Recent Publications

Clark, C.A.C., Behrendt, M., Long, T., & Dauer, J. (in press). Neural responses to errors in models and their relevance for longer term learning among undergraduate life sciences students. Trends in Neuroscience and Education.

Akhavein, K., Clark, C.A.C., Nelson, J., Espy, K.A., & Finch, J. Children’s Arithmetic Strategy Use Trajectories: Exploring the Roles of Executive Functions and Socio-Demographic Characteristics. (2025). Journal of Experimental Child Psychology, 249, 106109.

Jiang, Q., Hatton-Bowers, H., Williams, N.A., Dev, D., Clark, C.A.C., Avari, P., & Ladd, S.B. (in press). The influence of mindful parenting on toddlers’ food responsiveness: Mediation models of controlling feeding practices. Journal of Extension. 

Clark, C.A.C., Cardellini de Almeida, P., & Joshi, K. (2024). Preschool children’s high frequency heart rate variability across contexts of low and high emotional challenge correlates with their self-regulation performance. Infant and Child Development, 33, 6-20.

 Behrendt, M., Clark, C.A.C., Elliot, M., & Dauer, J. (2024). Relation of life sciences students’ metacognitive monitoring to neural activity during biology error detection. Nature Portfolio Journals: Science of Learning, 9(1), 16.

Dauer, J., Behrendt, M., Elliot, M., Gettings, B., Long, T., & Clark, C.A.C. (2024). Individual variation in undergraduate student metacognitive monitoring and error detection during biology model evaluation. Frontiers in Education, 9, 1356626.

Clark, C.A.C., Hatton, H., Akhavein, K., Rasby, S., & Parra, G. (2024). Growing through adversity: The relation of early childhood educator post-traumatic growth to young children's executive function. Frontiers in Psychology Special Issue on Resilience Processes and children’s development in socioecological contexts, 15, March 2024.

Akhavein, K., Finch, J., & Clark, C.A.C. (2023). The Longitudinal Contributions of Preschool Executive Functions and Early Math Abilities to Arithmetic Skills in Elementary School. Cognitive Development, 68, 101388.

Redline, S., Cook, K., Chervin, D., Ishman, S., Baldassari, C.M., Mitchell, R.D., Tapia, I.E., Amin, R., Hassan, F., Ibrahim, S., Ross, K., Elden, L., Kirkham, E.M., Zopf, D., Shah, J., Otteson, T., Naqvi, K., Owens, J., Young, L., Furth, S., Connolly, H., Clark, C.A.C., Bakker, J.P., Garetz, S., Radcliffe, J., Taylor, H.G., Rosen, C.L., & Wang, R. (2023). Adenotonsillectomy for snoring and mild sleep apnea in children: A randomized clinical trial. Journal of the American Medical Association, 330(21) 2084-2095.

Finch, J., Akhavein, K., Patwardhan, I., & Clark, C.A.C. (2023). Associations between Teacher Self-Efficacy, Perceived Work Environment, and Students’ Executive Functions and Behavioral Problems. Applied Developmental Psychology, 85, 10512.

Clark, C.A.C., & Caddell, K. (2023). Relation of young children’s parasympathetic activity during a learning task to their self-regulation and early academic skills. Mind, Brain, and Education, 17(1), 43-52.

Clark, C.A.C., Cook, K., Wang, R., Rueschman, M., Radcliffe, J., Redline, S. & Taylor, H.G. (2023). Psychometric properties of a combined go/no-go and continuous performance task across childhood. Psychological Assessment, 35(4), 353-365.

Hatton-Bowers, H., Clark, C.A.C., Parra, G. Calvi, J., Yellow Bird, M., Avari, P., Foged, J., & Smith, J. (2023). Promising findings that the Cultivating Healthy, Intentional, Mindful Educators program strengthens early childhood teachers’ emotional resources: An Iterative Study. Early Childhood Education, 51, 1291-1304.   

Vrantsidis, D. M., Clark, C.A.C., Volk, A., Espy, K.A., Wakschlag, L., & Wiebe, S.A. (2023). Interplay of dopamine genotype and parenting behavior is associated with executive function in early childhood. Development and Psychopathology, 35(3), 1147-1158.