- DeCaro, M. S. (in press). Inducing mental set constrains procedural flexibility and conceptual understanding in mathematics. Memory & Cognition.
- Weaver, J. P., DeCaro, M. S., Hieb, J. L., & Ralston, P. S. (in press). Social belonging and first-year engineering mathematics: A collaborative learning intervention. Proceedings of the American Society for Engineering Education.
- Bellinger, D. B., DeCaro, M. S., & Ralston, P. A. S. (2015). Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom. Consciousness and Cognition, 37, 123-132. doi:10.1016/j.concog.2015.09.001
- DeCaro, M. S., Van Stockum, C. A., & Wieth, M. B. (2015). When working memory capacity hinders insight. Journal of Experimental Psychology: Learning, Memory, and Cognition.
- DeCaro, D. A., DeCaro, M. S., & Rittle-Johnson, B. (2015). Achievement motivation and knowledge development during exploratory learning. Learning and Individual Differences, 37, 13-26. doi:10.1016.j.lindif.2014.10.015
- Van Stockum, C. A. Jr., & DeCaro, M. S. (2014). Enclothed cognition and controlled attention during insight problem-solving. The Journal of Problem Solving, 7(1), Article 8. doi:10.7771/1932-6246.1164
- Fyfe, E. R., DeCaro, M. S., & Rittle-Johnson, B. (2014). An alternative time for telling: When conceptual instruction prior to exploration improves mathematical knowledge. British Journal of Educational Psychology. doi:10.1111/bjep.12035
- Fyfe, E. R., DeCaro, M. S., & Rittle-Johnson, B. (2014). When feedback during problem-solving is cognitively-demanding: The importance of working memory capacity.Instructional Science. doi:10.1007/s11251-014-9323-8.
- DeCaro, D. A., DeCaro, M. S., & Rittle-Johnson, B. (2013). Achievement motivation and strategy selection during exploratory learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 370-375). Berlin, Germany: Cognitive Science Society.
- Van Stockum, C., & DeCaro, M. S. (2013). The path less taken: When working memory capacity constrains insight. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3633-3638). Berlin, Germany: Cognitive Science Society.
- DeCaro, M. S., & Rittle-Johnson, B. (2012). Exploring mathematics problems prepares children to learn from instruction.Journal of Experimental Child Psychology, 113, 552-568.
- Fyfe, E. R., Rittle-Johnson, B., & DeCaro, M. S. (2012). The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters.Journal of Educational Psychology. doi: 10.1037/a0028389.
- DeCaro, M. S., Rotar, K. E., Kendra, M. S., & Beilock, S. L. (2010). Diagnosing and alleviating the impact of performance pressure on mathematical problem solving.Quarterly Journal of Experimental Psychology, 63, 619-1630.
- DeCaro, M. S., & Beilock, S. L. (2010). The benefits and perils of attentional control. In B. Bruya and M. Csikszentmihalyi (Eds.), Effortless Attention: A New Perspective in the Cognitive Science of Attention and Action. MIT Press.
- DeCaro, M. S., & Maricle, D. E. (2010). Working Memory. In S. Goldstein and J. A. Naglieri (Eds.), Encyclopedia of Child Behavior and Development. Springer: Boston.
- DeCaro, M. S., Carlson, K. D., Thomas, R. D., & Beilock, S. L. (2009). When and how less is more: Reply to Tharp & Pickering.Cognition, 111, 415-421.
- Mutter, S. A., DeCaro, M. S., & Plumlee, L. F. (2009). The role of contingency and contiguity in young and older adults’ causal learning.Journal of Gerontology: Psychological Sciences, 64, 315-323.
- Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure.Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 983-998.
- DeCaro, M. S., Wieth, M., & Beilock, S. L. (2007). Methodologies for examining problem solving success and failure. Methods, 42, 58-67.
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