Multilevel Associations between School-Wide Social-Emotional Learning Approach and Student Engagement across Elementary, Middle, and High Schools von Yang, Chunyan, Bear, George G, May, Henry

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Outcomes of the Best in Class Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality von Conroy, Maureen A, Sutherland, Kevin S, Algina, James, Ladwig, Crystal, Werch, Brittany, Martinez, Jose, Jessee, Gabriel, Gyure, Maria

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Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher-Student Relationship von Mason, Benjamin A, Hajovsky, Daniel B, McCune, Luke A, Turek, Joshua J

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Behind the face of holistic perception: Holistic processing of Gestalt stimuli and faces recruit overlapping perceptual mechanisms von Curby, Kim M., Moerel, Denise

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Perceptual interference supports a non-modular account of face processing von Gauthier, Isabel, Curran, Tim, Curby, Kim M, Collins, Daniel

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To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning? von Rimm-Kaufman, Sara E., Baroody, Alison E., Larsen, Ross A. A., Curby, Timothy W., Abry, Tashia

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Enhanced visual short-term memory in action video game players von Blacker, Kara J., Curby, Kim M.

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The time course of holistic processing is similar for face and non-face Gestalt stimuli von Curby, Kim M., Teichmann, Lina

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A Visual Short-Term Memory Advantage for Objects of Expertise von Curby, Kim M, Glazek, Kuba, Gauthier, Isabel

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Virtual reality lifeguarding scenarios as a potential training solution for pool lifeguards von Lim, David, Wiggins, Mark, Porte, Meredith, Bayl-Smith, Piers, Curby, Kim M., Olsen, Kirk N., Taylor, Melanie

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Effects of Action Video Game Training on Visual Working Memory von Blacker, Kara J., Curby, Kim M., Klobusicky, Elizabeth, Chein, Jason M.

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A visual short-term memory advantage for faces von CURBY, Kim M, GAUTHIER, Isabel

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The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors in the Kindergarten Classroom von Rimm-Kaufman, Sara E, Curby, Tim W, Grimm, Kevin J, Nathanson, Lori, Brock, Laura L

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Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities von Kim, Helyn, Carlson, Abby G., Curby, Timothy W., Winsler, Adam

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Teacher-Child Interactions and Children's Achievement Trajectories Across Kindergarten and First Grade von Curby, Timothy W, Rimm-Kaufman, Sara E, Ponitz, Claire Cameron

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Holistic processing is modulated by the probability that parts contain task-congruent information von Curby, Kim M., Teichmann, Lina, Peterson, Mary A., Shomstein, Sarah S.

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Emotion Regulation and Perceptions of Hostile and Constructive Criticism in Romantic Relationships von Klein, Sarah R, Renshaw, Keith D, Curby, Timothy W

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Emotion-Focused Teaching Practices and Preschool Children's Social and Learning Behaviors von Curby, Timothy W., Zinsser, Katherine M., Gordon, Rachel A., Ponce, Ernesto, Syed, Gullnar, Peng, Fang

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Real world familiarity does not reduce susceptibility to emotional disruption of perception: evidence from two temporal attention tasks von Guilbert, Daniel, Most, Steven B., Curby, Kim M.

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When It's Not Worn on the Face: Trait Anxiety and Attention to Neutral Faces Semantically Linked to Threat von Curby, Kim M, Collins, Jessica A

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