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  1.  42 DLs
    Mary K. Rothbart & Julie Hwang (2005). Temperament and the Development of Competence and Motivation. In Andrew J. Elliot & Carol S. Dweck (eds.), Handbook of Competence and Motivation. The Guilford Press
  2.  18 DLs
    Michael I. Posner & Mary K. Rothbart (2011). Brain States and Hypnosis Research. Consciousness and Cognition 20 (2):325-327.
    Research in cognitive neuroscience now considers the state of the brain prior to the task an important aspect of performance. Hypnosis seems to alter the brain state in a way which allows external input to dominate over internal goals. We examine how normal development may illuminate the hypnotic state.
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  3.  2 DLs
    Michael I. Posner & Mary K. Rothbart (2005). Influencing Brain Networks: Implications for Education. Trends in Cognitive Sciences 9 (3):99-103.
    In our view, a central issue in relating brain development to education is whether classroom interventions can alter neural networks related to cognition in ways that generalize beyond the specific domain of instruction. This issue depends upon understanding how neural networks develop under the influence of genes and experience. Imaging studies have revealed common networks underlying many important tasks undertaken at school, such as reading and number skills, and we are beginning to learn how genes and experience work together to (...)
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  4.  2 DLs
    Mary K. Rothbart & M. Rosario Rueda (2005). The Development of Effortful Control. In Ulrich Mayr, Edward Awh & Steven W. Keele (eds.), Developing Individuality in the Human Brain: A Tribute to Michael I. Posner. American Psychological Association 167--188.
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  5.  1 DLs
    Mary K. Rothbart, Brad E. Sheese, M. Rosario Rueda & Michael I. Posner (2011). Developing Mechanisms of Self-Regulation in Early Life. Emotion Review 3 (2):207-213.
    Children show increasing control of emotions and behavior during their early years. Our studies suggest a shift in control from the brain’s orienting network in infancy to the executive network by the age of 3—4 years. Our longitudinal study indicates that orienting influences both positive and negative affect, as measured by parent report in infancy. At 3—4 years of age, the dominant control of affect rests in a frontal brain network that involves the anterior cingulate gyrus. Connectivity of brain structures (...)
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  6.  1 DLs
    Yi-Yuan Tang, Mary K. Rothbart & Michael I. Posner (2012). Neural Correlates of Establishing, Maintaining, and Switching Brain States. Trends in Cognitive Sciences 16 (6):330.
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  7.  0 DLs
    Michael I. Posner, Mary K. Rothbart, Lisa Thomas-Thrapp & Gina Gerardi (1998). The Development of Orienting to Locations and Objects. In Richard D. Wright (ed.), Visual Attention. Oxford University Press
  8.  0 DLs
    Michael I. Posner & Mary K. Rothbart (1994). Constructing Neuronal Theories of Mind. In Christof Koch & J. Davis (eds.), Large-Scale Neuronal Theories of the Brain. MIT Press 183--199.