Lindsay H Bell
Biographic Data
| ID | 6697384 |
|---|---|
| NAME | Lindsay H Bell |
| GIVEN NAMES | Lindsay H |
| FAMILY NAME | Bell |
| SIGNATURE | BELL L H |
| AFFILIATIONS | Tulane University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement
This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds’ (n = 213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock–Johnson III Tests of Academic Achievement were administered at fall and …
Constructive feedback in cross-race interactions
In two experiments, White college students provided a local high-school student with feedback on her substandard college admissions essay, via electronic mail. Motivation to provide appropriate feedback was manipulated by alleging comparison to experts or novices. Experiment 1 compared feedback to White versus Black recipients, with the expectation that accountability would attenuate previously observed positivity biases in cross-race feedback. E…
Constructive feedback in cross-race interactions
In two experiments, White college students provided a local high-school student with feedback on her substandard college admissions essay, via electronic mail. Motivation to provide appropriate feedback was manipulated by alleging comparison to experts or novices. Experiment 1 compared feedback to White versus Black recipients, with the expectation that accountability would attenuate previously observed positivity biases in cross-race feedback. E…
Constructive feedback in cross-race interactions
In two experiments, White college students provided a local high-school student with feedback on her substandard college admissions essay, via electronic mail. Motivation to provide appropriate feedback was manipulated by alleging comparison to experts or novices. Experiment 1 compared feedback to White versus Black recipients, with the expectation that accountability would attenuate previously observed positivity biases in cross-race feedback. E…
Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement
This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds’ (n = 213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock–Johnson III Tests of Academic Achievement were administered at fall and …
Psychology (2 works) · Academic achievement (1 work) · Accountability (1 work) · Achievement test (1 work) · Children's Physical and Motor Development (1 work) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive psychology (1 work) · Constructive (1 work) · Cultural Differences and Values (1 work)