Breanna E. Studenka, Ph.D.
Affiliations: | Health and Kinesiology | Purdue University, West Lafayette, IN, United States |
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"Breanna Studenka"Cross-listing: Neurotree
Parents
Sign in to add mentor| Howard N. Zelaznik | grad student | 2008 | Purdue | |
| (Error correction timing behavior in tapping and circle drawing.) | ||||
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Publications
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| Modersitzki R, Studenka BE. (2020) The influence of time constraints on posture choices during an end-state comfort task. Human Movement Science. 71: 102618 |
| Studenka BE, Cummins DL, Myers K. (2020) Visual feedback is not important for bimanual human interval timing. Psychological Research |
| Studenka BE, Raikes A. (2019) Gender differences in nonlinear motor performance following concussion. Journal of Sport and Health Science. 8: 540-547 |
| Studenka BE, Myers K. (2019) Preliminary Evidence That Motor Planning Is Slower and More Difficult for Children With Autism Spectrum Disorder During Motor Cooperation. Motor Control. 1-23 |
| Raikes AC, Schaefer SY, Studenka BE. (2018) Concussion history is negatively associated with visual-motor force complexity: evidence for persistent effects on visual-motor integration. Brain Injury. 1-8 |
| Pope MA, Studenka BE. (2018) Experience with Event Timing Does not Alter Emergent Timing: Further Evidence for Robustness of Event and Emergent Timing. Journal of Motor Behavior. 1-8 |
| Studenka BE, Cummins DL, Pope MA. (2017) The Role of Multiple Internal Timekeepers and Sources of Feedback on Interval Timing. Quarterly Journal of Experimental Psychology (2006). 1-28 |
| Studenka BE, Gillam SL, Hartzheim D, et al. (2017) Motor and verbal perspective taking in children with Autism Spectrum Disorder: Changes in social interaction with people and tools. Research in Developmental Disabilities |
| Studenka BE, Cummins DL. (2017) Preliminary Evidence for Inflexibility of Motor Planning in Children with Autism Spectrum Disorder Autism-Open Access. 7 |
| Studenka BE, Dorsch TE, Ferguson NL, et al. (2017) Nonlinear assessment of motor variability during practice and competition for individuals with different motivational orientations Learning and Motivation. 58: 16-26 |