RESEARCH BRIEFS
Research briefs are a great–2-page!–way to read about research. These briefs, which summarize the results of peer-reviewed publications, are totally open-access. Please contact me at cecamero(at)buffalo.edu if you would like to request a copy of the entire article.
Research Brief: Women Who Experienced Poverty in Early Childhood Report More EF Problems from Stress Derived from Current Financial Scarcity
full citation: , , , & (2021). Financial scarcity is indirectly related to multiple aspects of executive function through stress and the strength of association depends on childhood poverty. Journal of Theoretical Social Psychology, 00, 1– 14. doi: 10.1002/jts5.111
Research Brief: Cognitive and Achievement Skills Develop Together
full citation: Cameron, C. E., et al. (2019). Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten. Journal of Applied Developmental Psychology 62: 135-144.
Research Brief: Visuospatial Skills and Mathematics Among Children with Autism and Williams Syndrome
full citation: Kim, H. and C. E. Cameron (2016). Implications of visuospatial skills and executive functions for learning mathematics: Evidence from children with autism and Williams Syndrome.” AERA Open 2(4): 2332858416675124.
Research Brief: Attentional Control and Visuomotor Integration
full citation: Kim, H., Byers, A. I., Cameron, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. W. (2016). Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students. Early Childhood Research Quarterly, 36, 379-390. doi: 10.1016/j.ecresq.2016.01.018
Research Brief: Visuomotor Integration and Inhibitory Control in Preschool
full citation: Cameron, C. E., Brock, L. L., Hatfield, B. E., Cottone, E. A., Rubinstein, E., LoCasale-Crouch, J., & Grissmer, D. W. (2015). Visuomotor integration and inhibitory control compensate for each other in school readiness. Developmental Psychology, online. doi:10.1037/a0039740
Research Brief: Rasch Analysis of Key-Math 3
full citation: Kim, H., Schmidt, K. M., Murrah, W. M., Cameron, C. E., & Grissmer, D. W. (2015). A Rasch analysis of the KeyMath-3 Diagnostic Assessment. Journal of Applied Measurement.
Research Brief: HTKS and Academic Achievement Over School Transition
full citation: McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The Head-Toes-Knees-Shoulders Task. Frontiers in Psychology, Developmental Psychology. doi: 10.3389/fpsyg.2014.00599
Research Brief: Steepest Learning Occurs Early Among 30,000 K-8th Graders
full citation: Cameron, C. E., Grimm, K. J., Steele, J. S., Castro-Schilo, L., & Grissmer, D. W. (2014). Nonlinear Gompertz curve models of achievement gaps in mathematics and reading. Journal of Educational Psychology, online. doi: 10.1037/edu0000009
Research Brief: Psychometric Properties of Motor Skills Rating Scale
full citation: Kim, H., Murrah, W. M., Cameron, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. (2014). Psychometric properties of the teacher-reported motor skills rating scale. Journal of Psychoeducational Assessment. doi:10.1177/0734282914551536
Research Brief: Preliminary Validation of Motor Skills Rating Scale
full citation: Cameron, C. E., Chen, W.-B., Blodgett, J., Cottone, E. A., Mashburn, A. J., Brock, L. L., & Grissmer, D. W. (2012). Preliminary Validation of the Motor Skills Rating Scale. Journal of Psychoeducational Assessment, 30(6), 555-566. doi:10.1177/0734282911435462
Research Brief: Fine Motor Skills and EF Contribute to Kindergarten Achievement
full citation: Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D. W., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229-1244. doi:10.1111/j.1467-8624.2012.01768.x
claire e. cameron 