at the Department of Psychology and Special Education at Texas A & M - Commerce

In the last decade, the 18 regular faculty members currently working in the Department of Psychology and Special Education have published well over 100 books, book chapters, and articles in peer-reviewed journals. Additionally, faculty have been the recipients of several grants from such prestigious organizations as the Sid Richardson Foundation and the National Science Foundation. What follows is a representative sampling of recent publications.


Ardoin, S. P., Witt, J. C., Suldo, S. M., Connell, J. E., Koenig, J. L., Resetar, J. L., Slider, N. L., & Williams, K. L. (2004). Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screenings. School Psychology Review, 33, 218-233.

Arthur, H., Johnson G. E., Young, A. (2007) Gender Differences and Color: Content and Emotion of Written Descriptions. Social Behavior and Personality: An International Journal, 35, 827-834.

Baloglu, M., Masten, W. & Karagözoglu, C. (2005).  Evidence for Discriminating Anxiety from Depression in Turkish College Students. Social Behavior and Personality, 33, 579-586.

Baloglu, M. & Zelhart, P.F. (2003). Statistical anxiety: A detailed review. Psychology and Education, 40, 27-37.

Baloglu, M. & Zelhart, P.F. (2004). Discriminants of low-and-high statistics anxiety among college students. Education and Science, 29, 47-51.

Braden, J. P. & Schroeder, J. L. (2004). High stakes testing and No Child Left Behind: Handout for educators. In A. Canter, S. Carroll, L. Paige, & I. Romero (Eds.). Helping children at home and school (2nd Ed.). Silver Spring, MD: National Association of School Psychologists.

Cassity, H.D., Henley, T.B., & Markley, R.P. (2007). The Mozart Effect: Musical Phenomenon or Musical Preference? A More Ecologically Valid Reconsideration. The Journal of Instructional Psychology, 34, 13-17.

Gadzella, B.M., & Baloglu, M. (2003). High and low achieving students on processing, retaining, and retrieval of information. Journal of Instructional Psychology, 30, 99 - 103.

Gadzella, B.M. & Carvalho, C. (2006) Stress differences among university female students. American Journal of Psychological Research, 2, 21-27

Gadzella, B., Hogan, L., Masten, W., Stacks, J., Stephens, R., & Zascavage, V. (2006). Reliability and Validity of the Watson-Glaser Critical Thinking Appraisal-Forms for Different Academic Groups. Journal of Instructional Psychology, 33, 141-143.

Gadzella, B.M. & Masten, W.G. (2005). An analysis of the categories in the Student-life Stress Inventory, American Journal of Psychological Research, 1, 1 - 10.

Gadzella, B.M., Stacks, J., Stephens, R.C., & Masten, W.G. (2005). Watson-Glaser Critical Thinking Appraisal, From S for education majors. Journal of Instructional Psychology, 32, 9-12.

Gansle, K. A., VanDerHeyden, A. M., Noell, G. H., Resetar, J. L., & Williams, K. L., (2006). The reliability and criterion validity of the 6 trait writing measures for elementary school students. School Psychology Review, 35, 435-450.

Gill, C., Klecan-Aker, J., Roberts, T., Fredenburg, K. (2003). Following directions: Rehearsal and visualization strategies for children with specific language impairment. Child Language Teaching & Therapy, 19, 85-101.

Graesser, A.C., Lu, S., Jackson, G. T., Mitchell, H., Ventura, M., Olney, A., & Louwerse, M. M. (2004). AutoTutor: A tutor with dialogue in natural language. Behavior Research Methods, Instruments, and Computers, 36, 180-192.

Graesser, A. C., Lu, S., Olde, B., Cooper-Pye, E., Whitten, S. N. (2005). Question asking and eye tracking during cognitive disequilibrium: Comprehending illustrated texts when the devices breakdown. Memory and Cognition, 33, 1235-1247.

Graesser, A. C., Olde, B., Pomeroy, V., Whitten, S., Lu, S., & Craig, S. (2005). Inferences and questions in science text comprehension. Tarbiya, 36,103-129.

Green, R.J. (2004). Teaching psychology through film, video. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons Learned: Practical Advice for the Teaching of Psychology: Vol. 2. Washington, DC: American Psychological Society

Green, R.J. (2005). What we can do to help undergraduate students not going on for graduate studies.  APS Observer, 18, 25-26, 34-35.

Green, R.J. (2007).  On taking attendance.  APS Observer, 20, 33-36.

Green, R.J., Ashmore, R.D., & Manzi, R. (2005).  The Structure of Gender Types: A Test of the Elaboration-Encapsulation-Evaluation Framework.  Social Cognition, 23, 429-464.

Green, R.J., & Hill, J.H. (2003). Sex and higher education: Do men and women attend college for different reasons? College Student Journal, 4, 557-564.

Green, R.J., McCord, M., & Westbrook, T. (2005).  Student Awareness of Educational Requirements for Desired Careers and the Utility of a Careers in Psychology Course, College Student Journal, 39, 218-222.

Green, R.J., Sandall, J., & Phelps, C. (2005). Impact of experimenter attire and sex on participant productivity. Social Behavior and Personality, 33, 125-132.

Harter, D., & Lu, S. (2005). A synthesis of many levels of constraints as a modern view of development. Behavioral and Brain Sciences, 28, 498-499.

Henley, T.B. (2007). Remembering William James. In, R. A. Brooks, ed. The Prehistory of Cognitive Science, (pp 205-229). London: Palgrave McMillan.

Henley, T.B., & Thorne, B.M. (2005).The Lost Millennium: Psychology during the Middle Ages. Psychological Record, 55, 103-113.

Hutton, J. & Roberts, T. (2004). Special-Emotional Dimension Scale: A Measure of School Behavior (2nd Ed.). Austin, TX: Pro Ed.

Johnson, G.E. & Green, R. (2007) Undergraduate researcher and the poster session. Journal of Instructional Psychology, 34, 117-119.

Johnson, G. E. & Johnson, R. H. (2007) Implicit and Explicit Memory: Implications for the Pastoral Care of Persons with Dementia.  Journal of Religion Spirituality and Aging, 19, 43-53.

Jones, H. & Fullwood, H.F. (2006). Disturbing behaviors in the secondary classroom.  How do general educators perceive problem behaviors?" Journal of Instructional Psychology, 33, 20-31

King, M. B., Schroeder, J. L., & Chawszczewski, D. (2005). Authentic assessment and student performance in inclusive schools. In F. W. Parkay, E. J. Anctil, & G. Hass (Eds.), Curriculum Planning: A Contemporary Approach (8th ed.). Boston, MA: Allyn and Bacon.

Kinlen, T.J, Adams-Price, C.E. & Henley, T.B. (2007). Verbal Overshadowing and Face Recognition in Young and Old Adults. Educational Gerontology, 33, 1-11.

Louwerse, M. M., Graesser, A. C., Lu, S., & Mitchell, H. (2005). Social cues in animated conversational agents. Applied Cognitive Psychology, 19, 1-12.

Lu, S., & Graesser, A. C. (2004). What is universal in perceiving, remembering, and describing event temporal relations? In K. D. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Lu, S., & Harter, D. (2006). The role of overlap and end state in perceiving and remembering events. In R. Sun, & N. Miyake (Eds.), Proceedings of the 28th Annual Meeting of the Cognitive Science Society (pp. 1729-1734). Mahwah, NJ: Erlbaum.

Lu, S., & Harter, D. (2005). Representing events using fuzzy temporal boundaries. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Meeting of the Cognitive Science Society (pp. 1343-1348). Mahwah, NJ: Erlbaum.

Lu, S., & Pierce, D. (2005). Perceiving and describing event temporal dynamics. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Meeting of the Cognitive Science Society (pp. 1349-1354). Mahwah, NJ: Erlbaum.

Masten, W. M., Asidao, C. S., Jerome, W. W., Mosby, L., Caldwell-Colbert, A. T., Medina, M. Y., Hernandez, G., Rae Chapman, R., Kirilla, C., & Ervin, S.  (2004). Depression and Acculturation in Mexican American and European American Women.  Anales de Psicología, 20, 15-21. 

Masten, W. G., Henry, L., Robertson, H., Priest, B. R., Scott, B., Stacks, J., Massey, C., Miller, D. C., Martin, S. (2003). School Psychologists' Perceptions of Instructional Adaptations in Inclusive Settings. Learning Disabilities: A Multidisciplinary Journal, 12, 57-63.

Masten, W. G., Jerome, W. W., Mosby, L., Caldwell-Colbert, A. T., Williams.V., Barrios, Y., & Helton, J. (2003). Gender Differences in Depressive Symptoms among Mexican Adolescents. Anales de Psicología, 19, 91-95.

McGlamery, M., Ball, S., Henley, T., & Besozzi, M. (2007) Theory of Mind, Attention, and Executive Function in Kindergarten Boys. Emotional and Behavioural Difficulties, 12, 29-47.  

Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., Koenig, J. L., Resetar, J. L. & Duhon, G. J., (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87-106.

Pierce, B. H., Gallo, D. A., Weiss, J. A., & Schacter, D. L. (2005).  The modality effect in false recognition:  Evidence for test-based monitoring. Memory & Cognition. 33, 1407-1413.

Pierce, B. H., Simons, J. S., & Schacter, D. L.  (2004). Aging and the seven sins of memory.  In P. Costa (Ed.), Advances in cell aging and gerontology, Vol. 15. (pp. 1-40).  Amsterdam:  Elsevier.

Pierce, B. H., Sullivan, A. L., Schacter, D. L., & Budson, A. E.  (2005). Comparing source-based and gist-based false recognition in aging and Alzheimer's disease. Neuropsychology, 19, 411-419.

Plata, M., & Pirtle, T. (2006).  Occupational aspirations of middle and high school females in a
U.S. city bordering Mexico.  Journal of Border Educational Research, 5, 14-28.

Plata, M. & Trusty, J. (2005). The effect of socioeconomic status on general and at-risk high school boy's willingness to accept same-sex peers with LD. Adolescence, 40, 47-66.

Plata, M., Trusty, J. & Glasgow, D. (2005). Adolescents with learning disabilities: Are they allowed to participate in activities? The Journal of Educational Research, 98, 136-143.

Rinalducci, E.J., & Henley, T.B. (2007) The Effects of Figurative Language on the Perceived Credibility of Political Candidates. International Journal of Communication, 17, 113-127.

Robertson, H. M. & Hord, S. M. (2004). Accessing student voices. In L. Easton (Ed.), Powerful Designs for Professional Learning (pp. 43-52). Oxford, OH : National Staff Development Council.

Slider, N. J., Noell, G. H., &Williams, K. L. (2006). Providing Practicing Teachers Classroom Management Professional Development in a Brief Self-Study Format. Journal of Behavioral Education, 15, 215-228.

Thomas, M.D, Henley, T.B., & Snell, C.M. (2006). The Draw a Scientist Test: A Different Population and a Somewhat Different Story. The College Student Journal, 40, 140-148.

Thorne, B.M., & Henley, T.B. (2004). Connections in the History and Systems of Psychology, (3rd Ed.). Boston: Houghton Mifflin.

Thorne, B.M., & Henley, T.B. (2004). Instructor's Manual for Connections in the   History and Systems of Psychology, (3rd Ed.). Boston: Houghton Mifflin.

VanDyke, M.M., Parker, J.C., Smarr, K.L., Hewett, J.E., Johnson, G.E., Slaughter, J.R., & Walker, S.E. (2004). Anxiety in Rheumatoid Arthritis. Arthritis and Rheumatism, 51, 408-412.