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Journal Articles (peer-reviewed) published by INSTRUCT researchers
Journal Articles (peer-reviewed) published by INSTRUCT researchers
Fong, S., Ögel-Balaban, H., & Bakeman, R. (2024). Insights from a developmental psychologist: Going against the grain. The Journal of Genetic Psychology. https://doi.org/10.1080/00221325.2024.2413489
Hofmann, R., Chu, C. P. K., Twiner, A., & Vermunt, J. D. (2024). Patterns in clinical leadership learning: Understanding the quality of learning about leadership to support sustainable transformation in healthcare education. Sustainability, 16(10), Article 4165. https://doi.org/10.3390/su16104165
Eberhart, J., Paes, T. M., Ellefson, M. R., & Marcovitch, S. (2023). Executive functions and play. Trends in Neuroscience and Education, 30, 100198. https://doi.org/10.1016/j.tine.2023.100198
Ellefson, M. R., & Oppenheimer, D. M. (2023). Is replication possible without fidelity? Psychological Methods, 28(6), 1446-1455. https://doi.org/10.1037/met0000473Preprint: https://psyarxiv.com/bqnk4 Data/Scripts: https://osf.io/7y4v5
Erden, G., Çoksan, S., Özdoğru, A. A., Ergül-Topçu, A., Azak, Y., Kıral-Uçar, G., Ögel-Balaban, H., Altınoğlu-Dikmeer, İ. & Yasak, Y. (2023). Turkish university students’ social support, daily activities, self-supportive and health risk behaviors during COVID-19 pandemic. Polish Psychological Bulletin, 54(1), 37-47. https://doi.org/10.24425/ppb.2023.143371
Lai, R. P., & Ellefson, M. R. (2023). How multidimensional is computational thinking competency? A bi-factor model of the Computational Thinking Challenge. Journal of Educational Computing Research, 61(2), 251-292. https://doi.org/10.1177/07356331221121052 Preprint: https://osf.io/e8n3h Data / Scripts: https://osf.io/pf6zq
Stamatis, A., Morgan, G. B., Spinou, A., & Tsigaridis, K. G. (2023). Mental toughness and osteoarthritis: Postsurgery improvement in knee pain/functionality in older adults. Rehabilitation Psychology, 68(2), 212–219. https://doi.org/10.1037/rep0000499
Tong, K., Chan, Y. N., Cheng, X., Cheon, B., Ellefson, M., Fauziana, R., Feng, S., Fischer, N., Gulyás, B., Hoo, N., Hung, D., Kalaivanan, K., Langley, C., Lee, K. M., Lee, L. L., Lee, T., Melani, I., Melia, N., Pei, J. Y., Raghani, L., … CLIC Phase 1 Consortium. (2023). Study protocol: How does cognitive flexibility relate to other executive functions and learning in healthy young adults? PLOS ONE, 18(7), e0286208. https://doi.org/10.1371/journal.pone.0286208
Yıldırım, E., & Ögel-Balaban, H. (2023). Cognitive functions among healthy older adults using online social networking. Applied Neuropsychology: Adult, 30(4), 401-408. https://doi.org/10.1080/23279095.2021.1951269
Bailey, J., Parsons, O. E., Baron-Cohen, S., & Baker, S. T. (2022). A pilot study of autistic and non-autistic adults’ systemizing in a learning task using observational measures of attention, misunderstanding, and reasoning. Cambridge Educational Research e-Jounal, 9, 1-16. https://doi.org/10.17863/CAM.90555
Lai, R. P. Y. (2022). Teachers’ ontological perspectives of computational thinking and assessment: A text mining approach. Journal of Educational Computing Research, 60(3), 661-695. https://doi.org/10.1177/07356331211043547
Shen, L., & Tsapali, M. (2022). Reviewing different types of working memory training on reading ability among children with reading difficulties. Cambridge Educational Research e-Journal, 9, 17-32. https://doi.org/10.17863/CAM.90566
Tsigaridis, K. G., Wang, R., & Ellefson, M. R. (2022). The intercorrelation between executive function, physics problem solving, mathematical, and matrix reasoning skills: Reflections from a small-scale experiment. Cambridge Educational Research e-Journal, 9, 210-230. https://doi.org/10.17863/CAM.90562 Data/Scripts: https://osf.io/gycq5
Zonneveld, A. K., Serpell, Z., Parr, T., & Ellefson, M. R. (2022). Executive function measurement in urban schools: Exploring links between performance-based metrics and teacher ratings. Developmental Science, 25(6), e13319. https://doi.org/10.1111/desc.13319 Preprint: https://psyarxiv.com/myr2s/ Preregistrations: https://osf.io/4hrvj and https://osf.io/8n2e3 Data / Scripts: https://osf.io/whzrg and https://osf.io/fkw5m
Cai, Y., Tsapali, M., Serpell, Z., Parr, T., & Ellefson, M. R. (2021). Age-related changes in sustained attention for older children from high poverty communities in the USA. Cambridge Educational Research e-Journal, 8, 36-51. https://doi.org/10.17863/CAM.76200
Chu, C. P. K. (2021). Can “Theory of Mind” be taught in school? Cambridge Educational Research e-Journal, 8, 63-79. https://doi.org/10.17863/CAM.76202
Lai, R. P. Y. (2021). Beyond programming: A computer-based assessment of computational thinking competency. ACM Transactions on Computing Education, 22(2), 1-27. https://doi.org/10.1145/3486598
Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52(5), 1935-1964. https://doi.org/10.1111/bjet.13116
Patel, J., Aldercotte, A., Tsapali, M., Serpell, Z., Parr, T., & Ellefson, M. R. (2021). The zoo task: A novel metacognitive problem-solving task developed with a sample of African American children from schools in high poverty communities. Psychological Assessment. 33(8), 795-802. https://doi.org/10.1037/pas0001033 Preprint: https://psyarxiv.com/78y96 Data: https://osf.io/gkac3 Zoo Task (Creative Commons license): https://osf.io/c6aq7
Vasilopoulos, F., & Ellefson, M. R. (2021). Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood. PLOS ONE, 16(5), e0250984. https://doi.org/10.1371/journal.pone.0250984 Preprint: https://psyarxiv.com/th43u Open Access Materials: https://osf.io/fyn5v
Bailey, J., & Baker, S. T. (2020). A synthesis of the quantitative literature on autistic pupils' experience of barriers to inclusion in mainstream schools. Journal of Research in Special Educational Needs, 20(4), 291-307. https://doi.org/10.1111/1471-3802.12490
Barsham, H., & Ellefson, M. R. (2020). Can teaching upper primary about the ‘testing effect’ increase feelings of confidence about test-taking? Impact, 8. Retrieve from: https://my.chartered.college/impact_article/can-teaching-upper-primary-about-the-testing-effect-increase-feelings-of-confidence-about-test-taking
Ellefson, M. R., Zachariou, A., Ng, F. F., Wang, Q., & Hughes, C. (2020). Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom. Journal of Experimental Child Psychology, 194, Article 104734. https://doi.org/10.1016/j.jecp.2019.104734
Irvan, R., & Tsapali, M. (2020). The role of inhibitory control in achievement in early childhood education. Cambridge Educational Research e-Journal, 7, 168-190. https://doi.org/10.17863/CAM.58319
Tsapali, M., Paes, T. M., & Ellefson, M. R. (2020). Researching cognitive development in primary schools: methods and practical considerations. Impact, 8, 52-55. Retrieve from: https://my.chartered.college/impact_article/researching-cognitive-development-in-primary-schools-methods-and-practical-considerations
Xu, C., Ellefson, M. R., Ng, F., Wang, Q., & Hughes, C. (2020). An East-West contrast in executive function: Measurement invariance of computerized tasks in school-aged children and adolescents. Journal of Experimental Child Psychology, 199, Article 104929. https://doi.org/10.1016/j.jecp.2020.104929
Tsapali, M., & Ellefson, M. R. (2019). Using direct instruction to train primary schoold children in decision-making skills in the science classroom. Impact, 5, 8-11. Retrieve from: https://my.chartered.college/impact_article/utilising-direct-instruction-to-train-primary-school-children-in-decision-making-skills-in-the-science-classroom
Ellefson, M. R., Baker, S. T., & Gibson, J. (2019). Lessons for successful cognitive developmental science in educational settings: The case of executive functions. Journal of Cognition and Development, 20(2), 253-277. https://doi.org/10.1080/15248372.2018.1551219
Poletiek, F. H., Conway, C. M., Ellefson, M. R., Lai, J., Bocanegra, B. R., & Christiansen, M. H. (2018). Under what conditions can recursion be şearned? Effects of starting small in artificial grammar learning of center embedded structure. Cognitive Science, 42(8), 2855-2889. https://doi.org/10.1111/cogs.12685
Tsapali, M., & Paes, T. M. (2018a). Celebrating 5 years of CORERJ. Cambridge Open-Review Educational Research e-Journal, 5, 2-3. https://doi.org/10.17863/CAM.34877
Tsapali, M., & Paes, T. M. (2018b). Social media for academics and early career researchers: An interview with Dr Mark Carrigan. Cambridge Open-Review Educational Research e-Journal, 5, 104-110. https://doi.org/10.17863/CAM.34886
Turner, G. (2018). Life-worthy learning skills: A curriculum intervention to promote self-regulated learning. Impact, 2. Retreived from https://my.chartered.college/impact_article/life-worthy-learning-skills-a-curriculum-intervention-to-promote-self-regulated-learning
Paes, T. M., & Ellefson, M. R. (2018). Pretend play and the development of children’s language skills. Impact, 2. Retrieve from https://my.chartered.college/impact_article/pretend-play-and-the-development-of-childrens-language-skills
Chiong, C., Chowdhuri, M. N., Aryoubi, H., Kreijkes, P. & Tsapali, M. (2017). Inside the Black-box of journal publishing: An interview with Professor Susan Robertson. Cambridge Open-Review Educational Research e-Journal, 4, 138-147. https://doi.org/10.17863/CAM.41170
Ellefson, M. R., Ng, F. F., Wang, Q., & Hughes, C. (2017). Efficiency of executive function: A two-generation cross-cultural comparison of samples from Hong Kong and the United Kingdom. Psychological Science, 28(5), 555-566. https://doi.org/10.1177/0956797616687812
Teparek, M., Morgan, R., Ellefson, M. R., & Kingsley, D. (2017). Starting from the end: What to do when restricted data is released. Data Science Journal, 16, 10. https://doi.org/10.5334/dsj-2017-010
Goedert, K. M., Ellefson, M. R., & Rehder, B. (2014). Differences in the weighting and choice of evidence for plausible versus implausible causes. Journal of Experimental Psychology: Learning Memory and Cognition, 40(3), 683-702. https://doi.org/10.1037/a0035547
Hughes, P. W., & Ellefson, M. R. (2013). Inquiry-based training improves teaching effectiveness of biology teaching assistants. PLOS ONE, 8(10), e78540. https://doi.org/10.1371/journal.pone.0078540
Apedoe, X. A., Ellefson, M. R., & Schunn, C. D. (2012). Learning together while designing: Does group size make a difference? Journal of Science Education and Technology, 21(1), 83-94. https://doi.org/10.1007/s10956-011-9284-5
Vousden, J. I., Ellefson, M. R., Solity, J., & Chater, N. (2011). Simplifying reading: Applying the simplicity principle to reading. Cognitive Science, 35(1), 34-78. https://doi.org/10.1111/j.1551-6709.2010.01134.x
Ellefson, M. R., Treiman, R., & Kessler, B. (2009). Learning to label letters by sounds or names: A comparison of England and the United States. Journal of Experimental Child Psychology, 102(3), 323-341. https://doi.org/10.1016/j.jecp.2008.05.008
Apedoe, X. A., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (2008). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of Science Education and Technology, 17(5), 454-465. https://doi.org/10.1007/s10956-008-9114-6
Ellefson, M. R., Brinker, R. A., Vernacchio, V. J., & Schunn, C. D. (2008). Design-based learning for biology: Genetic engineering experience improves understanding of gene expression. Biochemistry and Molecular Biology Education, 36(4), 292-298. https://doi.org/10.1002/bmb.20203
Young, M. E., Wasserman, E. A. & Ellefson, M. R. (2007). A theory of variability discrimination: Finding differences. Psychonomic Bulletin & Review, 14(5), 805-822. https://doi.org/10.3758/bf03194106
Ellefson, M. R., Shapiro, L. R., & Chater, N. (2006). Asymmetrical switch costs in children. Cognitive Development, 21(2), 108-130. https://doi.org/10.1016/j.cogdev.2006.01.002
Christiansen, M. H., Conway, C. M., & Ellefson, M. R. (2002). Raising the bar for connectionist modeling of developmental disorders. Behavioral and Brain Sciences, 25(6), 752-753. https://doi.org/10.1017/S0140525x02230137
Young, M. E., & Ellefson, M. R. (2003). The joint contributions of shape and color to variability discrimination. Learning and Motivation, 34(1), 52-67. https://doi.org/10.1016/S0023-9690(02)00504-0
Molfese, D. L., & Ellefson, M. R. (1999). The use of event-related potentials to study cognitive disorders. Journal of Molecular and Chemical Neuropathology, 13, 263-264.
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