Research Interests
- Working Memory, Long-Term Memory, and Learning
- Control of Cognition
- Inter- and Intra-Individual Differences
- Culturally Informed and Responsive Science and Pedagogy
- Diversity, Equity, and Inclusion
- Test Performance and Achievement
- Intervention
- Open Science and Secondary Data Approaches
Education
Ph.D., Princeton University
Additional Campus Affiliations
Beckman Institute for Advanced Science and Technology
Recent Publications
Holden, L. R., Goodwin, K. A. & Conway, A. R. A. (accepted). Higher Trait Working Memory Capacity May Benefit Standardized Test Performance under Race Related Stereotype Threat. Memory & Cognition.
Choquette, A.E., Berlin, K.S., Desai, K.R., Ankney, R.L., Tillery-Webster, R., Harry, K.R., Holden, L., Cook, J.L., Keenan-Pfeiffer, M.E., Semenkovich, K.A., Klages, K.L., Rybak, T.M., Banks, G.G., Sumpter, K., & Eddington, A.R. (2024). Differential item functioning of the Revised Multigroup Ethnic Identity Measure (MEIM-R) in racially and income diverse youth with type 1 diabetes. Journal of Pediatric Psychology.
Johnson, R. M., Little, C., Shero, J. A., van Dijk, W., Holden, L., Daucourt, M., Norris, C., Ganley, C. M., Taylor, J. & Hart, S. (2024). Educational Experiences of United States Children during the 2020-2021 School Year in the Context of the COVID-19 Pandemic. Developmental Psychology.
Holden, L., & Goldstein, B. (2024). Brief mindset intervention changes attitudes but does not improve working memory capacity or standardized test performance. Education Sciences, 14(3), 227.
Holden, L., & Tanenbaum, G. J., & Ashley, A. (2023). Toward Inclusive and Identity Safe Learning for Supporting Racialized Student Achievement. Infant and Child Development, e2477.
Holden, L., & Tanenbaum, G. J. (2023). Modern Assessments of Intelligence Must Be Fair and Equitable. Journal of Intelligence, 11(6), 126.
Tanenbaum, G. J., & Holden, L., (2023). A Review of Patient Experiences and Provider Education to Improve Transgender Health Inequities in the USA. International Journal of Environmental Research and Public Health, 20 (20), 6949.
Holden, L., Haughbrook, R., & Hart, S. (2022). Developmental behavioral genetics research on school achievement is missing vulnerable children, to our detriment. New Directions for Child and Adolescent Development, 2022(183-184), 47-55.
Martinez, K., Holden, L., Hart, S., Taylor, J. (2022). Examining Grit and Mindset in Concurrent and Future Reading Comprehension: A Twin Study. Developmental Psychology, 58(11), 2171.
Prather, R.W., Benitez, V.L., Kendall Brooks, L. Dancy, C.L., Dilworth-Bart. J., Dutra, N.B., Faison, M.O., Figueroa, M., Holden, L.R., Johnson, C., Medrano, J., Miller-Cotto, D., Matthews, P.G., Manly, J.J., Thomas, A.K. (2022). What Can Cognitive Science do for people? Cognitive Science, 46 (6), e13167.
Holden, L., & Hart, S. (2021). Intelligence Can Be Used to Make a More Equitable Society but Only When Properly Defined and Applied. Journal of Intelligence, 9(4), 57.
Holden, L., LaMar, M., & Bauer, M. (2021). Evidence for a cultural mindset: Combining process data, theory, and simulation. Frontiers in Psychology, 3998.
Delaney, P., Godbole, N., Holden, L., & Chang, Y. (2018). Working memory capacity and the spacing effect in cued recall. Memory, 26 (6), 784-797.