M
Marcia A. Barnes
Researcher at University of Texas at Austin
Publications - 101
Citations - 6955
Marcia A. Barnes is an academic researcher from University of Texas at Austin. The author has contributed to research in topics: Reading comprehension & Cognition. The author has an hindex of 44, co-authored 97 publications receiving 6182 citations. Previous affiliations of Marcia A. Barnes include Mental Health Research Institute & University of Toronto.
Papers
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Journal ArticleDOI
Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.
Maureen Dennis,David J. Francis,Paul T. Cirino,Russell Schachar,Marcia A. Barnes,Jack M. Fletcher +5 more
TL;DR: It is proposed that it is misguided and generally unjustified to attempt to control for IQ differences by matching procedures or, more commonly, by using IQ scores as covariates.
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Comprehension skill, inference-making ability, and their relation to knowledge.
TL;DR: There was a strong relation between comprehension skill and inference-making abilityEven when knowledge was equally available to all participants, a procedure that controlled individual differences in general knowledge was investigated.
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A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics
TL;DR: A meta-analysis of 110 studies with 829 effect sizes found a significant medium correlation of mathematics and WM, r =.35, 95% confidence interval [32,.37] as discussed by the authors.
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A meta-analysis on the relation between reading and working memory.
Peng Peng,Marcia A. Barnes,Cui Cui Wang,Wei Wang,Shan Li,H. Lee Swanson,William Dardick,Sha Tao +7 more
TL;DR: The findings suggest that the domain-general central executive of WM is implicated in early reading acquisition, and verbal WM is more strongly implicated in later reading performance as readers gain more experience with reading.
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Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood.
Linda Ewing-Cobbs,Mary R. Prasad,Larry A. Kramer,Charles S. Cox,James E. Baumgartner,Stephen A. Fletcher,Donna Mendez,Marcia A. Barnes,Xiaoling Zhang,Paul R. Swank +9 more
TL;DR: Traumatic brain injury sustained early in life has significant and persistent consequences for the development of intellectual and academic functions and deleterious effects on academic performance.