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• A Multisite Preregistered Paradigmatic Test of the Ego-Depletion Effect 

  Vohs, Kathleen D.; Schmeichel, Brandon J.; Lohmann, Sophie; Gronau, Quentin F.; Finley, Anna J.; Ainsworth, Sarah E.; Alquist, Jessica L.; Baker, Michael D.; Brizi, Ambra; Bunyi, Angelica; Butschek, Grant J.; Campbell, Collier; Capaldi, Jonathan; Cau, Chuting; Chambers, Heather; Chatzisarantis, Nikos L. D.; Christensen, Weston J.; Clay, Samuel L.; Curtis, Jessica; De Cristofaro, Valeria; del Rosario, Kareena; Diel, Katharina; Doğruol, Yasemin; Doi, Megan; Donaldson, Tina L.; Eder, Andreas B.; Ersoff, Mia; Eyink, Julie R.; Falkenstein, Angelica; Fennis, Bob M.; Findley, Matthew B.; Finkel, Eli J.; Forgea, Victoria; Friese, Malte; Fuglestad, Paul; Garcia-Willingham, Natasha E.; Geraedts, Lea F.; Gervais, Will M.; Giacomantonio, Mauro; Gibson, Bryan; Gieseler, Karolin; Gineikiene, Justina; Gloger, Elana M.; Gobes, Carina M.; Grande, Maria; Hagger, Martin S.; Hartsell, Bethany; Hermann, Anthony D.; Hidding, Jasper J.; Hirt, Edward R.; Hodge, Josh; Hofmann, Wilhelm; Howell, Jennifer L.; Hutton, Robert D.; Inzlicht, Michael; James, Lily; Johnson, Emily; Johnson, Hannah L.; Joyce, Sarah M.; Joye, Yannick; Kaben, Jan Helge; Kammrath, Lara K.; Kelly, Caitlin N.; Kissell, Brian L.; Koole, Sander L.; Krishna, Anand; Lam, Christine; Lee, Kelemen T.; Lee, Nick; Leighton, Dana C.; Loschelder, David D.; Maranges, Heather M.; Masicampo, E. J.; Mazara, Kennedy; McCarthy, Samantha; McGregor, Ian; Mead, Nicole L.; Mendes, Wendy B.; Meslot, Carine; Michalak, Nicholas M.; Milyavskaya, Marina; Miyake, Akira; Moeini-Jazani, Mehrad; Muraven, Mark; Nakahara, Erin; Patel, Krishna; Petrocelli, John V.; Pollak, Katja M.; Price, Mindi M.; Ramsey, Haley J.; Rath, Maximilian; Robertson, Jacob A.; Rockwell, Rachael; Russ, Isabella F.; Salvati, Marco; Saunders, Blair; Scherer, Anne; Schütz, Astrid; Schmitt, Kristin N.; Segerstrom, Suzanne C.; Serenka, Benjamin; Sharpinskyi, Konstantyn; Shaw, Meaghan; Sherman, Janelle; Song, Yu; Sosa, Nicholas; Spillane, Kaitlyn; Stapels, Julia; Stinnett, Alec J.; Strawser, Hannah R.; Sweeny, Kate; Theodore, Dominic; Tonnu, Karine; van Oldenbeuving, Yasmijn; vanDellen, Michelle R.; Vergara, Raiza C.; Walker, Jasmine S.; Waugh, Christian E.; Weise, Feline; Werner, Kaitlyn M.; Wheeler, Craig; White, Rachel A.; Wichman, Aaron L.; Wiggins, Bradford J.; Wills, Julian A.; Wilson, Janie H.; Wagenmakers, Eric-Jan; Albarracín, Dolores (SAGE Publications, 2021)

  We conducted a preregistered multilaboratory project (k = 36; N = 3,531) to assess the size and robustness of ego-depletion effects using a novel replication method, termed the paradigmatic replication approach. Each ...

• Fixation-related potentials in naming speed : A combined EEG and eye-tracking study on children with dyslexia 

  Christoforou, Christoforos; Fella, Argyro; Leppänen, Paavo H.T.; Georgiou, George K.; Papadopoulos, Timothy C. (Elsevier, 2021)

  Objective We combined electroencephalography (EEG) and eye-tracking recordings to examine the underlying factors elicited during the serial Rapid-Automatized Naming (RAN) task that may differentiate between children with ...

• “The Best Laid Plans” : Do Individual Differences in Planfulness Moderate Effects of Implementation Intention Interventions? 

  Sas, Sabryna V.; Hamilton, Kyra; Hagger, Martin S. (MDPI AG, 2022)

  While there is good evidence supporting the positive effect of planning strategies like implementation intentions on the relationship between intention and behavior, there is less evidence on the moderating role of individual ...

• Preparing teacher-students for twenty-first-century learning practices (PREP 21) : a framework for enhancing collaborative problem-solving and strategic learning skills 

  Häkkinen, Päivi; Järvelä, Sanna; Mäkitalo-Siegl, Kati; Ahonen, Arto; Näykki, Piia; Valtonen, Teemu (Routledge; International Study Association on Teacher and Teaching, 2017)

  With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on ...

• Supportive Parenting Buffers the Effects of Low Peer Acceptance on Children’s Internalizing Problem Behaviors 

  Zarra-Nezhad, Maryam; Moazami-Goodarzi, Ali; Aunola, Kaisa; Nurmi, Jari-Erik; Kiuru, Noona; Lerkkanen, Marja-Kristiina (Springer, 2019)

  Background Children who are not accepted in their peer group are at risk of developing internalizing problem behaviors. It is possible, however, that supportive parenting can provide a buffer against the detrimental ...