submitted

Cetron, J. S., Connolly, A. C., Diamond, S. G., May, V. V., Haxby, J. V., & Kraemer, D. J. M. (Submitted 2018). A neural score for concept knowledge: predicting individual differences in STEM learning with multivariate pattern analysis of functional neuroimaging data.  [PREPRINT]

Pizzie, R. G., & Kraemer, D. J. M. (Submitted 2018). The Influence of Emotion Regulation Techniques on Arousal and Performance in Math Anxiety. [PREPRINT]

Cetron, J. S., Connolly, A. C., Diamond, S. G., May, V. V., Haxby, J. V., & Kraemer, D. J. M. (Submitted 2017). Using the Force: Prior Knowledge and Experience Shape Neural Representations of Engineering Concepts.  [PREPRINT]

Pizzie, R. G., & Kraemer, D. J. M. (Submitted 2017). Strategies for Remediating Anxiety in High School Math. [PREPRINT]

Alfred, K. L., Connolly, A. C., & Kraemer, D. J. M. (Submitted 2017).  Putting the Pieces Together: Generating a Novel Representational Space through Deductive Reasoning.

Pizzie, R. G., & Kraemer, D. J. M. (Submitted 2017). The Academic Anxiety Inventory: Evidence for dissociable patterns of anxiety related to math and other sources of academic stress.  [PREPRINT]

published

Alfred, K. L., & Kraemer, D. J. M. (2017). Verbal and visual cognition: Individual differences in the lab, in the brain, and in the classroom. Developmental Neuropsychology, 42(7–8), 507–520. https://doi.org/10.1080/87565641.2017.1401075

Pizzie, R. G., & Kraemer, D. J. M. (2017). Avoiding math on a rapid timescale: Emotional responsivity and anxious attention in math anxiety. Brain and Cognition, 118, 100–107. https://doi.org/10.1016/j.bandc.2017.08.004 [PDF]

Hayes, J. C., & Kraemer, D. J. M. (2017). Grounded understanding of abstract concepts: The case of STEM learning. Cognitive Research: Principles and Implications, 2(1). https://doi.org/10.1186/s41235-016-0046-z [PDF]

Kraemer, D. J., Schinazi, V. R., Cawkwell, P. B., Tekriwal, A., Epstein, R. A., & Thompson-Schill, S. L. (2017). Verbalizing, visualizing, and navigating: The effect of strategies on encoding a large-scale virtual environment. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(4), 611. [PDF]

Lee, Y. S., Peelle, J., Kraemer, D. J. M., Lloyd S., & Granger, R. H. (2015). Multivariate sensitivity to voice during auditory categorization. Journal of Neurophysiology, 114(3), 1819-26. [PDF]

Kraemer, D. J. M., Hamilton, R. H., Messing, S. B., DeSantis, J. H., & Thompson-Schill, S. L. (2014). Cognitive style, cortical stimulation, and the conversion hypothesis. Frontiers in Human Neuroscience, 8.  [PDF]

Green, A. E., Kraemer, D. J. M., DeYoung, C. G., Fossella, J. A., & Gray, J. R. (2013). A Gene-brain-cognition pathway: Prefrontal activity mediates the effect of COMT on cognitive control and IQ. Cerebral Cortex, 23(3), 552–559.  [PDF]

Green, A. E., Kraemer, D. J. M., Fugelsang, J. A., Gray, J. R., & Dunbar, K. N. (2012). Neural correlates of creativity in analogical reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(2), 264–272.  [PDF]

Prabhakaran, R., Kraemer, D. J. M., & Thompson-Schill, S. L. (2011). Approach, avoidance, and inhibition: Personality traits predict cognitive control abilities. Personality and Individual Differences, 51(4), 439–444.  [PDF]

Narasimhan, S., Hodge, R., Doyle, G. A., Kraemer, D. J. M., Prabhakaran, R., Rickels, K., Bloch, PJ, Lohoff, F. W. (2011). Association analysis between the 5-HTTLPR polymorphism in the SLC6A4  gene and generalized anxiety disorder. Psychiatric Genetics, 21(5), 267–268.

Hsu, N. S., Kraemer, D. J. M., Oliver, R. T., Schlichting, M. L., & Thompson-Schill, S. L. (2011). Color, context, and cognitive style: Variations in color knowledge  retrieval as a function of task and subject variables. Journal of Cognitive Neuroscience, 23(9), 2544–2557.  [PDF]

Green, A. E, Kraemer, D. J. M., Fugelsang, J. A., Gray, J. R., & Dunbar, K. N.  (2010).  Connecting long distance: Semantic distance in analogical reasoning modulates frontopolar cortex activity. Cerebral Cortex, 20(1):70-6.  [PDF]

Cross, E. S., Hamilton, A. F., Kraemer, D. J. M., Kelley, W. M., & Grafton, S. T.  (2009).  Dissociable substrates for body motion and physical experience in the human action observation network.  European Journal of Neuroscience, 30(7):1383-92.  [PDF]

Kraemer, D. J. M., Rosenberg, L. M., & Thompson-Schill, S. L.  (2009).  The neural correlates of visual and verbal cognitive styles.  Journal of Neuroscience, 29(12):3792-8.  [PDF]  [Supplemental Materials]

Cross, E. S., Kraemer, D. J. M., Hamilton, A. F., Kelley, W. M., & Grafton, S. T.  (2009). Sensitivity of the action observation network to physical and observational learning.  Cerebral Cortex, 19(2):315-26.  [PDF]

Green, A. E., Fuglesang, J. A., Kraemer, D. J. M., & Dunbar, K. N.  (2008).  The micro-category account of analogy. Cognition, 106(2):1004-16.  [PDF]

Green, A. E., Fugelsang, J. A., Kraemer, D. J. M., Shamosh, N. A., Dunbar, K. N.  (2006).  Frontopolar cortex mediates abstract integration in analogy. Brain Research, 1096(1):125-137.  [PDF]

Kraemer, D. J. M., Macrae, C. N., Green, A. E., Kelley, W. M.  (2005).  Musical imagery: the sound of silence activates auditory cortex.  Nature, 434(7030):158.  [PDF]  [Supplemental Methods]