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Elif Isbell

Affiliations: 
University of Oregon, Eugene, OR, United States 
Area:
developmental cognitive neuroscience
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"Elif Isbell"
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Helen Neville grad student University of Oregon

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Publications

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Isbell E, Calkins SD, Cole VT, et al. (2018) Longitudinal associations between conflict monitoring and emergent academic skills: An event-related potentials study. Developmental Psychobiology
Swingler MM, Isbell E, Zeytinoglu S, et al. (2018) Maternal behavior predicts neural underpinnings of inhibitory control in preschoolers. Developmental Psychobiology
Isbell E, Calkins SD, Swingler MM, et al. (2018) Attentional fluctuations in preschoolers: Direct and indirect relations with task accuracy, academic readiness, and school performance. Journal of Experimental Child Psychology. 167: 388-403
Isbell E, Stevens C, Pakulak E, et al. (2017) Neuroplasticity of selective attention: Research foundations and preliminary evidence for a gene by intervention interaction. Proceedings of the National Academy of Sciences of the United States of America
Hampton Wray A, Stevens C, Pakulak E, et al. (2017) Development of selective attention in preschool-age children from lower socioeconomic status backgrounds. Developmental Cognitive Neuroscience. 26: 101-111
Isbell E, Stevens C, Hampton Wray A, et al. (2016) 5-HTTLPR polymorphism is linked to neural mechanisms of selective attention in preschoolers from lower socioeconomic status backgrounds. Developmental Cognitive Neuroscience. 22: 36-47
Isbell E, Wray AH, Neville HJ. (2015) Individual differences in neural mechanisms of selective auditory attention in preschoolers from lower socioeconomic status backgrounds: an event-related potentials study. Developmental Science
Isbell E, Fukuda K, Neville HJ, et al. (2015) Visual working memory continues to develop through adolescence. Frontiers in Psychology. 6: 696
Karns CM, Isbell E, Giuliano RJ, et al. (2015) Auditory attention in childhood and adolescence: An event-related potential study of spatial selective attention to one of two simultaneous stories. Developmental Cognitive Neuroscience. 13: 53-67
Neville HJ, Stevens C, Pakulak E, et al. (2013) Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences of the United States of America. 110: 12138-43
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