{"id":808,"date":"2020-06-06T19:21:34","date_gmt":"2020-06-06T23:21:34","guid":{"rendered":"https:\/\/caslabs.case.edu\/macnamaralabs\/?page_id=808"},"modified":"2023-07-26T12:39:03","modified_gmt":"2023-07-26T16:39:03","slug":"publications","status":"publish","type":"page","link":"https:\/\/caslabs.case.edu\/macnamaralabs\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Documents on this page may be protected by copyright law and subject to the fair use doctrine. By downloading these files, you agree to use the information therein solely for academic research and promise to adhere to all applicable copyright restrictions.<\/em><\/p>\n

2023<\/strong><\/h4>\n

Macnamara, B. N.<\/strong>, & Burgoyne, A. P. (2023). A spotlight on bias in the growth mindset intervention literature: A reply to commentaries that contextualize the discussion (Oyserman, in press; Yan & Schuetze, in press) and illustrate the conclusion (Tipton et al., in press)<\/a>.\u00a0Psychological Bulletin, 149<\/i>(3\u20134), 242\u2013258.<\/i>\u00a0https:\/\/doi.org\/10.1037\/bul0000394<\/p>\n

Macnamara, B. N.<\/strong>, & Burgoyne, A. P. (2023). Do growth mindset interventions impact students\u2019 academic achievement? A systematic review and meta-analysis with recommendations for best practices<\/a>.\u00a0Psychological Bulletin, 149<\/i>(3\u20134), 133\u2013173.\u00a0<\/i>https:\/\/doi.org\/10.1037\/bul0000352<\/p>\n

Barnett, M. K. & Macnamara, B. N.<\/strong> (2023). Individual responses versus aggregate group-level results: Examining the strength of evidence for growth mindsetinterventions on academic performance<\/a>.\u00a0Journal of Intelligence, 11<\/i>(104).\u00a0https:\/\/doi.org\/10.3390\/jintelligence11060104<\/p>\n

Gu\u0308llich, A., Barth, M., Macnamara, B. N.<\/strong>, & Hambrick, D. Z. (2023). Quantifying the extent to which successful juniors and successful seniors are two disparate populations: A systematic review and synthesis of findings<\/a>.\u00a0Sports Medicine<\/i>,\u00a053<\/i>, 1201\u20131217.<\/p>\n

Frank, D. J.<\/strong>, King, M. J.<\/strong>,\u00a0g<\/sup>\u00a0Dennard, C., & Macnamara, B. N.<\/strong> (2023). Discriminant function analysis reveals which combination of measures from the NFL Combine predict NFL performance<\/a>.\u00a0Journal of Expertise, 6<\/i>(2).<\/i>\u00a0https:\/\/www.journalofexpertise.org<\/p>\n

Gu\u0308llich, A., Barth, M., Macnamara, B. N.<\/strong>, & Hambrick, D. Z. (2023). Participation patterns in talent development in youth sports<\/a>.\u00a0Frontiers in Sports and Active Living, 5<\/i>(1175718).\u00a0https:\/\/doi.org\/10.3389\/fspor.2023.1175718<\/span><\/p>\n

2022<\/strong><\/h4>\n

Daniels, J. S.<\/b>, Moreau, D., &\u00a0Macnamara, B. N.<\/b> (2022). Learning and transfer in problem solving progressions<\/a>.\u00a0Journal of Intelligence, 10<\/i>(4), 85.\u00a0<\/i>https:\/\/doi.org\/10.3390\/jintelligence10040085<\/p>\n

Barth, M., G\u00fcllich, A., Macnamara, B. N.<\/strong>, & Hambrick, D. Z. (2022). Predictors of junior versus senior elite performance are opposite: A systematic review and meta-analysis of participation patterns<\/a>. Sports Medicine, 52<\/em>, 1399\u20131416. <\/em>https:\/\/doi.org\/10.1007\/s40279-021-01625-4<\/p>\n

2021\u00a0<\/strong><\/h4>\n

G\u00fcllich, A., Macnamara, B. N<\/strong>., Barth, M., & Hambrick, D. Z. (2021). Further muddying the waters? A comment on Bell et al.\u2019s 2021 definition of \u201cyouth sport specialization.\u201d<\/a> Journal of Athletic Training, 56<\/em>(11), 1252\u20131254. https:\/\/doi.org\/10.4085\/1062-6050-1010-21<\/p>\n

Jiang, H.<\/strong>, Yu, W., Lin, D., Macnamara, B. N.<\/strong> (2021). Resilience of adolescents, though weakened during pandemic-related lockdown, serves as a protection against depression and sleep problems<\/a>. Psychology, Health & Medicine, <\/em>1-12. https:\/\/doi.org\/10.1080\/13548506.2021.1990367<\/p>\n

Burgoyne, A. P., & Macnamara, B. N.<\/strong> (2021). Reconsidering the use of the Mindset Assessment Profile in educational contexts<\/a>. Journal of Intelligence, 9<\/em>(3), 31. https:\/\/doi.org\/10.3390\/jintelligence9030039<\/p>\n

G\u00fcllich, A., Macnamara, B. N.<\/strong>, & Hambrick, D. Z. (2021). What makes a champion? Early multi-disciplinary practice, not early specialization, predicts world-class performance<\/a>. Perspectives on Psychological Science.<\/em> https:\/\/doi.org\/10.1177\/1745691620974772<\/p>\n

2020<\/strong><\/h4>\n

Navarro, E., Macnamara, B. N.<\/strong>, Glucksberg, S., & Conway, A. R. A. (2020). What influences successful communication? An examination of cognitive load and individual differences<\/a>. Discourse Processes. <\/em>https:\/\/doi.org\/10.1080\/0163853X.2020.1829936<\/p>\n

Hambrick, D. Z., Macnamara, B. N.<\/strong>, & Oswald, F. L. (2020). Is the deliberate practice view defensible? A review of evidence and discussion of issues<\/a>. Frontiers in Psychology, 11<\/em>, 1134. https:\/\/doi.org\/10.3389\/fpsyg.2020.01134<\/p>\n

Frank, D. J.<\/strong>, & Macnamara, B. N. <\/strong>(2020). How do task characteristics affect learning and performance? The roles of simultaneous, interactive, and continuous tasks<\/a>. Psychological Research.<\/em> https:\/\/doi.org\/10.1007\/s00426-020-01394-1<\/p>\n

King, M. J.<\/strong>, & Macnamara, B. N.<\/strong> (2020). Three visual working memory representations simultaneously control attention<\/a>. Nature: Scientific Reports, 10<\/em>. 1-9. https:\/\/doi.org\/10.1038\/s41598-020-67455-y<\/p>\n

Frank, D. J.<\/strong>, Demaree, H.A., & Macnamara, B. N.<\/strong> (2020). The role of individual differences in risk learning: Who learns to place optimal wagers?<\/a> Learning and Motivation: Individual Differences, 71<\/em>, 1-10. <\/em>https:\/\/doi.org\/10.1016\/j.lmot.2020.101633<\/p>\n

Burgoyne, A. P., Hambrick, D. Z., & Macnamara, B. N.<\/strong> (2020). How firm are the foundations of mindset theory?<\/a> Psychological Science. <\/em>https:\/\/doi.org\/10.1177\/0956797619897588<\/p>\n

Macnamara, B. N.<\/b>, & Hambrick, D. Z. (2020). Toward a cumulative science of expertise: Commentary on Moxley, Ericsson, and Tuffiash (2017)<\/a>. Psychological Research. <\/i>https:\/\/doi.org\/10.1007\/s00426-020-01307-2<\/p>\n

2019<\/strong><\/h4>\n

Macnamara, B. N.<\/strong>, & Maitra, M.<\/strong> (2019). The role of deliberate practice in expert performance: Revisiting Ericsson, Krampe, & Tesch-R\u00f6mer (1993)<\/a>. Royal Society Open Science, 6<\/em>, 190327, 1-19.<\/em> https:\/\/doi.org\/10.1098\/rsos.190327<\/p>\n

Hambrick, D. Z. & Macnamara, B. N.<\/strong> (2019). More confusion about deliberate practice: Commentary on Miller et al. (2018)<\/a>. High Ability Studies<\/em>, 1-4.<\/em> https:\/\/doi.org\/10.1080\/13598139.2019.1607723<\/p>\n

Frank, D. J.<\/strong>, & Macnamara, B. N.<\/strong> (2019). Retrieval shifts in spatial skill acquisition are collective rather than item-specific<\/a>. Memory & Cognition<\/em>, 1-15. https:\/\/doi.org\/10.3758\/s13421-019-00937-1<\/p>\n

Moreau, D., Macnamara, B. N.<\/strong>, & Hambrick, D. Z. (2019). Overstating the role of environmental factors in success: A cautionary note<\/a>. Current Directions in Psychological Science<\/em>, 28-33. doi: 10.1177\/0963721418797300<\/p>\n

Burgoyne, A. P., Nye, C. D., Macnamara, B. N.<\/strong>, Charness, N., & Hambrick, D. Z. (2019). The impact of domain specific experience on chess skill: Re-analysis of a key study<\/a>. American Journal of Psychology, 132<\/em>, 27-38.<\/em> https:\/\/www.jstor.org\/stable\/10.5406\/amerjpsyc.132.1.0027<\/p>\n

King, M. J.<\/strong>, Katz, D. P., Thompson, L. A., & Macnamara, B. N.<\/strong> (2019). Genetic and environmental influences on spatial reasoning: A meta-analysis of twin studies<\/a>. Intelligence, 73<\/em>, 65-77. doi: 10.1016\/j.intell.2019.01.001<\/p>\n

2018<\/strong><\/h4>\n

Macnamara, B. N.<\/strong>, & Frank, D. J.<\/strong> (2018). How do task characteristics affect learning and performance? The roles of variably mapped and dynamic tasks<\/a>. Journal of Experimental Psychology: Learning, Memory, and Cognition.<\/em><\/p>\n

Sisk, V. F.<\/strong>, Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N.<\/strong> (2018). To what extent and under which circumstances are growth mindsets important to academic achievement? Two meta-analyses<\/a>. Psychological Science.<\/em> (open data)<\/p>\n

Hambrick, D. Z., Burgoyne, A. P., Macnamara, B. N.<\/strong>, & Ull\u00e9n, F. (2018). Toward a multifactorial model of expertise: Beyond born versus made<\/a>. Annals of the New York Academy of Sciences.<\/em> https:\/\/doi.org\/10.1111\/nyas.13586<\/p>\n

2017<\/strong><\/h4>\n

Frank, D. J.<\/strong>, & Macnamara, B. N.<\/strong> (2017). Does the acquisition of spatial skill involve a shift from algorithm to memory retrieval?<\/a> Journal of Experimental Psychology: Learning, Memory, and Cognition, 43,<\/em> 1845-1856.<\/em><\/p>\n

Hambrick, D. Z., Campitelli, G., & Macnamara, B. N.<\/strong> (2017). Introduction: A brief history on the science of expertise and overview of the book<\/a>. In D. Z. Hambrick, G. Campitelli, & B. N. Macnamara<\/strong> (Eds.), The Science of Expertise: Behavioral, Neural, and Genetic Approaches to Complex Skill.<\/em> New York: Routledge.<\/p>\n

Hambrick, D. Z., Burgoyne, A., Campitelli, G., & Macnamara, B. N.<\/strong> (2017). Working memory, thinking, and expertise. In L. J. Ball & V. A. Thompson (Eds.), International Handbook of Thinking and Reasoning. <\/em>New York: Psychology Press.<\/p>\n

Macnamara, B. N.<\/strong>, & Rupani, N. S. (2017). The relationship between intelligence and mindset<\/a>. Intelligence, 64, 52-59.<\/p>\n

Sala, G., Burgoyne, A., Campitelli, G., Macnamara, B. N.<\/strong>, Hambrick, D. Z., & Gobet, F. (2017). Checking the \u201cacademic selection\u201d argument. Chess players outperform non-\u00ad\u2010chess players in cognitive skills related to intelligence: A meta-\u00ad\u2010analysis<\/a>. Intelligence.<\/em><\/p>\n

Macnamara, B.N.<\/strong>, Hambrick, D. Z., Frank, D. J.<\/strong>, King, M. J.<\/strong>, Burgoyne, A. P., & Meinz, E. J. (2017). The deliberate practice view: Inconsistent definitions, controversial claims, and empirical evidence<\/a>. In D. Z. Hambrick, G. Campitelli, & B. N. Macnamara<\/strong> (Eds.), The Science of Expertise: Behavioral, Neural, and Genetic Approaches to Complex Skill.<\/em> New York: Routledge.<\/p>\n

2016<\/strong><\/h4>\n

Chow, M., Macnamara, B. N.<\/strong>, & Conway, A. R. A. (2016).\u00a0Phonological similarity in working memory span tasks<\/a>. Memory and Cognition, 44<\/em>(6), 937-949.\u00a0doi:10.3758\/s13421-016-0609-8<\/p>\n

Gonthier, C., Macnamara, B. N.<\/strong>, Chow, M., Conway, A. R. A., & Braver, T. S. (2016). Inducing proactive control shifts in the AX-CPT<\/a>. Frontiers in Psychology.<\/p>\n

Burgoyne, A. P., Sala, G., Gobet, F., Macnamara, B. N.<\/strong>, Campitelli, G., & Hambrick, D. Z. (2016). The relationship between cognitive ability and chess skill: A comprehensive meta-analysis<\/a>. Intelligence, 59<\/em>, 72-83.\u00a0doi:10.1016\/j.intell.2016.08.002<\/p>\n

Macnamara, B. N.<\/strong>, Hambrick, D. Z., & Moreau, D. (2016). How important is deliberate practice? Reply to Ericsson (2015)<\/a>. Perspectives on Psychological Science, 11<\/i>(3), 355-358.\u00a0doi:\u00a010.1177\/1745691616635614<\/p>\n

Macnamara, B. N.<\/strong>, Moreau, D., Hambrick, D. Z. (2016). The relationship between deliberate practice and performance in sports: A meta-analysis<\/a>. Perspectives on Psychological Science, 11<\/i>(3), 333-350. doi:\u00a010.1177\/1745691616635591<\/p>\n

Macnamara, B. N.<\/strong> & Conway, A. R. A. (2016). Working memory capacity as a predictor of simultaneous language interpreting performance<\/a>. Journal of Applied Research in Memory and Cognition.<\/i><\/p>\n

Hambrick, D. Z., Burgoyne, A., Campitelli, G., & Macnamara, B. N.<\/strong>\u00a0(2016). Working memory, thinking, and expertise<\/a>. In L. J. Ball & V. A. Thompson (Eds.), International Handbook of Thinking and Reasoning. <\/i>New York: Psychology Press.<\/p>\n

Hambrick, D. Z., Macnamara, B. N.<\/strong>, Campitelli, G., Ull\u00e9n, F., & Mosing, M. (2016). A new look at expertise: Beyond the experts are born vs. made debate<\/a>. In B. Ross (Ed.), Psychology of Learning and Motivation, Volume 64<\/i>(pp. 1-55).<\/i> Oxford: Elsevier.<\/span><\/p>\n

Hambrick, D. Z. & Macnamara, B. N.<\/strong> (2016). Expertise. In S. K. Whitbourne (Ed.), The Encyclopedia of Adulthood and Aging<\/i> (1-6).<\/i> Malden, Oxford: John Wiley and Sons.<\/p>\n

2015<\/strong><\/h4>\n

Slow year!<\/p>\n

2014<\/strong><\/h4>\n

Macnamara, B.N.<\/strong>, Hambrick, D.Z., & Oswald, F.L. (2014). Deliberate practice and performance in music, games, sports, and education: A meta-analysys<\/a>. Psychological Science, 25<\/em>(8), 1608-1618.<\/p>\n

Macnamara, B.N.<\/strong> & Conway, A.R.A. (2014). Novel evidence in support of the bilingual advantage: Influence of task demands and experience on cognitive control and working memory<\/a>. Psychonomic Bulletin & Review, 21<\/em>(2), 520-525.<\/p>\n

2013 and earlier<\/strong><\/h4>\n

Conway, A.R.A., Macnamara, B.N.<\/strong>, & Engel de Abreu, P.M.J. (2013). Working memory and intelligence: An overview, in T. Alloway (Ed.)Working memory: The new intelligence<\/em>. London: Psychology Press.<\/p>\n

Macnamara, B.N.<\/strong>, Moore, A.B., & Conway, A.R.A. (2011). Phonological similarity effects in simple and complex span tasks<\/a>. Memory & Cognition, 39<\/em>(7), 1174-1186.<\/p>\n

Conway, A.R.A., Getz, S.J, Macnamara, B.N.<\/strong>, & Engel de Abreu, P.M.J. (2011). Working memory and intelligence. In R.J. Sternberg & S.B. Kaufman (Eds.), The Cambridge handbook of intelligence<\/em>. Cambridge, UK: Cambridge University Press.<\/p>\n

Macnamara, B.N.<\/strong>, Moore, A.B., Kegl, J.A., & Conway, A.R.A. (2011). Domain-general cognitive abilities and simultaneous interpreting skill<\/a>. Interpreting, 13<\/em>(1), 121-142.<\/p>\n

Macnamara, B.N.<\/strong> (2009). Interpreter cognitive aptitudes. Journal of Interpretation, 2008-2009<\/em>, 9-32.<\/p>\n","protected":false},"excerpt":{"rendered":"

Documents on this page may be protected by copyright law and subject to the fair use doctrine. By downloading these files, you agree to use the information therein solely for academic research and promise to adhere to all applicable copyright restrictions.<\/em>
\n2023<\/strong>
\nMacnamara, B. N.<\/strong>, & Burgoyne, A. P. (2023). A spotlight on bias in the growth mindset intervention literature: A reply to commentaries that contextualize the discussion (Oyserman, in press; Yan & Schuetze, in press) and illustrate the conclusion (Tipton et al., in press)<\/a>.\u00a0Psychological Bulletin,<\/i><\/p>\n

Continue reading… Publications<\/span><\/a><\/p>\n","protected":false},"author":377,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"spay_email":""},"_links":{"self":[{"href":"https:\/\/caslabs.case.edu\/macnamaralabs\/wp-json\/wp\/v2\/pages\/808"}],"collection":[{"href":"https:\/\/caslabs.case.edu\/macnamaralabs\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/caslabs.case.edu\/macnamaralabs\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/caslabs.case.edu\/macnamaralabs\/wp-json\/wp\/v2\/users\/377"}],"replies":[{"embeddable":true,"href":"https:\/\/caslabs.case.edu\/macnamaralabs\/wp-json\/wp\/v2\/comments?post=808"}],"version-history":[{"count":10,"href":"https:\/\/caslabs.case.edu\/macnamaralabs\/wp-json\/wp\/v2\/pages\/808\/revisions"}],"predecessor-version":[{"id":1085,"href":"https:\/\/caslabs.case.edu\/macnamaralabs\/wp-json\/wp\/v2\/pages\/808\/revisions\/1085"}],"wp:attachment":[{"href":"https:\/\/caslabs.case.edu\/macnamaralabs\/wp-json\/wp\/v2\/media?parent=808"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}