* indicates student mentee

Plate, R.C. (2024). To Choose the Right SEL Program, Ask the Right Questions [Op-Ed]. Edutopia. [link]

Plate, R.C. (2024). What Does Evidence-Based Mean? Why Is It Important? [Blog Post]. CASEL. [link]

Skoog-Hoffman, A., Miller, A.A., Plate, R.C., Meyers, D.C., Tucker, A.S., Meyers, G., Diliberti, M.K., Schwartz, H.L., Kuhfeld, M., Jagers, R.J., Steele, L., Schlund, J. (2024) Social and Emotional Learning in U.S. Schools: Findings from CASEL’s Nationwide Policy Scan and the American Teacher Panel and American School Leader Panel Surveys. Santa Monica, CA: RAND Corporation, 2024.

Plate, R. C., Perkins, E. R., Waller, R., & Zettersten, M. (2024). Learning and generalizing associations between social cues and outcomes. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 46).

Paz, Y.+, *All, K.+, Kohli, S., Plate, R.C., Viding, E., & Waller., R. (2024). Why Should I? Examining How Childhood Callous-Unemotional Traits Relate to Prosocial and Affiliative Behaviors and Motivations. Research on Child and Adolescent Psychopathology, 1-13. (+equal contribution)

*Sun, S., Plate, R. C., *Jones, C., Rodriguez, Y., Katz, C., Murin, M., Pearson, J., Parish-Morris, J., & Waller, R. (2024). Childhood Conduct Problems and Parent-Child Talk During Social and Nonsocial Play Contexts: A Naturalistic Home-Based Experiment. Scientific Reports.

Plate, R.C., *Powell, T., Bedford, R., Smith, T.J., Bamezai, A., Wedderburn, Q., Broussard, A., Soesanto, N., Swetlitz, C., Waller, R., & Wagner, N.J. (2024). Social threat processing in adults and children: faster orienting to, but shorter dwell time on, angry faces during visual search. Developmental Science, 27(3), e13461.

Wagner, N., Perkins, E., Rodriguez, Y., Ordway, C., Flum, M., Hernandez-Pena, L., Perelstein, P., Sem, K., Paz, Y., Plate, R.C., Winebrake, D., Popoola, A., Astone, K., Goldstein, E., Njoroge, W.F.M, Raine, A., Pincus, D., Pérez-Edgar, K., & Waller, R. (2023). The promoting empathy and affiliation in relationships (PEAR) study: Protocol for a longitudinal study investigating the development of early childhood callous-unemotional traits. BMJ open, 13(10), e072742.

Plate, R. C., *Jones, C., *Steinberg, J., *Daley, G., Corbett, N., & Waller, R. (2023). Children’s knowledge and feelings align in response to emotional music. Developmental Psychology.

Plate, R. C., Ham, H., & Jenkins, A.C. (2023). When uncertainty in social contexts increases exploration and decreases obtained rewards. Journal of Experimental Psychology: General.

Plate, R.C., Woodard, K., & Pollak, S.D. (2023). Category flexibility in emotion learning. Affective Science, 1-9.

Flanagan-Cato, L.M., Plate, R.C., *Steele, C., & Jenkins, A.C. (2023). Service-learning neuroscience course promotes a positive mood and reduces intergroup anxiety. Journal of Undergraduate Neuroscience Education.

Plate, R. C., *Jones, C., *Zhao, S., Flum, M.W., *Steinberg, J., *Daley, G., Corbett, N., Neumann, C.S., & Waller, R. (2023). “But not the music”: Psychopathic traits and difficulties recognizing and resonating with the emotion in music. Cognition and Emotion, 1-15.

*Powell, T., Plate, R.C., Miron, C.D., Wagner, N.J., & Waller., R. (2023). Callous-unemotional traits and emotion recognition difficulties: Do stimulus characteristics play a role? Child Psychiatry & Human Development, 1-10.

*Chester, M., Plate, R.C., Powell, T., Rodriguez, Y., Wagner, N.J., & Waller, R. (2022). The COVID-19 pandemic, mask-wearing, and emotion recognition during late childhood. Social Development, 32(1), 315-328.

Plate, R.C., Schapiro, A.C., & Waller, R. (2022). Emotional faces facilitate statistical learning. Affective Science, 3(3), 662-672.

Plate, R. C., Ham, H., & Jenkins, A.C. (2022). Exploration is Higher in Social Contexts at the Cost of Rewards. In Culbertson, J., Perfors, A., Rabagliati, H., & Ramenzoni, V. (Eds.), Proceedings of the 44th Annual Conference of the Cognitive Science Society.

Plate, R. C., Jones, C., Steinberg, J., Daley, G.*, Zhao, S., & Waller, R. (2022). Alignment of Knowing Versus Feeling the Emotion in Music During Middle-Childhood. In Culbertson, J., Perfors, A., Rabagliati, H., & Ramenzoni, V. (Eds.), Proceedings of the 44th Annual Conference of the Cognitive Science Society.

Plate, R. C. & Jenkins, A.C. (2022). Anticipating greater impact of the COVID-19 pandemic on social life is associated with reduced adherence to disease-mitigating guidelines. Frontiers in Psychology, 6680.

Plate, R.C., Woodard, K., & Pollak, S.D. (2022). Statistical learning in an emotional world. In D. Dukes, A.C. Samson, & E.A. Walle (Eds.), The Oxford Handbook of Emotional Development. Oxford University Press.

Plate, R. C., Shutts, K., Cochrane, A., Green, C. S., & Pollak, S. D. (2021). Testimony bias lingers across development under uncertainty. Developmental Psychology, 57(12), 2150–2164

Plate, R. C., Zhao, S., Katz, C., Graber, E., Daley, G., Corbett, N., All, K., Neumann, C.S., & Waller, R. (2021). Are you laughing with me or at me? Psychopathic traits and the ability to distinguish between affiliation and dominance laughter cues. Journal of Personality.

Woodard, K., Plate, R.C., & Pollak, S.D. (2021). Children track probabilistic distributions of facial cues across individuals. Journal of Experimental Psychology: General, 151(2), 506.

Woodard, K., Plate, R.C., Morningstar, M., Wood, A. & Pollak, S.D. (2021). Categorization of vocal emotion cues depends on distributions of input. Affective Science, 2(3), 301-310.

Leitzke, B.T., Plate, R.C., & Pollak, S.D. (2020). Training improves accuracy in rating the intensity of emotions. Emotion, 22(3), 479.

Plate, R.C., Shutts, K., Cochrane, A., Green, C.S., & Pollak, S.D. (2020). Choice strategies in a changing social learning environment. In Denison, S., Mack, M., Xu, Y., Armstrong, B.C. (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society.

Plate, R.C.+, Wood, A.+, Woodard, K., & Pollak, S.D. (2019). Probabilistic learning of emotion categories. Journal of Experimental Psychology: General, 148(10), 1814. (+equal contribution)

Plate, R.C., Bloomberg, Z., Bolt, D.M., Bechner, A.M., Roeber, B.J., & Pollak, S.D. (2019). Abused Children Experience High Anger Exposure. Frontiers in Psychology, 10, 440.

Plate, R. C., Fulvio, J. M., Shutts, K., Green, C. S., & Pollak, S. D. (2018). Probability learning: Changes in behavior across time and development. Child Development, 89 (1), 205-218.

Plate, R.C., Richards, J.M., & Ernst, M. (2016). FMRI studies of the adolescent reward system: The triadic model perspective. In De Micholi, D., da Silva, E.A., Andrade, A.L.M., Farmigani, M.L.O.S., Neurobiology of Drug Abuse in Adolescents. Springer International Publishing, 113-136.

Ernst, M., Plate, R. C., Carlisi, C. O., Gorodetsky, E., Goldman, D., & Pine, D. S. (2014). Loss aversion and 5HTT gene variants in adolescent anxiety. Developmental Cognitive Neuroscience, 8, 77-85. 

Richards, J. M., Plate, R. C., & Ernst, M. (2013). A systematic review of fMRI reward paradigms used in studies of adolescents vs. adults: The impact of task design and implications for understanding neurodevelopment. Neuroscience & Biobehavioral Reviews, 37 (5), 976-991. 

Richards, J. M., Plate, R. C., & Ernst, M. (2012). Neural systems underlying motivated behavior in adolescence: Implications for preventive medicine. Preventive Medicine, 55, S7-S16.

Jarcho, J. M., Benson, B. E., Plate, R. C., Guyer, A. E., Detloff, A. M., Pine, D. S., Leibenluft, E., & Ernst, M. (2012). Developmental effects of decision-making on sensitivity to reward: An fMRI study. Developmental Cognitive Neuroscience, 2 (4), 437-447.