Recent Publications

Torgrimson, S.J., Tan. P. Z.., & Grammer, J. K. (in press). Response inhibition predicts differences in task persistence among highly motivated elementary students. Journal of Experimental Child Psychology.

 

Ahmed, S. F., Grammer, J. K., & Morrison, F.  (in press).  The development and validation of classroom-based executive function assessments in school-aged children. Journal of Experimental Child Psychology.

 

*Rapp, A. M., Tan, P. Z., Grammer, J. K., Gehring, W. J., Miller, G. A., & Chavira, D. A. (2021).  Cultural values influence relations between parent emotion socialization and adolescents’ neural responses to peer rejection. Research on Child and Adolescent Psychopathology.  https://doi.org/10.1007/s10802-020-00764-y

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Morrison, F. J., Kim, M. H., Connor, C. M., & Grammer, J. K. (2019). The causal impact of schooling on children’s development: Lessons for developmental science. Current Directions in Psychological Science, 28(5), 441-449. doi: 10.1177/0963721419855661

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Coffman, J. L., Grammer, J. K., Hudson, K. N., Thomas, T. E., Villwock, D., & Ornstein, P. A. (2018). Relating children’s early elementary classroom experiences to later skilled remembering and study skills. Journal of Cognition and Development. doi.org/10.1080/15248372.2018.1470976.

 

Grammer, J. K., Gehring, W. J., & Morrison, F. J. (2018).  Longitudinal changes in error-related brain activity in early childhood. Psychophysiology. doi:10.1111/psyp.13040

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Grammer, J. K., Gehring, W. J., & Morrison, F. J. (2017).  Longitudinal changes in error-related brain activity in early childhood. Psychophysiology. doi:10.1111/psyp.13040

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Kim, S. H., Grammer, J. K., Benrey, N., Morrison, F. J., & Lord, C. (2017).  Stimulus processing and error monitoring in more-able kindergarteners with Autism Spectrum Disorder (ASD): A short review and a preliminary ERP study, European Journal of Neuroscience. doi: 10.1111/ejn.13580

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Kim, M. H., Marulis, L. M., Grammer, J. K., Morrison, F. J., & Gehring, W. J. (2017). Young children’s motivational beliefs and achievement-related emotions are associated with electrophysiological measures of error monitoring processes. Journal of Experimental Child Psychology, 155, 32 – 47. 

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Kim, M. H., Grammer, J. K., Marulis, L. M., Carrasco, M., Morrison, F. J., & Gehring, W. J. (2016). Early math and reading achievement are associated with the error positivity. Developmental Cognitive Neuroscience, 22, 18-26. 

 

Kim, M. H., Marulis, L. M., Grammer, J. K., Morrison, F. J., & Gehring, W. J. (2017). Young children’s motivational beliefs and achievement-related emotions are associated with electrophysiological measures of error monitoring processes. Journal of Experimental Child Psychology, 155, 32 – 47. 

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Grammer, J. K., Coffman, J. L., Sydney, P. G., &    

Ornstein, P. A. (2016).  Linking teacher instruction and student achievement in mathematics:  The role of teacher language. Journal of Cognition and Development, 17, 468-485.

 

Morrison, F. J. & Grammer, J. K.  (2016). Conceptual clutter and measurement mayhem:  A proposal for a cross disciplinary approach to conceptualizing and measuring executive function. In J. A. Griffin, L. S. Freund, & P. McArdle (Eds.), Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. D.C.: APA.

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Grammer, J. K., Carrasco, M., Gehring, W. J. & Morrison, F. J. (2014).  Age-related differences in error processing in young children. Developmental Cognitive Neuroscience, 9, 93-105

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