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Sánchez-Johnsen, L., Dykema-Engblade, A., Rosas, C., Calderon, L.,Rademaker, A., Nava, M., & Hassan, C. (2022). Mexican and Puerto Rican Men’s Preferences Regarding a Healthy Eating, Physical Activity and Body Image Intervention, Nutrients (Special Issue: Cardiometabolic Health in Relation to Diet and Physical Activity: Experimental and Clinical Evidence), 14(21). 

Sánchez-Johnsen, L., Dykema-Engblade, A., Nava, M., Rademaker, A., & Xie, H. (2019). Body Image, Physical Activity and Cultural Variables among Latino Men. Progress in Community Health Partnerships: Research, Education, and Action.

Craven, M., Keefer, L., Rademaker, A., Dykema-Engblade, A., & Sánchez-Johnsen, L. (2018). Social Support for Exercise as a Predictor of Weight and Physical Activity Status among Puerto Rican and Mexican Men: Results from the Latino Men’s Health Initiative. American Journal of Men’s Health.

Sanchez-Johnson, L., Craven, M., Nava, M., Alonso, A. Dykema-Engblade, A., Rademaker, A., & Xie, H. (2017). Cultural Variables Underlying Obesity in Latino Men: Design, Rational, and Participant Characteristics from the Latino Men’s Health Initiative. Journal of Community Health (pg 1-13).

Tindale, R.S., Smith, C.M., Dykema-Engblade, A., Kluwe, K. (2012).  Good and bad group performance: Same process - different outcomes.  Submitted to Group Processes and Intergroup Relations (GPIR): Special Issue in Tribute to Jim Davis.

Erber, R., & Erber, M.W. (2024). Intimate Relationships: Issues, theories, and research, 4th ed., Routledge.

Erber, R., Erber, M.W., & Poe, J.R. (2004). Mood regulation and decision making: Is irrational exuberance really a problem? In J. Carillo & I. Brocas (Eds.) Psychology and Economics. Oxford: Oxford University Press.

Erber, M.W. & Erber, R.  (2001). The role of motivated social cognition in the regulation of affective states.  In J.P. Forgas, Handbook of Affect and Social Cognition.  Mahwah, N.J.:  Erlbaum.

Erber, M. W. & Erber, R. (July 2017). Mate Choice Copying in Humans. Poster presented at the 18th General Meeting of the European Association of Social Psychology. Granada, España.

Erber, M., Rueckert, L., Dykema-Engblade, A., Merchant, C., & Cuevas, L. (2015). Collaborative and active learning strategies promote critical thinking across psychology curriculum. Symposium presented to the Society for the Teaching of Psychology Division at the Midwestern Psychological Association 87th Annual Meeting. Chicago, IL.

Abdul-Adil, J., Drozd, O., Irie, I., Riley, R, Silas, A., Farmer, Jr. A., & Tolan, P. (2009).  University-community mental health center collaboration: Encouraging the dissemination of empirically-based treatment and practice. The Community Mental Health Journal, 46(5), 417-422.

Sarah Pekoc, MA., Jaleel Abdul-Adil, PhD., Alvin Farmer, PhD (2017). Treating Violence Exposure: A Case Study Using Community and Evidenced-Based Practices in Chicago. Poster session presented at the Cultural Impact Conference at the Chicago School of Professional Psychology.

Jaleel Abdul-Adil, A. David Farmer Jr., Gibson, L., & Liza Suarez, (2018). Hip-Hop H.E.A.L.S. (H³) Clinical Intervention Manual for Child Trauma and Community Violence Exposure (First Edition). 

Jaleel Abdul-Adil, A. David Farmer Jr., & Liza Suarez, (2018). Hip-Hop H.E.A.L.S. (H³) Prevention Manual for Child Trauma and Community Violence Exposure (First Edition).

Hollis-Sawyer, L. (2021). Differential treatment of older workers due to COVID-19 accommodations: Potential issues of ageism and age discrimination. Journal of Elder Policy, 1(3), 155-174.

Patrick, J., Hayslip, B., & Hollis-Sawyer, L. (2020).  Adult development and aging. Sage.

Sawyer, T., Nebl, P., & Hollis-Sawyer, L. (2020). Black belt statistics: A competency-based approach (plus SPSS and R). Cognella.

Cole, E., & Hollis-Sawyer, L. (Editors) (2020). Older women who work: Resilience, choice, and change. APA Books.

Hollis-Sawyer, L. (2020). Use it or lose it: Older women and civic engagement. In Cole, E., & Hollis-Sawyer, L. (Editors), Older women who work: Resilience, choice, and change. APA Books.

Erber, M., Rueckert, L., Dykema-Engblade, A., Merchant, C., & Cuevas, L. (2015). Collaborative and active learning strategies promote critical thinking across psychology curriculum. Presented at the Midwestern Psychological Association-Society for the Teaching of Psychology. Chicago, IL.

Merchant, C., Erber, M., Rueckert, L., Adams, S., & Polyashuk, Y. (2014). Cyber peer-led team learning in a statistics and research methods class. Presented at the annual meeting of the Society for Teaching of Psychology, Chicago, Illinois, May, 2014.

Ghaziuddin, N, Merchant, C.R., Dopp, R., & King, C.A (2014).  A naturalistic study of suicidal adolescents treated with an SSRI: Suicidal ideation and behavior during 3-month post-hospitalization period.  Asian Journal of Psychiatry, 11, 13-19.

King, C.A., Kerr, D.C., Passrelli, M.N., Ewell-Foster, C., & Merchant, C.R. (2010). One-year follow up of suicidal adolescents: Parent history of mental health problems and time to post-hospitalization attempt, Journal of Youth and Adolescence, DOI 10.1007/s10964-009-9480-2.

Merchant, C.R., Kramer, A., Joe, S., Venkataraman, S., & King, C.A. (2009).  Predictors of multiple suicide attempts among suicidal Black adolescents, Suicide and Life-Threatening Behavior, 39(2), 115-124.

King, C.A., & Merchant, C.R. (2008).  Social and interpersonal factors relating to adolescent suicidality: A review of the literature, Archives of Suicide Research, 12(3), 181-196.

Polyashuk, Y. (in press). Z-Scores. POGIL Activity Clearinghouse.

Jaimes, G., Diaz, R., Portillo, M., & Rueckert, L. (2021). The evaluation of facial expressions and emotions. Presented at the annual meeting of the Association for Psychological Science (online, May, 2021).

Rueckert, L., Church, R. B., Avila, A., & Trejo, T. (2017). Gesture enhances learning of a complex statistical concept, Cognitive Research: Principles and Implications, 2, 1-6. DOI: 10.1186/s41235-016-0036-1

Campos, K. & Rueckert, L. (2017). Facial mimicry and attractiveness. Presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL, April, 2017.

Rueckert, L., Branch, B., & Doan, T. (2011). Are gender differences in empathy due to differences in emotional reactivity? Psychology, 2, 574-578.

Rueckert, L. (2011). Gender differences in empathy. In D. J. Scapaletti (Ed.) Psychology of Empathy, Hauppauge, NY: Nova Science Publishers.

Saszik, S. M., & Smith, C. M. (2018). The impact of stress on social behavior in adult zebrafish (Danio rerio). Behavioural pharmacology, 29(1), 53–59.

Saszik, S., & DeVries, S. H. (2012). A mammalian retinal bipolar cell uses both graded changes in membrane voltage and all-or-nothing Na+ spikes to encode light. The Journal of neuroscience : the official journal of the Society for Neuroscience, 32(1), 297–307. 

Bilotta, J., Barnett, J. A., Hancock, L., & Saszik, S. (2004). Ethanol exposure alters zebrafish development: a novel model of fetal alcohol syndrome. Neurotoxicology and teratology, 26(6), 737–743. 

Saszik, S., Alexander, A., Lawrence, T., & Bilotta, J. (2002). APB differentially affects the cone contributions to the zebrafish ERG. Visual neuroscience, 19(4), 521–529. 

Saszik, S. M., Robson, J. G., & Frishman, L. J. (2002). The scotopic threshold response of the dark-adapted electroretinogram of the mouse. The Journal of physiology, 543(Pt 3), 899–916.

Bavarian, N., Lewis, K. M., Holloway, S., Wong, L., Silverthorn, N., DuBois, D. L., Flay, B. R., & Siebert, C. (2022) Mechanisms of influence on youth substance use for a social-emotional and character development program: A theory-based approach. Substance Use & Misuse, 57(12), 1854-1863.

Lewis, K. M., Holloway, S. D., Bavarian, N., Silverthorn, N., DuBois, D. L., Flay, B., & Siebert, C. (2021). Effects of Positive Action in elementary school on student behavioral and social-emotional outcomes. The Elementary School Journal, 121(4).

Sánchez, B., Pryce, J., Silverthorn, N., Deane, K. L., & DuBois, D. L. (2019). Do mentor support for ethnic-racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation. Cultural Diversity and Ethnic Minority Psychology, 25(4), 505-514.   

Silverthorn, N., DuBois, D. L., Lewis, K. M., Reed, A., Bavarian, N., Day, J., Ji, P., Acock, A. C., Vuchinich, S., & Flay, B. R. (2017). Effects of a school-based social-emotional and character development program on self-esteem levels and processes: A cluster-randomized controlled trial. SAGE Open, 7(3), 1-12.

Silverthorn, N., DuBois, D. L., & Crombie, G. (2005). Self-perceptions of ability and achievement across the high school transition: Investigation of a state-trait model. The Journal of Experimental Education, 73(3), 191-218.

Takahashi, M. & Kato, H. (in press). Psychology of religion in Japan. Cambridge handbook of psychology and religion. New York: Cambridge University Press.

Takahashi, M. (Ed.). (2020). The empirical study of the psychology of religion and spirituality in Japan. San Antonio, TX: Elm Grove.

Takahashi, M. (2019). Relationship between wisdom and spirituality: An expanded theoretical model with mysticism and gerotranscendence. In J. Gluck and R. J. Sternberg (Eds.), The handbook of wisdom (pp. 626-646). New York: Cambridge University Press.

Takahashi, M. (2017). Relational Wisdom and happiness in late adulthood. In A. S. Dick and U. Muller (Eds.), Advancing developmental science: Philosophy, theory, and method. New York: Routledge.

Takahashi, M. (Producer/Director). (2007). Last Kamikaze: Testimonials from the WWIIsuicide pilots. [Motion picture]. United States: phi phenom production (Available from Documentary Educational Resources, Inc., 101 Morse St., Watertown, MA 02472-2554).

Young, A.G. & Shtulman, A. (2020). Children’s cognitive reflection predicts conceptual understanding in science and mathematics. Psychological Science, 31, 1396-1408.

Young, A.G. & Shtulman, A. (2020). How children’s cognitive reflection shapes their understanding of science. Frontiers in Psychology, 11, 1247.

Young, A.G., Alibali, M.W., & Kalish, C.W. (2019). Causal learning from joint action:  Collaboration helps first graders, but hinders kindergartners. Journal of Experimental Child Psychology, 177, 166-186.

Riggs, A.E. & Young, A.G.  (2016). Developmental changes in children’s normative reasoning across learning contexts and collaborative roles. Developmental Psychology, 52, 1236-1246.

Young, A.G., Alibali, M.W., & Kalish, C.W. (2012). Causal learning and disagreement: Others’ hypotheses affect children’s evaluations of evidence. Developmental Psychology, 48, 1242-1253.

Church, R.B. (2012). It’s Not Just about Drawing and Language…It’s Really about Reconceptualizing the Roles of Nature and Nurture: Commentary on Cohn. Human Development: 199–204.

 Alibali, M.A., Nathan, M.J., Wolfgram, M.S., Kim, S., Church, R. B. and Knuth, E.(2013). Teachers’ gesture and speech in early algebra lessons: Forging common ground and resolving trouble spots.  ZDM Journal of Education: Special Issue on "Classroom-based interventions in mathematics education.”

 Alibali, M.W., Nathan, M.J., Wolfgram, M.S., Church, R.B., Jacobs, S.A., Johnson, C.V., Knuth, E.J. (2013). How Teachers Link Representations in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction.

 Church, R.B., Kelly, S.D. and Holcomb, D. (2013). Temporal Synchrony between Speech, Action and Gesture during Language Production. Language and Cognitive Processes.

 Alibali, M.W., Young, A.G., Crooks, N., Yeo, A., Wolfgram, M.S., Nathan, M., Church, R.B., Knuth, E. (2013). Students Learn more when their Teacher has Learned to Gesture Effectively. 

Koumoutsakis, T., Church, R. B., Alibali, M., Singer, M., & Ayman-Nolley, S. (2016). Gesture in instruction: Evidence from live and video lessons. Journal of Nonverbal Behavior, 40(4), 301-315. doi:10.1007/s10919-016-0234-z

Liu, L., Ayman, R., & Ayman-Nolley, S. (2012). Children’s image of leadership in China. In Turnbull, S., Case, P., Edwards, G., Schedlitzki, D., & Simpson, P. (Eds.), Worldly Leadership: Alternative Wisdoms for a Complex World, New York, NY: Palgrave Macmillan.

Ayman Nolley, S., & Ayman, R. (2005). Children’s Implicit Theory of Leadership. Chapter in J.

R. Meindl and Brigit Schyns (2005), Implicit Theories: Essays and Explorations, A Volume in the Leadership Horizons Series, Greenwich, CT: Information Age Publishing.

 Ayman-Nolley, S., & Taira, L. L. (2000). Obsession with the dark side of adolescence: A decade of psychological studies. Journal of Youth Studies, 3 (1), 35-48.

Ayman-Nolley, S. (1999).  A Piagetian perspective on the dialectic process of creativity. Creativity Research Journal, 12 (4), 267-275.

Shneidman, L., Gaskins, S., & Woodward, A. (2016). Child‐directed teaching and social learning at 18 months of age: evidence from Yucatec Mayan and US infants. Developmental science, 19(3), 372-381.

Haden, C. A., Jant, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R., & Gaskins, S. (2014). Supporting family conversations and children's STEM learning in a children's museum. Early Childhood Research Quarterly, 29(3), 333-344.

Lancy, D. F., Bock, J., & Gaskins, S. (Eds.). (2010). The anthropology of learning in childhood. Rowman Altamira.

Gaskins, S., Haight, W., & Lancy, D. F. (2007). The cultural construction of play. Play and development: Evolutionary, sociocultural, and functional perspectives, 179-202.

Lucy, J. A., & Gaskins, S. (2001). Grammatical categories and the development of classification preferences: A comparative approach. Language acquisition and conceptual development, 257-283.