Beth Casey, Ph.D

Boston College

Lynch School of Education

 

   

 

 

Curriculum Vitae

 

M. Beth Casey

(617) 552-4232; FAX: (781) 433-0453

email: caseyb@bc.edu

 

 

EDUCATION

 

Ph.D., Psychology, Brown University, l972

M.A.,  Psychology, Brown University, l967

B.A.,  Psychology, University of Michigan, l965

 

Honors:  National Woodrow Wilson Scholar (1965-1966)

              Graduation with honors (University of Michigan, l965)

 

LICENSING

 

Licensed as a Psychologist in the Commonwealth of Massachusetts (l973 -present)

 

TEACHING AND RESEARCH EXPERIENCE

 

2003-2004       Visiting Scholar, Harvard University Psychology Department

 

l976-present     Full Professor, School of Education, Boston College (promoted, 1992)

                   

1996-1997       Visiting Scholar, Wellesley Center for Research on Women

 

1980-1996      Coordinator of the Early Childhood Undergraduate and Masters Programs

 

Summer, 1987 Visiting Scholar, New York University Psychology Department

 

l982-l983         Visiting Scholar, U.C.L.A. Psychology Department

 

l975-l976         Visiting Lecturer, School of Psychology, University of

                              New South Wales, Sydney, Australia, while on leave from

                              Boston University (July to January Term, l975)

 


1972-1975       Assistant Professor, Boston University

                              Department of Psychology and Guidance, College of Basic Studies,

                              (1973-1975), Responsibilities included counseling and teaching

                              Department of Humanistic and Behavioral

                              Studies, School of Education (1972-1973)

 

1971-1972       Staff Psychologist, Maternal and Infant Health Study,

                              Children's Hospital Medical Center, Boston, MA  (Spring, 1972)

 

 l969-1971       Instructor, Psychology Department, University of Massachusetts,

                              Dartmouth

 

 

PROFESSIONAL MEMBERSHIPS AND OFFICES HELD

 

Appointed to the National Council of Teachers of Mathematics

        Early Childhood Editorial/ Authors Board                          from 2001

National Council of Teachers of Mathematics                                        from 1999

National Association for the Education of Young Children                     from 1999

International Neuropsychology Society                                      from 1992

Society of Children's Book Writers and Illustrators                                from 2001

Text and Academic Authors                                                                  from 2000

Elected to associate membership in the International Academy

            of Sex Research                                                                                   from 1991

Association of Early Childhood Teacher Educators (Member                1977-1985

            of Steering and Nomination Committees, 1978-1979;               from 1989

            Received an award from the organization in

            appreciation for being a founding member and founding                        

            officer of the organization)                                                                    

Massachusetts Association of Early Childhood Teacher Educators

            (Founding member)                                                                  from 1989

Steering Committee of Lesley Kindergarten Conference                        1988-1990

 

GRANTS

National Science Foundation Instructional Materials Development Grant, $85,770             2000-2001

National Science Foundation Instructional Materials Development Grant, $1,100,000    1998-2002

Boston College Research Expense Grant, Spring, 1998

Boston College Research Expense Grant, Spring, 1995

Boston College Research Expense Grant, Fall, 1988

Boston College Research Equipment Grant, Summer, 1987

Boston College Research Equipment Grant, Spring, 1986

Boston College Research Fellowship, Fall Research Leave, 1985

Boston College Research Equipment Grant, Fall and Spring, 1983-1984

Boston University Graduate School Faculty Grant, 1974-1975

Public Health Service Child Traineeship, 1965-1969

National Woodrow Wilson Fellowship, 1965-1966

National Science Foundation undergraduate summer research grant, 1963

 

BOOKS

Casey, B., Goodrow, A., Schiro, M., & Anderson, K. (2002). Teeny visits Shapeland. Chicago, IL: The Wright Group/ McGraw-Hill.

Casey, B., Paugh, P., & Ballard, N. (2002). Sneeze builds a castle. Chicago, IL: The Wright Group/ McGraw-Hill.

Schiro, M., Casey, B. & Anderson, K. (2002). Tan and the Shape Changer. Chicago, IL: The Wright Group/ McGraw-Hill.

Anderson, K., Casey, B., & Kerrigan, M. (2002).  Froglets do the measuring. Chicago, IL: The Wright Group/ McGraw-Hill.

Casey, B., Napoleon, I., Schiro, M., & Anderson, K. (2002). Finding Mathapotamus. Chicago, IL: The Wright Group/ McGraw-Hill.

Casey, B., Anderson, K., & Schiro, M. (2002). Layla discovers secret patterns. Chicago, IL: The Wright Group/ McGraw-Hill.

 

Casey, B. (2004). Section Editor: Data analysis and graphing.  In J. Copley (Ed.)  Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Reston, VA: National Council of Teachers of Mathematics and National Association for the Education of Young Children. Member of National Council of Teachers of Mathematics Early Childhood Editorial Panel.

 

Casey, B. (2004). Section Editor: The Hanny stories: Storytelling and mathematics across the early childhood mathematics curriculum.  In J. Copley (Ed.)  Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Reston, VA: National Council of Teachers of Mathematics and National Association for the Education of Young Children. Member of National Council of Teachers of Mathematics Early Childhood Editorial Panel.

 


RESEARCH ARTICLES AND CHAPTERS

 

Erkut, S., Ceder, I., Casey, M. B., & Mercer Young,  J. Use of a storytelling context to improve girls’ and boys’ geometry skills in kindergarten. Paper submitted to Early Childhood Research Quarterly.

Nuttall, R., Casey, M. B., & Pezaris, E. (in press). Spatial ability as a mediator of gender differences on mathematics tests: A biological–environmental framework. In A. M. Gallagher & J. C. Kaufman (Eds.), Mind the gap: Gender differences in mathematics. New York, N.Y.: Guilford Press.

 

Casey, B., Pezaris, B., Anderson, K., Bassi, J. (2004). Gender differences in spatial skills: Implications for the mathematics education of young children. C. Greenes, & J. Tsankova (Eds.) Challenging  young  children mathematically (pp. 28-39). Golden, Co.: NCSM. Special Monograph on Early Childhood Mathematics. National Council of Supervisors of Mathematics.

 

Casey, B., Kersh, J. E., & Mercer Young, J. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly: Special Issue on Mathematics and Science.

 

Casey, B., & Bobb, B. (2003). The power of block building. The Early Childhood Corner section of Teaching Children Mathematics. Reston, VA: National Council of Teachers of Mathematics.

 

Casey, B. (2003). Mathematics problem-solving adventures: A language-arts based supplementary series for early childhood that focuses on spatial sense. In D. Clements, J. Sarama, & M. A. DiBaise (Eds.), Engaging young children in mathematics: Results of the conference on standards for pre-school and kindergarten mathematics education. Mahwah, NJ: Erlbaum Associates.

 

Casey, M. B. Developmental perspectives on gender. (2002). In S. Kornstein and A. Clayton (Eds.), Textbook of Women’s Mental Health. New York, NY:  Guilford Press.

 

Casey, M.B., Nuttall, R.L., & Pezaris, E. (2001).  Spatial-mechanical reasoning skills versus mathematics self-confidence as mediators of gender differences on mathematics subtests using cross-natioanl gender-based items. Journal for Reseach in Mathematics Education, 32, 28-57.

 

Casey, M. B., Cohen, M., Schuerholz, L. J., Singer, H. S., & Denckla, M. (2000). Language-based cognitive functioning in parents of offspring with ADHD comorbid for Tourette Syndrome or learning disabilities. Developmental Neuropsychology,17, 85-110.

 

Casey, M. B., Nuttall, R. L., & Pezaris, E. (1999). Evidence in support of a model that predicats how biological and environmental factors interact to influence spatial skills. Developmental Psychology, 35, 1237-1247.

 

Casey, M. B., Nuttall, R. L., & Pezaris, E. (1997). Mediators of Gender Differences in Mathematics College EntranceTest Scores: A Comparison of Spatial Skills with Internalized Beliefs and Anxieties. Developmental Psychology, 33, 669-680.

 

Casey, M. B. (1996). Understanding individual differences in spatial ability within females: A nature/ nurture interactionist framework. Developmental Review, 16, 241-260.

 

Casey, M. B. (1996). A reply to Halpern's commentary on my research. Developmental Review, 16, 271-283.

 

Casey, M. B. (1997). The Psychology of Gender. By A. E. Beall and R. J. Sternberg. Guilford Press, New York, 1994, 278 pp. Reviewed by M. Beth Casey. Archives of Sexual Behavior.

 

Casey, M. B. (1996). Gender, sex, and cognition: Considering the interrelationship between biological and environmental factors. Learning and Individual Differences, 8, 39-53.

 

Casey, M. B. (1996). Do gender differences in spatial skills mediate gender differences in mathematics among high ability students? Behavioral and Brain Sciences, 19, 247-248.

 

Casey, M. B. (1995). Empirical support for Annett's conception of the heterozygotic advantage. Cahiers de Psychologie Cognitive, 14, 520-529.

 

Prevost, R., Bronson, M. B., & Casey, M. B. (1995). Planning processes in preschool children. Journal of Applied Developmental Psychology, 16, 505-527.

 

Cohen, G. N., Bronson, M. B., & Casey, M. B. (1995). Planning as a factor in school achievement. Journal of Applied Developmental Psychology, 16, 405-428.

 

Casey, M. B., Nuttall, R., Pezaris, E., & Benbow, C. P. (1995). The influence of spatial ability on gender differences in math college entrance test scores across diverse samples. Developmental Psychology, 31, 697-705.

 

Casey, M. B., Brabeck, M. M., Nuttall, R. (1995). As the twig is bent: The biology and socialization of gender roles in women. Brain and Cognition, 27, 237-246.

 

Casey, M. B., & Tucker, E. C. (1994). Problem-centered classrooms: Creating lifelong learners. Phi Delta Kappan, October, 139-143.

 

Casey, M. B. & Howson, P. (1993). Educating preservice students based on a problem-centered approach to teaching. Journal of Teacher Education, 44, 1-9.

 

Casey, M. B. Winner, E., Benbow, C. P., Hayes, R., & DaSilva, D.  (1993). Skill at image generation:  Handedness interacts with strategy preference for individuals with ability in math, science, and art.  Cognitive Neuropsychology, 10, 57-77.

 

Casey, M. B., Pezaris, E., Nuttall, R. L. (1992). Spatial ability as a predictor of math achievement: The importance of sex and handedness patterns. Neuropsychologia, 30, 35-45.

 

Pezaris, E., & Casey, M. B.  (1992). Girls who use "masculine" problem-solving strategies on a spatial task:  Proposed genetic and environmental factors. Brain and Cognition, 17, 1-22.

 

Casey, M. B., Colon, D., & Goris, Y. (1992) Family handedness as a predictor of spatial ability among minority girls in a math-science training program. Brain and Cognition, 18, 88-96.

 

Winner, E., & Casey, M. B. (1992).  Cognitive profiles of artists. In J. Cupchik and J. Lazlo (Eds.)  Emerging visions:  Contempory approaches to aesthetic process.  Cambridge: Cambridge University Press. 

 

Winner, E., Casey, M. B., DaSilva, D., & Hayes, R. (1991) Spatial abilities and

            reading deficits in visual artists.  Empirical Studies in the Arts, 9, 51-63.

 

Casey, M. B. (1991).  The hidden curriculum of guided learning:  A review of Apprenticeship in thinking by Barbara Rogoff. Merrill-Palmer Research Quarterly, 37, 335-342.

 

Casey, M. B. & Lippman, M. (1991).  Learning to plan through play. Young Children, 46, 52-58.

 

Casey, M. B., Bronson, M. B., Tivnan, T., Riley, E., & Spenciner, L. (1991)  Differentiating preschoolers' sequential planning ability from general intelligence:  A study of organization, systematic responding, and efficiency in young children. Journal of Applied Developmental Psychology, 12, 19-32.

 

Casey, M. B., Winner, E., Hurwitz, I., & DaSilva, D. (1991).  Does processing style affect recall of the Rey-Osterrieth or Taylor Complex Figures?  Journal of Clinical and Experimental Neuropsychology, 13, 577-583.

 

Casey, M. B., Nuttall, R., & Brabeck, M. M. (1990).  Differences in feminine and masculine characteristics in women as a function of handedness:  Support for the Geschwind/Galaburda theory of brain organization.  Neuropsychologia, 28, 749-754.

 

Weinstein, C. S., Kaplan, E., Casey, M. B., & Hurwitz, I. (1990). Delineation of female

          performance on the Rey-Osterrieth Complex Figure.  Neuropsychology, 4, 117-        127.

 

Casey, M. B., & Brabeck, M. M. (1990).  Women who excel on a spatial task:  Proposed genetic and environmental factors. Brain and Cognition, 12, 73-84.

 

Casey, M.B. (1990).  A planning and problem-solving preschool model: The methodology of being a good learner. Early Childhood Research Quarterly, 5, 53-67.

 

Casey, M. B. & Brabeck, M. M. (1989).  Exceptions to the male advantage on

           a spatial task:  Family handedness and college major as a factor identifying women who excel.  Neuropsychologia, 27, 689-696.

 

Casey, M. B., Brabeck, M. M. & Ludlow, L. H.  (1986).  Familial handedness and its' relation to spatial ability following strategy instruction.  Intelligence, 10, 389-406.

 

Casey, M. B.  (1986).  Individual differences in selective attention among prereaders:  A key to mirror-image confusions. Developmental Psychology.  22, 58-66.

 

Casey, M. B.  (1984).  Individual differences in use of left-right visual cues:  A  reexamination of mirror-image confusions in preschoolers. Developmental Psychology, 20, 551-559.

 

Richards, R. L. & Casey, M. B. (1979) Predictors of achievement in a model two-year college.  Community/Junior College Research Quarterly, 4, 205-2l4.

 

Casey, M. B. (1979). Color versus form discrimination learning in one-year-old infants. Developmental Psychology, 15, 341-343.

 

Casey, M. B. (1976).  Conditions which increase blocking of incidental information in young children. Journal of Experimental Child Psychology, 22, 468-477.

 

Casey, M. B. (1975).  The effect of training procedures on the over-learning reversal effect in young children. Journal of Experimental Child Psychology, 20, 1-12.

 


PRESENTATIONS

 

Casey, B. & Erkut, S. Teaching geometry through oral storytelling benefits girls and boys. Presentation at the National Council of Teachers of Mathematics, April, 2004.

 

Casey, B. & Erkut, S. Teaching geometry through extended problem-solving adventure stories benefits both girls and boys. Invited address at the Learning and the Brain Conference, Sponsored by Harvard University and Boston University,  April, 2004. A yearly conference for teachers presenting the brain-related research with implications for teaching.

 

Erkut, S., Ceder, I., Casey, B., & Mercer Young, J. Use of a storytelling context in kindergarten to improve girls’ and boys’ geometry skills.  One of 29 projects in the U.S. invited to present a booth at the Science Summit, sponsored by Excellence in Science, Technology, and Mathematics Education Week, Washington, D.C., March, 2004.

 

Casey, B. Teaching early mathematics in a problem-solving context: 'Round the Rug Math series. Invited Presentation at the Early Childhood Institute, Worcester, MA, December, 2003.

 

Casey, B,, Mercer Young, J. & Kersh, J. Sneeze Builds a Castle: A storytelling problem-solving saga linking block building to early mathematics. Presentation at the National Association for Education of Young Children, 2003.

Casey, B. Gender and individual differences in spatial skills: Implications for mathematics education. Invited address at the Learning and the Brain Conference, Sponsored by Harvard University and Boston University,  November, 2002. A yearly conference for teachers presenting the brain-related research with implications for teaching. 

 

Casey, B. Achieving Equity in the Teaching of Early Childhood Mathematics Through the Use of Mathematics Problem-Solving Adventure Stories. Invited address to the New York City Mathematics Supervisors sponsored by Creative Publications, May, 2003, New York.

 

Casey, B., & Zagar, M. A. Early childhood mathematics problem-solving adventures. Paper presented at the National Association for Education of Young Children, November, 2002, New York, New York.

Casey, B. Gender and individual differences in spatial skills: Implications for mathematics education. Invited address at the Learning and the Brain Conference, Sponsored by Harvard University and Boston University, November, 2002. A yearly conference for teachers presenting the brain-related research with implications for teaching. 

 

Casey, B., & Zagar, M. A. Connecting mathematics to children's fantasy world through storytelling sagas. Paper presented at the Western Canadian Regional Council of Teachers of Mathematics Meetings, October, 2002, Regina, Saskatchewan.

 

Casey, B., & Zagar, M. A. Early childhood mathematics problem-solving adventures: A supplementary book series funded by the National Science Foundation. Paper presented at the New England Regional Council of Teachers of Mathematics Meetings, October, 2002, Boston, MA.

 

Casey, B. (2002). Mathematics problem-solving adventures: A storytelling approach to teaching early childhood mathematics. Invited address at a Summer Institute, “Defining Quality in Early Mathematics Education, ”July, 2002, Rutgers, NJ.  Supported by a grant from the Carnegie Corporation of New York to H. P. Ginsburg and C. Maher, Organizers of the Institute.

Casey, B. Gender and individual differences in spatial skills: Implications for mathematics education. Invited address at the Learning and the Brain Conference, Sponsored by Harvard University and Boston University, November, 2002. A yearly conference for teachers presenting the brain-related research with implications for teaching. 

 

Casey, B. Achieving Equity in the Teaching of Early Childhood Mathematics Through the Use of Mathematics Problem-Solving Adventure Stories. Invited address to the New York City Mathematics Supervisors sponsored by Creative Publications, May, 2003, New York.

 

Casey, B., & Zagar, M. A. Early childhood mathematics problem-solving adventures. Paper presented at the National Association for Education of Young Children, November, 2002, New York, New York.

Casey, B. Gender and individual differences in spatial skills: Implications for mathematics education. Invited address at the Learning and the Brain Conference, Sponsored by Harvard University and Boston University, November, 2002. A yearly conference for teachers presenting the brain-related research with implications for teaching. 

 

Casey, B., & Zagar, M. A. Connecting mathematics to children's fantasy world through storytelling sagas. Paper presented at the Western Canadian Regional Council of Teachers of Mathematics Meetings, October, 2002, Regina, Saskatchewan.

 

Casey, B., & Zagar, M. A. Early childhood mathematics problem-solving adventures: A supplementary book series funded by the National Science Foundation. Paper presented at the New England Regional Council of Teachers of Mathematics Meetings, October, 2002, Boston, MA.

 

Casey, B. (2002). Mathematics problem-solving adventures: A storytelling approach to teaching early childhood mathematics. Invited address at a Summer Institute, “Defining Quality in Early Mathematics Education, ”July, 2002, Rutgers, NJ.  Supported by a grant from the Carnegie Corporation of New York to H. P. Ginsburg and C. Maher, Organizers of the Institute.

 

Casey, B., Munoz, M., & Kersh, J. Promoting spatially-based mathematical thinking through oral story-telling: 'Round the rug math series. Paper presented at the National Council of Teachers of Mathematics Meetings, April, 2002, Las Vegas, NV.

 

Casey, M. B. A storytelling problem-solving context for teaching early mathematics. Paper presented at the National Council of Teachers of Mathematics Meetings, April, 2001, Orlando, Fl.

 

Casey, M. B. The development of spatial thinking through mathematics problem-solving adventure stories. Paper presented at a Geography Conference funded by the National Science Foundation, September 9-12, 2000, Santa Barbara, CA. The conference was convened to include both psychologists and geographers to consider ways of developing spatial thinking to facilitate the geography curriculum within elementary and secondary schools.

 

Casey, M. B. Mathematics problem-solving adventure stories: A language arts- based early childhood mathematics supplementary book series. Paper presented at the Conference on Early Math Standards, May 15-17, 2000, Arlington, VA. This conference was convened to develop mathematics standards for preschool and kindergarten mathematics education and was supported by the National Science Foundation and the Exxon/Mobil Foundation.)

 

Pezaris, E., Casey, M.B., Nuttall, R.L., Bassi, J., Trynski, M. Averna, S. & Galluccio, L. Style of block building in boys and girls and its relationship to their spatial and mathematical skills.  Presentation to the International Neuropsychology Society Meetings, Budapest, Hungary, June 1998.

 

Casey, M. B., Nuttall, R., & Pezaris, E. A comparison of spatial skills with internalized beliefs and anxieties as mediators of gender differences on the Math SAT's. Presentation to the American Psychological Association Meetings, Chicago, August, 1997

 

Casey, M. B., Pezaris, E., Nuttall, R., & Tucker, E. Evidence for the heterozygotic advantage in scholastic aptitude scores: Moderate right-handers excel over other handedness groups. Presentation to the International Neuropsychological Society Meetings, Veldhoven, the Netherlands, June, 1996.

 

Casey, M. B., Pezaris, E. Maxwell, S., & Nuttall, R. Further support for the Geschwind/ Behan/ Galaburda model of brain laterality: Decreased preference for feminine games/ activities in anomalous dominant girls. Presentation to the International Neuropsychological Society Meetings, Chicago, February, 1996.

 

Casey, M. B. A biological/ environmental model for developing gender identity in homosexuals. Presentation given at the International Academy of Sex Research Convention, Provincetown, MA., September, 1995.

 

Casey, M. B. Biological and environmental factors affect cognitive and spatial abilities. Paper presented at the American Psychological Association Convention, New York, August, 1995.

 

Pezaris, E., Casey, M. B., & Nuttall, R.  The effects of types of executive processing on children's school functioning. Presentation to the International Neuropsychological Society Meetings, Cairns, Australia, June, 1995.

 

Cohen, G. N., Casey, M. B. Bronson, M.B., Pezaris, E. & Tucker, E. C. Comparisons of planning measures as predictors of school functioning among normal school-age children. Presentation to the International Neuropsychological Society Meetings, Seattle, February, 1995.

 

Casey, M. B., Howson, P. Educating preservice teachers based on a problem-centered approach to teaching. Invited address to the Study Group on Critical Thinking at the AACTE Conference, Chicago, February, 1994.

 

Casey, M. B., Nuttall, R., Pezaris, E., Harwood, M., & Benbow, C. P. The impact of spatial ability on math aptitude: A comparison of males and females across diverse samples. Presentation to the International Neuropsychological Society Meetings, Cincinnati, February, 1994.

 

Casey, M. B., Howson, P. Educating teachers based on a problem-centered approach to teaching and learning. Presentation to the International Conference on Thinking, Boston, July, 1994.

 

Pezaris, B., Casey, M. B., Nuttall, R. Mental rotation ability predicts for math self-confidence for females, but not for males. Presentation given at the International Neuropsychological Society Meetings, Madeira, Portugal, June, 1993.

 

Casey, M. B. The effects of biological and environmental factors on mental rotation ability in women: An interactionist  approach. Symposium given at  the Society for Research in Child Development, New Orleans, March, 1993.

Casey, M.B.,  Pezaris, E., Nuttall, N. & Szamretta, J. A comparison of study skills and self-concept in children based on handedness subtypes. Presentation given at the International Neuropsychological Society Meetings, Galveston, February, 1993.

 

Casey, M. B., Brabeck, M. M., Nuttall, R, & Pezaris, E. As the twig is bent: The biology and socialization of gender roles in women. Presentation given at the International Academy of Sex Research Meetings, Prague, July, 1992.

 

Casey, M. B. As the twig is bent: The effects of biological and environmental factors on mental rotation ability in women. Invited Address at the International Academy of Sex Research Meetings, Toronto, August, 1991.

 

Casey, M. B., Pezaris, E., Nuttall, R. L. Spatial ability as a predictor of math achievement: The importance of sex and handedness patterns. Poster presented at the American Psychological Association Meetings, San Francisco, August, 1991 (abstracted in the Clinical Neuropsychologist).  

 

Pezaris, E., & Casey, M. B.   Girls who use "masculine" problem-solving strategies on a    spatial task:  Proposed genetic and environmental factors. Poster presented at the New York Neuropsychological Group Meetings, March, 1991 (abstracted in the International Journal of Neurosciences).

 

Casey, M. B., Pezaris, E., Nuttall, R. L. Spatial ability as a predictor of math achievement among early adolescents. Colloquium presented to the Department of Counseling Psychology, Developmental and Educational Psychology, and Educational Research, March, 1991.

 

Casey, M. B. & Nuttall, R.  The relationship between handedness and masculine/feminine characteristics in women.  Poster presented at the American Psychological Association Convention, Boston, August, 1990 (abstracted in the Clinical Neuropsychologist).  

         

Casey, M. B.    Women who excel on a spatial task:  Proposed genetic and environmental factors.  Colloquium given to the Graduate School of City College of         New York, April, 1990.

 

Casey, M. B. Winner, E., Hurwitz, I. , & DaSilva, D.  Does processing style affect recall of the Rey-Osterrieth or Taylor Complex Figures?  Poster presented at the New York Neuropsychological Group meeting, March, 1990 (abstracted in the International Journal of Neurosciences).

 

Casey, M. B. The effects of biological and environmental factors on spatial ability in women. Paper accepted for the International Neuropsychology Society Conference in Belguim, July, 1989 (unable to attend conference due to back injury).

 

Casey, M. B. & Brabeck, M. M. The effect of genetic and environmental factors influencing women's spatial ability: The bent twig theory. Presentation to the Women's Resource Center at Boston College. March, 1989 (jointly presented).

 

Casey, M. B. Guiding young children's thinking strategies. Presentation at the

Leslie Kindergarten Conference, Nov., 1989.

 

Winner, E., Casey, M. B., & Da Silva, D. Spatial ability among artists and

mathematicians.  Paper presented at the Art and the Brain Conference, Chicago Art Institute and Michael Reese Hospital, June, 1988 (presented by Ellen Winner). 

 

Casey, M. B., Winner, E., Brabeck, M., & Sullivan, K.  Visual-spatial abilities in art, math, and science majors. Paper presented at the International Conference on Thinking, Aberdeen Scotland, 1988

 

Casey, M. B.   A model preschool designed to develop problem-solving

          and planning ability in young children. Paper presented at the

          Boston Association for Education of Young Children Conference Spring, 1987.

 

Bronson, M. B. & Casey, M. B.  The neglected factor in school success:  Children's planning and organizational ability. Paper presented at the Boston Association for Education of Young Children Conference, Spring, 1987.

 

Casey, M. B. Children's planning and organizational ability as a separate factor from IQ.  Paper presented to the Boston College Psychology Department, Fall, 1987.

 

Casey, M. B.  Spatial visualization ability, tomboyism, and masculine

          identification in anomalous handed women. Paper presented at the 

          Joint Education/Psychology Perception-Cognition Seminar, Boston College, 1986.

 

Casey, M. B., Brabeck, M. M. & Ludlow, L. H.  Familial handedness and its' relation to spatial ability following strategy instruction. Paper presented at the American Educational Association Convention, New Orleans, 1985.

 

Casey, M. B.  The development of selective attention to mirror-image cues. Paper presented at the 

          Joint Education/Psychology Perception-Cognition Seminar, Boston College, 1984.

 

Casey, M. B.  Comparisons of perceptual learning and maturation-based attention models. Paper presented at the UCLA Developmental Psychology Seminar, 1982.

 

Casey, M. B.  Individual differences in the use of left-right visual information.  Presentation given to the Cognitive and Development Seminar, Psychology Department, U.C.L.A., 1982.

 

Casey, M. B.  The facilitation of problem-solving skills in young children through a model Preschool.  Presentation given to the Cognitive Sciences Colloquium, Boston College, 1982.

 

Casey, M. B.  The development of learning strategies in young children:  Learning to be competent.  Presentation given to the Boston College Nursing Faculty Research Group, 1979.

 

Casey, M. B.  Development of learning strategies in young children. Presentation for the Commonwealth In-Service Institute Learning Styles Program at the Lynnfield Public Schools, South School, 1979.

 

Casey, M. B.  Incidental learning in young children.  Presentation given to the Tufts University School of Education, 1976.

 

Richards, R.L. and Casey, M. B.  Creativity and academic motivation as predictors of achievement in a two-year college for educationally marginal students.  Paper presented at the American Educational Research Association, Washington, DC, 1975. (See ERIC publication).

 

Casey, M. B.  Intervention in infancy.  Presentation given to the S.U.N.Y. at Albany School of Education, 1973 and to the Tufts University Child Study Department, 1973.

 

Casey, M. B.  Perceptual development in infancy.  Presentation given to the State University of New York College at Buffalo Psychology Department, 1972.