Publications

The following are a list of HPL publications. You can click on the citations below to view PDFs of published papers.
For pre-prints of in press work, please email Sian Beilock at beilock@uchicago.edu.

 

In Press

Beilock, S.L., Schaeffer, M.W., & Rozek, C.S. (in press). Understanding and Addressing Performance Anxiety. In A.J. Elliot, C.S. Dweck, & D.S. Yeager (Eds.), Handbook of Competence and Motivation (2nd Edition): Theory and Application. Guilford Press.

2017

Foley, A.E.*, Herts, J.B.*, Borgonovi, F., Guerriero, S., Levine, S.C., & Beilock, S.L. (2017). The Math Anxiety-Performance Link: A Global Phenomenon. Current Directions in Psychological Science, 26(1). (PDF)

2016

Sattizahn, J.R., Moser, J.S., & Beilock, S.L. (2016) A Closer Look at Who "Chokes Under Pressure". Journal of Applied REsearch in Memory and Cognition, 5(4), 470-477. (PDF)

Park, D., Schaeffer, M. W., Nolla, K., Levine, S. C., & Beilock, S. L. (2016). How do generic statements impact performance? Evidence for entity beliefs. Developmental Science. (PDF)

Chang, H., & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33-38. (PDF)

Park, D., Gunderson, E.A., Tsukayama, E., Levine, S.C., & Beilock, S.L (2016). Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology, 108(3), 300-313. (PDF)

Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Maloney, E.A., Levine, S.C., & Beilock, S.L. (2016). Response to comment on "Math at home adds up to achievement in school." Science, 351(6278), 1161. (PDF)

Ramirez, G., Chang, H., Maloney, E.A., Levine, S.C., & Beilock, S.L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83-100. (PDF)

Sprute, L., & Beilock, S. L. (2016). Math anxiety in community college students. MathAMATYC Educator, 7, 39-45. (PDF)

2015

Maloney, E. A., Converse, B. A., Gibbs, C. R., Levine, S. C., & Beilock, S. L. (2015). Jump-Starting Early Childhood Education at Home Early Learning, Parent Motivation, and Public Policy. Perspectives on Psychological Science, 10(6), 727-732. (PDF)

Berkowitz, T.*, Schaeffer, M. W.*, Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196-198. (PDF)

Beilock, S.L. & Maloney, E.A. (2015). Math Anxiety: A Factor in Math Achievement Not to Be Ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4-12. (PDF)

Maloney, E.A., Ramirez, G., Gunderson, E.A., Levine, S.C., & Beilock, S.L. (2015). Intergenerational Effects of Low Math Achievement and High Math Anxiety. Psychological Science. (PDF)

Sattizahn, J. R., Lyons, D. J., Kontra, C., Fischer, S. M. & Beilock, S. L. (2015). In Physics Education: Perception Matters. Mind, Brain, and Education, 9(3), 164-169. (PDF)

Kontra, C., Lyons, D., Fischer, S. & Beilock, S.L. (2015). Physical experience enhances science learning. Psychological Science 0956797615569355. (PDF)

Trofatter, C., Kontra, C., Beilock, S.L., & Goldin-Meaow, S. (2015). Gesturing has a larger impact on problem-solving than action, even when action is accompanied by words. Language, Cognition and Neuroscience, 30,3. (PDF)

Lyons, I. M., Ansari, D., & Beilock, S. L. (2015). Qualitatively different coding of symbolic and nonsymbolic numbers in the human brain. Human Brain Mapping, 36, 475-488. (PDF)

2014

Maloney, E., Sattizahn, J. & Beilock, S.L. (2014). Anxiety and Cognition. WIREs Cognitive Science, 5(4), 403-411. (PDF)

Park, D., Ramirez, G., & Beilock, S.L. (2014). The Role of Expressive Writing in Math Anxiety. Journal of Experimental Psychology: Applied. (PDF)

Woods, E.A., Hernandez, A.E., Wagner, V.E., & Beilock, S.L. (2014). Expert athletes activate somatosensory and motor planning regions of the brain when passively listening to familiar sports sounds. Brain and Cognition, 87, 122-133. (PDF)

2013

Marras, W.S., Beerbower, D., Beilock, S.L. (2013). Improving self-escape from underground coal mines. National Research Council of the National Academies.

Beilock, S.L., & Fischer, S.M. (2013). From cognitive sciences to physics education and back. Physics Education Research conference Proceedings.

Lyons, I.M., & Beilock, S.L. (2013). Ordinality and the Nature of Symbolic Numbers. Journal of Neuroscience. (PDF)

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2013). Teachers’ spatial anxiety relates to 1st – and 2nd – graders’ spatial learning. Mind, Brain and Education. (PDF)

Jackson, R., Beilock, S.L., & Kinrade, N.P. (2013). "Choking" in sport. In D. Farrow, J. Baker, and C. MacMahon (Eds.), Developing Sport Expertise: Researchers and Coaches Put Theory Into Practice (pp. 177-190). Routledge.

Maloney, E., Schaeffer, M., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences, and promising interventions. Research in Mathematics Education. (PDF)

Beilock, S.L. (2013). Expert performance: From action to perception to understanding. In J.J. Staszewski (Ed.), Expertise and Skill Acquisition: The impact of William G. Chase (pp. 281-98). New York: Psychology Press.

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory and math achievement in early elementary school. Journal of Cognition and Development. (PDF)

Ping, R., Beilock, S. L., & Goldin-Meadow, S. (2013). Understanding Gesture: Is the listener's motor system involved? Journal of Experimental Psychology: General. (PDF)

2012

Mattarella-Micke, A., & Beilock, S.L. (2012). Individual differences in working memory: Implications for learning and performance. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (p. 4300). Springer. 

Beilock, S. L., & Gray, R. (2012). From Attentional Control to Attentional Spillover: A skill-level investigation of attention, movement, and performance outcomes. Human Movement Science, 31(6),1473-1499. (PDF)

Lyons, I. M., Ansari, D., & Beilock, S. L. (2012). Symbolic Estrangement: Evidence against a strong association between numerical symbols and the quantities they represent. Journal of Experimental Psychology: General, 141(4), 635-641. (PDF)

Kontra, C. E., Goldin-Meadow, S., & Beilock, S. L. (2012). Embodied Learning Across the Life Span.Topics in Cognitive Science, 4, 731-739. (PDF)

Lyons, I. M., & Beilock, S. L. (2012). When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math. PLOS ONE. (PDF)

Quandt, L. C., Marshall, P. J., Shipley, T. F., Beilock, S. L., & Goldin-Meadow, S. (2012). Sensitivity of alpha and beta oscillations to sensorimotor characteristics of action: An EEG study of action production and gesture observation. Neuropsychologia, 50, 2745-2751. (PDF)

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skills and early number knowledge: The role of the linear number line. Developmental Psychology. (PDF)

Kontra, C. E., Albert, N., & Beilock, S. L. (2012). Embodied cognition: From the playing field to the classroom. In A. M. Williams, N. J. Hodges, M. A. Scott, & M. L. J. Court (Eds.), Skill acquisition in sport: Research, theory and practice (2nd Edition). Routledge. (PDF

Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16, 404-406.  (PDF)

Gunderson, E. A., Ramirez, G., Levine, S. C., Beilock, S. L. (2012). New directions for research on the role of parents and teachers in the development of gender-related math attitudes: Response to commentaries. Sex Roles, 66, 191-196. (PDF)

Gunderson, E. A., Ramirez, G., Levine, S. C., Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles. (PDF)

Cartmill, E., Goldin-Meadow, S., & Beilock, S. L. (2012). A word in the hand: Human gesture links representations to actions. Philosophical Transactions of the Royal Society. (PDF)

Allen, E. C., Beilock, S. L., & Shevell, S. K. (2012). Individual differences in simultaneous color constancy are related to working memory. Journal of the Optical Society of America, 29, A52-A59. (PDF)

Schmader, T., & Beilock, S.L. (2012). Mechanisms: An integration of processes that underlie stereotype threat. In T. Schmader & M. Inzlicht (Eds.), Stereotype Threat: Theory, Process, and Application. Oxford University Press. (PDF)

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial skills as a function of working memory in children. Quarterly Journal of Experimental Psychology. (PDF)

2011

Lyons, I. M., & Beilock, S. L. (2011). Mathematics anxiety: Separating the math from the anxiety.Cerebral Cortex. (PDF)

Lyons, I., & Beilock, S. L. (2011). Numerical ordering ability mediates the relation between number-sense and arithmetic competence. Cognition. (PDF)

Hernandez, A. E., Mattarella-Micke, A., Redding, R.W.T.,  Woods, E.A. & Beilock, S. L. (2011). Age of Acquisition in Sport: Starting Early Matters. American Journal of Psychology. (PDF)

DeCaro, M. S., Thomas, R., Albert, N. B., & Beilock, S. L. (2011). Choking under pressure: Multiple routes to skill failure. Journal of Experimental Psychology: General. (PDF)

Mattarella-Micke, A., Mateo, J., Kozak, M. N., Foster, K., & Beilock, S. L. (2011). Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math anxiety. Emotion. (PDF)

Beilock, S. L. (2011). Back to school: Dealing with academic stress. APA Psychological Science Agenda. (PDF

Beilock, S. L. & Ramirez, G. (2011). On the interplay between emotion and cognitive control: Implications for enhancing academic achievement. In J. Mestre & B. Ross (Eds.), The Psychology of Learning and Motivation (pp. 137-169). Elsevier. (PDF)

Allen, E. C., Beilock, S. L., & Shevell, S. K. (2011). Working memory is related to perceptual processing: A case from color perception. Journal of Experimental Psychology: Learning, Memory, & Cognition. (PDF)

Beilock, S. L. & Ramirez, G. (2011). Practical implications of test anxiety tools: A response. Science, 332, 791-792. (PDF)

Gray, R., & Beilock, S. L. (2011). Hitting is contagious: Expertise and action induction. Journal of Experimental Psychology: Applied. (PDF)

Yang, S., & Beilock, S. L. (2011). Seeing and doing: Ability to act moderates orientation effects in object perception. Quarterly Journal of Experimental Psychology. (PDF)

Ramirez, G., & Beilock, S. L. (2011). Writing About Testing Worries Boosts Exam Performance in the Classroom.  Science, 331, 211-213. (FULL TEXT)

Beilock, S. L., & Hohmann, T. (2011). Embodied cognition "Ein Ansatz fur die Sportpsychologie." Zeitschrift fur Sportpsychologie, 17, 120-129.

2010

Beilock, S. L., & Goldin-Meadow, S. (2010). Gesture changes thought by grounding it in action.Psychological Science, 21, 1605-1611. (PDF)

Goldin-Meadow, S., & Beilock, S. L. (2010). Action's influence on thought: The case of gesture.Perspectives on Psychological Science. (PDF)

Beilock, S. L., Gunderson, L. A., Ramirez, G., & Levine, S. C. (2010). Reply to Plante et al.: Girls' math achievement is related to their female teachers' math anxiety. Proceedings of the National Academy of Sciences, USA, 107, E80. (PDF)

Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers' math anxiety affects girls' math achievement. Proceedings of the National Academy of SciencesUSA107(5), 1060-1063. (PDF)

DeCaro, M. S., & Beilock, S. L. (2010). The benefits and perils of attentional control. In M. Csikszentmihalyi and B. Bruya (Eds.). Effortless Attention: A New Perspective in the Cognitive Science of Attention and Action. MIT Press. (PDF)

DeCaro, M. S., Rotar, K. E., Kendra, M. S., & Beilock, S. L. (2010). Diagnosing and alleviating the impact of performance pressure on mathematical problem solving. The Quarterly Journal of Experimental Psychology: Human Experimental Psychology63(8), 1619-1630. (PDF)

Lyons, I., Cieslak, M., Mattarella-Micke, A., Nusbaum, H., Small, S., & Beilock, S. L. (2010). Neural processing of action-related language. Brain & Language, 112, 214-222. (PDF)

Mattarella-Micke, A., & Beilock, S. L. (2010). Situating math problems: The story matters. Psychonomic Bulletin & Review, 17(1), 106-111. (PDF)

2009

Lyons, I., & Beilock, S. L. (2009). Beyond quantity: Individual differences in working memory and the ordinal understanding of numerical symbols. Cognition, 113, 189-204. (PDF)

Yang, S., Gallo, D., &  Beilock, S. L. (2009). Embodied memory judgments: A case of motor fluency.Journal of Experiment Psychology: Learning, Memory, & Cognition, 35, 1359-1365. (PDF)

DeCaro, M. S., Carlson, K. D., Thomas, R. D., & Beilock, S. L. (2009). When and How Less is More: Reply to Tharp & Pickering. Cognition, 111, 391-403. (PDF)

Beilock, S. L. (2009). Grounding cognition in action: Expertise, comprehension, and judgment. In M. Raab, J. Johnson, & H. Heekeren (Eds.), Mind and Motion: The Bidirectional Link between Thought and Action. Progress in Brain Research. Elsevier. (PDF)

Rydell, B. J., McConnell, A. R., & Beilock, S. L. (2009). Multiple social identities and stereotype threat: Imbalance, accessibility, and working memory. Journal of Personality & Social Psychology, 96, 949-966. (PDF)

Ping, R., Dhillon, S., & Beilock, S. L. (2009). Reach for what you like: The body’s role in shaping preferences. Emotion Review, 1, 140-150. (PDF)

2008

Beilock, S. L. & Lyons, I. M. (2008). Expertise and the mental simulation of action. In K. Markman, B. Klein, and J. Suhr (Eds.), The Handbook of Imagination and Mental Simulation (pp. 21-34). Psychology Press. (PDF)

Beilock, S. L., Bertenthal, B. I., Hoerger, M., & Carr, T. H. (2008). When does haste make waste? Expertise, speed vs. accuracy instructions, and the tools of the trade. Journal of Experimental Psychology: Applied14, 340-352. (PDF)

Beilock, S. L. (2008). Math performance in stressful situations. Current Directions in Psychological Science, 17, 339-343. (PDF)

Beilock, S. L., Lyons, I. M., Mattarella-Micke, A., Nusbaum, H. C., & Small, S. L. (2008). Sports experience changes the neural processing of action language. Proceedings of the National Academy of SciencesUSA105, 13269–13273. (PDF)

Jackson, R., & Beilock, S. L. (2008). Attention and performance. In D. Farrow, J. Baker, and C. MacMahon (Eds.), Developing elite sports performers: Lessons from theory and practice. (pp.104-118)Routledge. (PDF)

Beilock, S. L., & Gonso, S. (2008). Putting in the mind vs. putting on the green: Expertise, performance time, and the linking of imagery and action. The Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 61, 920-932. (PDF)

Beilock, S. L. (2008). Beyond the playing field: Sports psychology meets embodied cognition.International Review of Sport and Exercise Psychology, 1, 19-30. (PDF)

DeCaro, M. S., Thomas, R., & Beilock, S. L. (2008). Individual differences in category learning: Sometimes less working memory capacity is better than more. Cognition107, 284-294. (PDF)

2007

Sibley, B. A. & Beilock, S. L. (2007). Exercise and working memory: An individual differences investigation. Journal of Sport & Exercise Psychology, 29, 783-791. (PDF)

Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of Experimental Psychology: Learning, Memory, & Cognition, 33, 983-998. (PDF)

Gray, R., Beilock, S. L., & Carr, T. H. (2007). “As soon as the bat met the ball, I knew it was gone”: Outcome prediction, hindsight bias, and the representation and control of action in novice and expert baseball players. Psychonomic Bulletin & Review, 14, 669-675. (PDF)

Beilock, S. L. (2007). Choking under pressure. In R. Baumeister and K. Vohs (Eds.), Encyclopedia of social psychology. Sage Publications. (PDF)

Beilock, S. L. (2007). Understanding skilled performance: Memory, attention, and “choking under pressure.” In Morris, Terry, and Gordon (Eds.), Sport & Exercise Psychology: International Perspectives (pp. 153-166).Morgantown, WV: Fitness Information Technology. (PDF)

DeCaro, M. S., & Wieth, M., & Beilock, S. L. (2007). Methodologies for examining problem solving success and failure. Methods, 42, 58-67 (PDF)

Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007). Stereotype threat and working memory: Mechanisms, alleviation, and spill over. Journal of Experimental Psychology: General, 136, 256-276. (PDF)

Beilock, S. L., & Gray, R. (2007). Why do athletes “choke” under pressure? In G. Tenenbaum and R.C. Eklund (Eds.), Handbook of sport psychology, 3rd Ed. (pp. 425-444). Hoboken, NJ: John Wiley & Sons. (PDF)

Beilock, S. L. & Holt, L. E. (2007). Embodied preference judgments: Can likeability be driven by the motor system? Psychological Science, 18, 51-57. (PDF)

2006

Holt, L. E. & Beilock, S. L. (2006). Expertise and its embodiment: Examining the impact of sensorimotor skill expertise on the representation of action-related text. Psychonomic Bulletin & Review, 13, 694-701. (PDF)

Beilock, S. L., & Feltz, D. L. (2006). Self efficacy and expertise. In N. Hagemann, M. Tietjens, & B. Strauss (Eds.), The psychology of peak performance in sports (pp. 156-174). Götteingen, Germany: Hogrefe Publishers.

Beilock, S. L., Jellison, W. A., Rydell, R. J., McConnell, A. R., & Carr, T. H. (2006). On the causal mechanisms of stereotype threat: Can skills that don't rely heavily on working memory still be threatened? Personality & Social Psychology Bulletin, 38, 1059-1071. (PDF)

2005

Beilock, S. L. & Carr, T. H. (2005). When high-powered people fail: Working memory and "choking under pressure" in math. Psychological Science16, 101-105. (PDF)

Beilock, S. L. (2005). Choking under pressure. In R. M. Bartlett, C. Gratton, and C. Rolf (Eds.),Encyclopedia of international sports studies (pp. 258-359; see also 1462-1463). Routledge.

Beilock, S. L. (2005). Controlled and automatic processing. In R. M. Bartlett, C. Gratton, and C. Rolf (Eds.), Encyclopedia of international sports studies (pp. 209-210). Routledge.

2004

Beilock, S. L., & Carr, T. H. (2004). From novice to expert performance: Attention, memory, and the control of complex sensorimotor skills. In A. M. Williams, N. J. Hodges, M. A. Scott, & M. L. J. Court (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 309-328). Routledge. (PDF)

Beilock, S. L. & McConnell, A. R. (2004). Stereotype threat and sport: Can athletic performance be threatened? Journal of Sport and Exercise Psychology26, 597-609. (PDF)

Beilock, S.L., Bertenthal, B.I., McCoy, A.M. & Carr, T.H. (2004). Haste does not always make waste: Expertise, direction of attention and speed versus accuracy in performing sensorimotor skills.Psychonomic Bulletin & Review11, 373-379. (PDF)

Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: Choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General133, 584-600. (PDF)

2003

Beilock, S. L., Wierenga, S. A., & Carr, T. H. (2003). Memory and expertise: What do experienced athletes remember? In J. L. Starkes and K. A. Ericsson (Eds.), Expert performance in sports: Advances in research on sport expertise (pp. 295-320). Champaign, IL: Human Kinetics. (PDF)

2002

Beilock, S. L., Wierenga, S. A., & Carr, T. H. (2002). Expertise, attention, and memory in sensorimotor skill execution: Impact of novel task constraints on dual-task performance and episodic memory. The Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 55, 1211-1240. (PDF)

Beilock, S. L., Carr, T. H., MacMahon, C., & Starkes, J. L. (2002). When paying attention becomes counterproductive: Impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. Journal of Experimental Psychology: Applied, 8, 6-16.  (PDF)

2001

Beilock, S. L., & Carr, T. H. (2001). On the fragility of skilled performance: What governs choking under pressure? Journal of Experimental Psychology: General, 130, 701-725. (PDF)

Beilock, S. L., Afremow, J. A., Rabe, A. L., & Carr, T. H. (2001). “Don’t miss!” The debilitating effects of suppressive imagery on golf putting performance. Journal of Sport and Exercise Psychology23, 200-221. (PDF)

Beilock, S. L., Feltz, D. L., & Pivarnik, J. M. (2001). Training patterns of athletes during pregnancy and postpartum. Research Quarterly for Exercise and Sport, 72, 39-46. (PDF)

* indicates co-first authors