S. Reeves

发表

Exploring the effect of subliminal single-word and multiple-word primes on working memory performance

S. Reeves, 2015 .

Personal and organizational mindsets at work

M. Murphy, S. Reeves, 2019, Research in Organizational Behavior.

Examining Beliefs About the Benefits of Self-Affirmation for Mitigating Self-Threat

Abigail A. Scholer, K. Fujita, S. Spencer, 2022, Personality & social psychology bulletin.

Psychological affordances help explain where a self-transcendent purpose intervention improves performance.

Marlone D. Henderson, Geoffrey L. Cohen, D. Yeager, 2020, Journal of personality and social psychology.

Caught up in red tape : bureaucratic hassles undermine sense of belonging in college among first generation students

S. Reeves, 2015 .

When seeing stigma creates paternalism: Learning about disadvantage leads to perceptions of incompetence

S. Spencer, Christine Logel, S. Reeves, 2021, Group processes & intergroup relations : GPIR.

When compassion leads to paternalism: How empathy can create perceptions of incompetence

S. Reeves, 2017 .

Targeted identity-safety interventions cause lasting reductions in discipline citations among negatively stereotyped boys.

Geoffrey L. Cohen, G. Walton, Allison Master, 2019, Journal of personality and social psychology.

The nonverbal environment of self-esteem: Interactive effects of facial-expression and eye-gaze on perceivers' self-evaluations

Max Weisbuch, Max Weisbuch, S. Lamer, 2015 .

Self-affirmation facilitates minority middle schoolers' progress along college trajectories

Geoffrey L. Cohen, D. Sherman, J. García, 2017, Proceedings of the National Academy of Sciences.

The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress.

Geoffrey L. Cohen, J. García, Valerie Purdie-Vaughns, 2016 .

Where and with whom does a brief social-belonging intervention promote progress in college?

Chris S. Hulleman, Dustin B. Thoman, Kathryn L. Boucher, 2023, Science.

The conflicted language of interracial feedback.

J. Pennebaker, K. Harber, Jamie L. Gorman, 2019, Journal of Educational Psychology.