxious individuals. Social Cognitive and Affective Neuroscience
Park D, Schaeffer MW, Nolla KM, et al. (2016) How do generic statements impact performance? Evidence for entity beliefs. Developmental Science
Berkowitz T, Schaeffer MW, Rozek CS, et al. (2016) Response to Comment on "Math at home adds up to achievement in school". Science (New York, N.Y.). 351: 1161
Park D, Tsukayama E, Gunderson EA, et al. (2016) Young children's motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence Journal of Educational Psychology. 108: 300-313
Chang H, Beilock SL. (2016) The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research Current Opinion in Behavioral Sciences. 10: 33-38
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