Refereed Publications

Journal Articles

Che, E. S., Brooks, P. J., Alarcon, M. F., Yannaco, F. D., & Donnelly, S. (2018). Assessing the impact of conversational overlap in content on child language growth. Journal of Child Language, 45(1), 72-96. https://doi.org/10.1017/S0305000917000083
Shane-Simpson, C., Che, E.S., & Brooks, P. J. Giving psychology away: Implementation of Wikipedia editing in an introductory human development course. Psychology Learning and Teaching, 15(3), 268-293. https://doi.org/10.1177/1475725716653081 Article reviewed in Wikimedia Research Newsletter, January 2017 https://blog.wikimedia.org/2017/02/28/research-newsletterjanuary-2017/

Brooks, P. J., Che, E. S., *Walters, S., & Shane-Simpson, C. Launching PSYCH+Feminism to engage undergraduates in Wikipedia editing. (2017). In R. Obeid, A. M. Schwartz, C. Shane-Simpson, & P. J. Brooks (Eds.) How We Teach Now: The GSTA Guide to Student-Centered Teaching (pp. 296-309). Society for the Teaching of Psychology. Retrieved from http://teachpsych.org/ebooks/howweteachnow

Che, E. S., Brooks, P. J. (2019, April 8). Teaching information sourcing while addressing Wikipedia’s gender gap. Paper presented at the 2019 annual meeting of the American Educational Research Association. Retrieved from the AERA Online Paper Repository. doi: 10.302/1441241
Che, E. S., Brooks, P. J., *Walters S. M., & Shane-Simpson, C. Pedagogy posters: Engaging intro psych students in PSYCH+Feminism: A Wikipedia Year of Science initiative. In R. L. Miller and A. Martinez (Eds.). Teaching Tips: A Compendium of Conference Presentations on Teaching, 2016-17 (pp. 248-250). Retrieved from http://teachpsych.org/ebooks/teachingtips2
Parshina, O., Obeid, R., Che, E. S., Ricker, T. J., & Brooks, P. J. SRT and ASRT: Similar tasks tapping distinct learning mechanisms? In Proceedings of the 40th Annual Meeting of the Cognitive Science Society, (pp. 2202-2207). Austin, TX: Cognitive Science Society. ISBN: 978-0-9911967-8-4. Retrieved from http://mindmodeling.org/cogsci2018/
Che, E. S., Alarcon, M. F., Yannaco, F. D., & Brooks, P. J. Maternal overlap of child utterances predicts language outcomes for typical and late-talking children. In Proceedings of the 40th Annual Boston University Conference on Language Development, (pp. 47-60). Somerville, MA: Cascadilla Press.

Che, E. S. (2019). Sourcing openly-licensed images. Graduate Center Library Blog, https://gclibrary.commons.gc.cuny.edu/2019/04/03/sourcing-openly-licensed-images/, posted April 3, 2019.
Ober, T., Che, E. S., Brooks, P. J., & GSTA Leadership. (2019). What do graduate students want from professional mentorship?: Some insights from a recent survey. Society for the Teaching of Psychology – Graduate Student Teaching Association Blog, http://teachpsych.org/page-1784686/7006474, posted January 17, 2019.
Che, E. S. & Brooks, P. J. (2018). Extraversion and Facebook friends: An activity to engage students in scientific and quantitative reasoning. Society for the Teaching of Psychology – Graduate Student Teaching Association Blog, http://teachpsych.org/page-1784686/6892227, posted November 6, 2018.
Durán-Narucki, V., Brooks, P. J., & Che, E. S. (2017). Using the vaccines-autism myth to foster critical thinking. Society for the Teaching of Psychology – Graduate Student Teaching Association Blog, https://teachpsych.org/page-1784686/5588493, posted November 15, 2017.
Brooks, P. J., Shane-Simpson, C., & Che, E. S. Overcoming barriers to engage introductory psychology students in the PSYCH+Feminism Initiative. Wiki Education Foundation, https://wikiedu.org/blog/2017/03/17/overcoming-barriers-to-engage-introductory-psychology-students-in-the-psychfeminism-initiative/, posted March 17, 2017.