Articles and Technical Reports


Journal Articles
  • Chang, C., Wall, D., Tare, M., Golonka, E., & Vatz, K. (to appear). Relationships of attitudes towards homework and time spent on homework to course outcomes: The case of foreign language learning. Journal of Educational Psychology.
    • Our initial analyses showed that increased time spent on homework was correlated with undesirable course outcomes at a large foreign language center. In order to control for the influence of background variables such as age, gender, cognitive ability, and education, we built linear and logistic regression models with course outcomes. Even after controlling for background variables, we still found that attitudes towards homework and time spent on homework were significantly related to course outcomes.
    • I contributed to the statistical analyses in this article. I built the linear and logistic models independently of the first author, then compared our models. I checked the assumptions of the models (homoscedasicity, linearity of the logit, assessed Akike Information Criterion), and created a function to compute pseudo R2s. I also wrote the methods and results sections.
Papers and Posters Presented at Conferences
  • Wall, D., Li, Y., Toubia, O., Johnson, E.  Less can be more: Reliability and Validity in Time Discounting. 2014. Poster to be presented at Society for Judgment and Decision Making Annual Meeting, Long Beach, California.
  • Crookes, R, Wall, D, Weber, E, Johnson, E. Whether You Are Framed Depends On How You Ask (Yourself): Query Theory and the Asian Disease Problem. 2014. Talk to be given at Society for Judgment and Decision Making Annual Meeting, Long Beach, California.

Technical Reports
  • Vatz, K., Golonka, E. Chang, C., Tare, M., Wall, D. & Maloney, S. (2012). Homework and Self- StudyFY12 Project Summary and Recommendations (TTO 82120). University of Maryland Center for Advanced Study of Language.
    • This technical report summarized the the Homework Project and recommended a chat study for the upcoming fiscal year.
    • I summarized the Chang et al, and Tare et al. technical reports. I also contributed to the design of a chat study. I reviewed literature and suggested pre-tests for our chat study.

  • Jackson, S., Berens, M., Benson, S., Tare, M., Vatz, K., Clark, M., Meyers, J., Wall, D., & Doughty, C. (2012). Unit language development: A year-end review of CASL's ATI achievements (TTO 82106). University of Maryland Center for Advanced Study of Language.
    • This technical report summarized the Aptitude by Treatment Interaction projects accomplishments.
    • I helped write the methods section and copy edited large portions of the report.

  • Linck, J., Hughes, M., Campbell, S., Silbert, N., Tare, M., Jackson, S., Smith, B., Wall, D., Meyers, J., Bunting, M., & Doughty, C. (2012). Hi-LAB correctly classifies successful high-proficiency language learners: Results of the group discrimination study (TTO 2105). College Park, MD: University of Maryland Center for Advanced Study of Language.
    • This technical report used logistic regression to classify language learners ILR rating based on their cognitive abilities.
    • I performed a qualitative analysis of over 600 participants for classification of language ability and for exclusionary criteria.