2024-In Press
Johnson, R. M., Little, C. W., Shero, J. A., van Dijk, W., Holden, L. R., Daucourt, M. C., Norris, C. U., Ganley, C. M., Taylor, J., & Hart, S. A. (in press). Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic. Developmental Psychology.
Geer, E. A., Barroso, C., Conlon, R. A., Dasher, J. M., & Ganley, C. M. (2024). A meta-analytic review of the relation between spatial anxiety and spatial skills. Psychological Bulletin, 150(4), 464–486. OSF page
Geer, E. A., Barroso, C., Conlon, R. A., Dasher, J. M., & Ganley, C. M. (2024). A meta-analytic review of the relation between spatial anxiety and spatial skills. Psychological Bulletin, 150(4), 464–486. OSF page
2022-2023
Barroso, C., Ganley, C. M., Schoen, R. C., & Schatschneider, C. (2023). Between a growth and a fixed mindset: Examining nuances in 3rd-grade students' mathematics intelligence mindsets. Contemporary Educational Psychology, 73, 102179. (OSF page)
Conlon, R. A., Barroso, C., & Ganley, C. M. (2023). Young children’s career aspirations: gender differences, STEM ambitions, and expected skill use. Career Development Quarterly, 71(1), 15-29.
Bertoldi, B. M., Tuvblad, C., Joyner, K. J., Ganley, C. M., Raine, A., Baker, L., Latvala, A., Oskarsson, S., & Patrick, C. J. (2023). Role of triarchic traits in relations of early resting heart rate with antisocial behavior and broad psychopathology dimensions in later life. Clinical Psychological Science, 11(1), 90-105.
Geer, E. A. & Ganley, C. M. (2023). Sex differences in social and spatial perspective taking: A replication and extension of Tarampi et al.(2016). Quarterly Journal of Experimental Psychology, 76(1), 93-108. OSF page
Perkins, E. R., Joyner, K. J., Foell, J., Drislane, L. E., Brislin, S. J., Frick, P. J., Yancey, J. R., Soto, E. F., Ganley, C. M., Keel, P. K., Sica, C., Flor, H., Nees, F., Banaschewski, T., Bokde, A. L. W., Quinlan, E. B., Desrivières, S., Grigis, A., Garavan, H., Gowland, P., Heinz, A., Ittermann, B., Martinot, J.-L., Martinot, M.-L. P., Artiges, E., Orfanos, D. P., Poustka, L., Hohmann, S., Fröhner, J. H., Smolka, M. N., Walter, H., Whelan, R., Schumann, G., The IMAGEN Consortium, & Patrick, C. J. (2022). Assessing general versus specific liability for externalizing problems in adolescents: Concurrent and prospective prediction of symptoms of conduct disorder, ADHD, and substance use. Journal of Psychopathology and Clinical Science, 131(7), 793-807.
Atit, K., Power, J. R., Pigott, T., Lee, J., Geer, E. A., Uttal, D. H., Ganley, C. M., & Sorby, S. A. (2022). Examining the relations between spatial skills and mathematical performance: A meta-analysis. Psychonomic Bulletin & Review, 29, 699-720. OSF page
Conlon, R. A., Barroso, C., & Ganley, C. M. (2023). Young children’s career aspirations: gender differences, STEM ambitions, and expected skill use. Career Development Quarterly, 71(1), 15-29.
Bertoldi, B. M., Tuvblad, C., Joyner, K. J., Ganley, C. M., Raine, A., Baker, L., Latvala, A., Oskarsson, S., & Patrick, C. J. (2023). Role of triarchic traits in relations of early resting heart rate with antisocial behavior and broad psychopathology dimensions in later life. Clinical Psychological Science, 11(1), 90-105.
Geer, E. A. & Ganley, C. M. (2023). Sex differences in social and spatial perspective taking: A replication and extension of Tarampi et al.(2016). Quarterly Journal of Experimental Psychology, 76(1), 93-108. OSF page
Perkins, E. R., Joyner, K. J., Foell, J., Drislane, L. E., Brislin, S. J., Frick, P. J., Yancey, J. R., Soto, E. F., Ganley, C. M., Keel, P. K., Sica, C., Flor, H., Nees, F., Banaschewski, T., Bokde, A. L. W., Quinlan, E. B., Desrivières, S., Grigis, A., Garavan, H., Gowland, P., Heinz, A., Ittermann, B., Martinot, J.-L., Martinot, M.-L. P., Artiges, E., Orfanos, D. P., Poustka, L., Hohmann, S., Fröhner, J. H., Smolka, M. N., Walter, H., Whelan, R., Schumann, G., The IMAGEN Consortium, & Patrick, C. J. (2022). Assessing general versus specific liability for externalizing problems in adolescents: Concurrent and prospective prediction of symptoms of conduct disorder, ADHD, and substance use. Journal of Psychopathology and Clinical Science, 131(7), 793-807.
Atit, K., Power, J. R., Pigott, T., Lee, J., Geer, E. A., Uttal, D. H., Ganley, C. M., & Sorby, S. A. (2022). Examining the relations between spatial skills and mathematical performance: A meta-analysis. Psychonomic Bulletin & Review, 29, 699-720. OSF page
2020-2021
Casey, B. M., & Ganley, C. M. (2021). An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model. Developmental Review, 60, 100963.
Conlon, R. A., Hicks, A., Barroso, C., & Ganley, C. M. (2021). The effect of the timing of math anxiety measurement on math outcomes. Learning and Individual Differences, 86. OSF page
Ganley, C. M., Conlon, R. A., McGraw, A. L., Barroso, C., & Geer, E. A. (2021). The effect of brief anxiety interventions on math test performance. Journal of Numerical Cognition, 7(1), 4-19. (open access) OSF page
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168. OSF page
Lubienski, S. T., Ganley, C. M., Makowski, M., Miller, E., & Timmer, J. (2021). “Bold problem solving”: A new construct for understanding gender differences in mathematics. Journal for Research in Mathematics Education, 52(1), 12-61.
Purpura, D. J., King, Y. A., Rolan, E., Hornburg, C. B., Schmitt, S. A., Hart, S. A., & Ganley, C. M. (2020). Examining the factor structure of the home mathematics environment to delineate its role in predicting preschool numeracy, mathematical language, and spatial skills. Frontiers in Psychology, 11, 1925. (open access)
Conlon, R. A., Hicks, A., Barroso, C., & Ganley, C. M. (2021). The effect of the timing of math anxiety measurement on math outcomes. Learning and Individual Differences, 86. OSF page
Ganley, C. M., Conlon, R. A., McGraw, A. L., Barroso, C., & Geer, E. A. (2021). The effect of brief anxiety interventions on math test performance. Journal of Numerical Cognition, 7(1), 4-19. (open access) OSF page
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168. OSF page
Lubienski, S. T., Ganley, C. M., Makowski, M., Miller, E., & Timmer, J. (2021). “Bold problem solving”: A new construct for understanding gender differences in mathematics. Journal for Research in Mathematics Education, 52(1), 12-61.
Purpura, D. J., King, Y. A., Rolan, E., Hornburg, C. B., Schmitt, S. A., Hart, S. A., & Ganley, C. M. (2020). Examining the factor structure of the home mathematics environment to delineate its role in predicting preschool numeracy, mathematical language, and spatial skills. Frontiers in Psychology, 11, 1925. (open access)
2018-2019
Hart, S. A., Martinez, K., Kennedy, P. C., Ganley, C. M., & Taylor, J. (2019). The National Project on Achievement in Twins. Twin Research and Human Genetics, 22, 761-764.
Barroso, C., Ganley, C. M., Hart, S. A., Rogers, N., & Clendinning, J. P. (2019). The relative importance of math- and music-related cognitive and affective factors in predicting undergraduate Music Theory achievement. Applied Cognitive Psychology, 33, 771-783.
Hart, S. A., & Ganley, C. M. (2019). The nature of math anxiety in adults: Prevalence and correlates. Journal of Numerical Cognition, 5, 122-139. (open access)
Ferretti, N., Ganley, C. M., & Kofler, M. J. (2019). Unique and interactive effects of parental beliefs and child inattention/hyperactivity symptoms. British Journal of Developmental Psychology, 37, 300-307.
Ganley, C. M., Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2019). The construct validation of the Mathematics Anxiety Scale for Teachers, AERA Open, 5, 1-16. (open access)
Geer, E. A., Quinn, J., & Ganley, C. M. (2019). Relations between spatial skills and math performance in elementary school children: A longitudinal investigation. Developmental Psychology, 55, 637-652.
Ganley, C. M., George, C. E., Cimpian, J. R., & Makowski, M. B. (2018). Gender equity in college majors: Looking beyond the STEM/non-STEM dichotomy for answers regarding female participation. American Educational Research Journal, 55(3), 453-487.
Barroso, C., Ganley, C. M., Hart, S. A., Rogers, N., & Clendinning, J. P. (2019). The relative importance of math- and music-related cognitive and affective factors in predicting undergraduate Music Theory achievement. Applied Cognitive Psychology, 33, 771-783.
Hart, S. A., & Ganley, C. M. (2019). The nature of math anxiety in adults: Prevalence and correlates. Journal of Numerical Cognition, 5, 122-139. (open access)
Ferretti, N., Ganley, C. M., & Kofler, M. J. (2019). Unique and interactive effects of parental beliefs and child inattention/hyperactivity symptoms. British Journal of Developmental Psychology, 37, 300-307.
Ganley, C. M., Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2019). The construct validation of the Mathematics Anxiety Scale for Teachers, AERA Open, 5, 1-16. (open access)
Geer, E. A., Quinn, J., & Ganley, C. M. (2019). Relations between spatial skills and math performance in elementary school children: A longitudinal investigation. Developmental Psychology, 55, 637-652.
Ganley, C. M., George, C. E., Cimpian, J. R., & Makowski, M. B. (2018). Gender equity in college majors: Looking beyond the STEM/non-STEM dichotomy for answers regarding female participation. American Educational Research Journal, 55(3), 453-487.
2016-2017
Hart, S. A., Daucourt, M., & Ganley, C. M. (2017). Individual differences related to college students’ course performance in Calculus II. Journal of Learning Analytics, 4(2), 6-11. (open access)
Ganley, C. M., & Hart, S. A. (2017). Shape of educational data: Interdisciplinary perspectives. Journal of Learning Analytics, 4(2), 129-153. (open access)
Purpura, D. P., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34.
Lubienski, S. T., & Ganley, C. M. (2017). Research on gender and mathematics. In Jinfa Cai (Ed.), First Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.
Hart, S. A., Ganley, C. M., & Purpura, D. J. (2016). Understanding the home math environment and its role in predicting parent report of children's math skills. PLoS ONE, 11(12): e0168227. (open access)
Ganley C. M., & McGraw A. L. (2016). The development and validation of a revised version of the Math Anxiety Scale for Young Children. Frontiers in Psychology, 7, 1181. (open access)
Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182-193.
Ganley, C. M., & Hart, S. A. (2017). Shape of educational data: Interdisciplinary perspectives. Journal of Learning Analytics, 4(2), 129-153. (open access)
Purpura, D. P., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34.
Lubienski, S. T., & Ganley, C. M. (2017). Research on gender and mathematics. In Jinfa Cai (Ed.), First Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.
Hart, S. A., Ganley, C. M., & Purpura, D. J. (2016). Understanding the home math environment and its role in predicting parent report of children's math skills. PLoS ONE, 11(12): e0168227. (open access)
Ganley C. M., & McGraw A. L. (2016). The development and validation of a revised version of the Math Anxiety Scale for Young Children. Frontiers in Psychology, 7, 1181. (open access)
Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182-193.
2014-2015
Ganley, C. M., Vasilyeva, M., & Dulaney, A. (2014). Spatial ability mediates the gender difference in science performance of middle-school students. Child Development, 85, 1419-1432.
Ganley, C. M., & Vasilyeva, M. (2014). The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology, 106(1), 105-120.
Robinson, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Teachers’ gender-stereotypical ratings of mathematics proficiency may exacerbate early gender achievement gaps. Developmental Psychology, 50(4), 1262-1281.
Response to commentaries on Robinson et al. (2014):
Robinson, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Are schools shortchanging boys or girls? The answer rests on methods and assumptions: Reply to Card (2014) and Penner (2014). Developmental Psychology, 50(6), 1840-1844.
Purpura, D. J., & Ganley, C. M. (2014). Working memory and language: Skill specific or domain general relations to mathematics? Journal of Experimental Child Psychology, 122, 104-121.
Lucariello, J., Tine, M., & Ganley, C. M. (2014). A formative assessment of students' algebraic variable misconceptions. Journal of Mathematical Behavior, 33, 30-41.
Ganley, C. M., & Vasilyeva, M. (2014). The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology, 106(1), 105-120.
Robinson, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Teachers’ gender-stereotypical ratings of mathematics proficiency may exacerbate early gender achievement gaps. Developmental Psychology, 50(4), 1262-1281.
Response to commentaries on Robinson et al. (2014):
Robinson, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Are schools shortchanging boys or girls? The answer rests on methods and assumptions: Reply to Card (2014) and Penner (2014). Developmental Psychology, 50(6), 1840-1844.
Purpura, D. J., & Ganley, C. M. (2014). Working memory and language: Skill specific or domain general relations to mathematics? Journal of Experimental Child Psychology, 122, 104-121.
Lucariello, J., Tine, M., & Ganley, C. M. (2014). A formative assessment of students' algebraic variable misconceptions. Journal of Mathematical Behavior, 33, 30-41.
2012-2013
Ganley, C. M., Mingle, L. A., Ryan, A., Ryan, K., Vasilyeva, M & Perry, M. (2013). An examination of stereotype threat effects on girls' mathematics performance. Developmental Psychology, 49(10), 1886-1897.
Lubienski, S. T., Robinson, J. P., Crane, C. C., & Ganley, C. M. (2013). Girls’ and boys’ mathematics achievement, affect and experiences: Findings from ECLS-K. Journal for Research in Mathematics Education, 44(4), 634-645.
Laski, E. V., Reeves, T., Ganley, C. M., & Mitchell, R. (2013). Mathematics teacher educators’ perceptions and use of cognitive psychology research. Mind, Brain and Education, 7(1), 63-74.
Vasilyeva, M., Ganley, C. M., Casey, B. M., Dulaney, A., Tillinger, M., & Anderson, K. (2013). How children determine the size of 3D structures: Investigating factors influencing strategy choice. Cognition and Instruction, 31(1), 29-61.
Dearing, E., Casey, B. M., Ganley, C. M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young girls’ math and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences. Early Childhood Research Quarterly, 27, 458-470.
Lubienski, S. T., Robinson, J. P., Crane, C. C., & Ganley, C. M. (2013). Girls’ and boys’ mathematics achievement, affect and experiences: Findings from ECLS-K. Journal for Research in Mathematics Education, 44(4), 634-645.
Laski, E. V., Reeves, T., Ganley, C. M., & Mitchell, R. (2013). Mathematics teacher educators’ perceptions and use of cognitive psychology research. Mind, Brain and Education, 7(1), 63-74.
Vasilyeva, M., Ganley, C. M., Casey, B. M., Dulaney, A., Tillinger, M., & Anderson, K. (2013). How children determine the size of 3D structures: Investigating factors influencing strategy choice. Cognition and Instruction, 31(1), 29-61.
Dearing, E., Casey, B. M., Ganley, C. M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young girls’ math and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences. Early Childhood Research Quarterly, 27, 458-470.
2011 and earlier
Ganley, C. M., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32(4), 235-242.
Casey, B. M., Dearing, E., Vasilyeva, M., Ganley, C. M., & Tine, M. (2011). Spatial and numerical predictors of measurement performance: The moderating effects of community income and gender. Journal of Educational Psychology, 103(2), 296-311.
Vasilyeva, M., Casey, B. M., Dearing, E., & Ganley, C. M. (2009). Measurement skills in low-income elementary school students: Exploring the nature of gender differences. Cognition and Instruction, 27, 401-428.
Note. Lab members are in bold
Casey, B. M., Dearing, E., Vasilyeva, M., Ganley, C. M., & Tine, M. (2011). Spatial and numerical predictors of measurement performance: The moderating effects of community income and gender. Journal of Educational Psychology, 103(2), 296-311.
Vasilyeva, M., Casey, B. M., Dearing, E., & Ganley, C. M. (2009). Measurement skills in low-income elementary school students: Exploring the nature of gender differences. Cognition and Instruction, 27, 401-428.
Note. Lab members are in bold