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Lectures and Readings

 

Tobias Grossmann

  • Grossmann T. The human fear paradox: Affective origins of cooperative care. Behavioral and Brain Sciences. 2023;46:e52. Doi:  10.1017/S0140525X2200067X

Laurel Raffington

 

Ulman Lindenberger
On the Role of Dopamine in Cognitive Aging: Rationale, Design, and Select Results from the COBRA Study

  • Nevalainen, N., Riklund, K., Andersson, M., Axelsson, J., Ögren, M., Lövdén, M., Lindenberger, U., Bäckman, L., & Nyberg, L. (2015). COBRA: A prospective multimodal imaging study of dopamine, brain structure and function, and cognition. Brain Research, 1612, 83–103. https://doi.org/10.1016/j.brainres.2014.09.010 
  • Brandmaier, A. M., von Oertzen, T., Ghisletta, P., Lindenberger, U., & Hertzog, C. (2018). Precision, reliability and effect size of slope variance in latent growth curve models: Implications for statistical power analysis. Frontiers in Psychology, 9, Article 294. https://doi.org/10.3389/fpsyg.2018.00294 
  • Bäckman, L., Nyberg, L., Lindenberger, U., Li, S.-C., & Farde, L. (2006). The correlative triad among aging, dopamine, and cognition: Current status and future prospects. Neuroscience & Biobehavioral Reviews, 30(6), 791–807. https://doi.org/10.1016/j.neubiorev.2006.06.005

Patricia A. Jennings

  • Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
  • Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187
  • Brown, J. L., Jennings, P. A., Rasheed, D. S., Cham, H., Doyle, S. L., Frank, J. L., … Greenberg, M. T. (2023). Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes. Applied Developmental Science, 1–20. https://doi.org/10.1080/10888691.2023.2268327

 

David Richter

  • Koellinger, P., Okbay, A., Kweon, H., Schweinert, A., Linnér, R. K., Goebel, J., Richte, D., Reiber, L., Zweck, B. M., Belsky, D. W., Biroli, P., Mata, R., Tucker‐Drob, E. M., Harden, K. P., Wagner, G. G. & Hertwig, R. (2023). Cohort profile: Genetic data in the German Socio-Economic Panel Innovation Sample (SOEP-G). PloS One, 18(11), e0294896. https://doi.org/10.1371/journal.pone.0294896

Jacob Resch

  • Neumann, K. D., Seshadri, V., Thompson, X. D., Broshek, D. K., Druzgal, J., Massey, J. C., Newman, B., Reyes, J., Simpson, S. R., McCauley, K. S., Patrie, J., Stone, J. R., Kundu, B. K., & Resch, J. E. (2023). Microglial activation persists beyond clinical recovery following sport concussion in collegiate athletes. Frontiers in neurology, 14, 1127708. https://doi.org/10.3389/fneur.2023.1127708
     
  • Putukian, M., Purcell, L., Schneider, K. J., Black, A. M., Burma, J. S., Chandran, A., Boltz, A., Master, C. L., Register-Mihalik, J. K., Anderson, V., Davis, G. A., Fremont, P., Leddy, J. J., Maddocks, D., Premji, Z., Ronksley, P. E., Herring, S., & Broglio, S. (2023). Clinical recovery from concussion-return to school and sport: a systematic review and meta-analysis. British journal of sports medicine, 57(12), 798–809. https://doi.org/10.1136/bjsports-2022-106682
  • Thompson, X. D., Erdman, N. K., Walton, S. R., Broshek, D. K., & Resch, J. E. (2021). Reevaluating clinical assessment outcomes after unrestricted return to play following sport-related concussion. Brain injury, 35(12-13), 1577–1584. https://doi.org/10.1080/02699052.2021.1975818
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