https://dabi.temple.edu/external/zoran/papers/Dunker_TPT.pdf
For ordered protein, the ensemble members all have the same time-averaged canonical set of Ramachandran angles along their backbones. For intrinsically disordered protein, the ensemble members have different (and typically dynamic) Ramachandran angles. Such disorder has been characterized by a variety of methods including x-ray crystallography, NMR spectroscopy, CD spectroscopy, and protease ...
https://sites.temple.edu/cognitionlearning/files/2018/03/Gunderson-et-al-2018-parent-praise.pdf
Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children’s Incremental Mindsets
https://sites.temple.edu/cognitionlearning/files/2017/09/Gunderson-et-al-2017-Dev-Psych.pdf
Individuals’ implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of ...
https://sites.temple.edu/cognitionlearning/files/2013/09/Gunderson-et-al-2013-Child-Dev-final.pdf
In laboratory studies, praising children’s effort encourages them to adopt incremental motivational frame-works—they believe ability is malleable, attribute success to hard work, enjoy challenges, and generate strate-gies for improvement. In contrast, praising children’s inherent abilities encourages them to adopt fixed-ability frameworks. Does the praise parents spontaneously give ...
https://sites.temple.edu/cognitionlearning/files/2017/08/Gunderson-et-al-in-press-DP-Parent-Praise.pdf
1 For consistency with prior work, we chose to restrict our sample to the N=53 parent-child dyads reported in Gunderson et al. (2013). This subsample included only dyads who had complete data for praise and motivational frameworks. However, we also repeated our main path analyses including all available data (i.e., N=60 parent-child dyads who had at least some data on dependent variables). The ...
https://sites.temple.edu/cognitionlearning/files/2013/09/Ramirez-et-al-2013.pdf
Math anxiety has long been recognized to play a role in the math achievement of middle school and high school students (Hembree, 1990). Various studies have linked math anxiety to increased worries about math failure (Richardson & Woolfolk, 1980), to an avoidance of math and=or numerical tasks (Krinzinger, Kaufmann, & Willmes, 2009), and to an increased cortisol response when performing math ...