Dr Callie Little
Research Fellow , Psychology - Faculty of Medicine and Health; School of Psychology
Phone: +61 02 6773 1704
B.S. Florida State University, M.S. Florida State University, Ph.D. Florida State University
Dr. Little's research involves understanding the development of cognitive and academic skills for individuals from early childhood through college. Within this topic, her research focuses on two primary areas, including (a) the individual differences in the development of and associations between cognitive and academic skills with a particular focus on identifying environmental and genetic sources of individual differences, (b) the degree to which molar levels of environmental variation affect the development of cognitive and academic skills. Her work involves the application of quantitative genetic analyses, meta-analytic methods, geo-coding, and developmental modeling of changes in skills over time. Continuing this line of research with the Twin Study of NAPLAN she will be applying innovative techniques such as geo-coding (mapping out what school neighbourhoods are like), and examining how aspects of the environment might influence patterns of development.
Little, C.W,Haughbrook, R., Hart, S.A (2017) Cross-study differences in the etiology of reading comprehension: A meta-analytical review of twin studies. Behavior Genetics, 47.1 (2017): 52-76
Little, C.W,Hart, S.A., Quinn, J.M., Tucker-Drob, E., Taylor, J. & Schatschneider, C. (2016) Exploring the co-development of reading fluency and reading comprehension: a twin study. Child Development, 88(3), 934-945.
Little, C.W,Hart, S.A.,(2016) Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students. Journal of Learning and Individual
Differences, 45, 25-32.
Little, C.W., Taylor, J., Moltisanti, A., Ennis, C., Hart, S.A., & Schatschneider, C. 2015. Factor Structure and Etiological Architecture of the BRIEF: A Twin Study. Journal of Neuropsychology. Advanced online publication. doi: 10.1111/jnp.12084
Wood, S.G., Hart, S.A., Little, C.W., Phillips, B.M., 2016. Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective. Merrill-Palmer Quarterly. 62(3), 233-251.
Little, C.W,Hart, S.A.,Schatschneider, C., & Taylor, J. 2014. Examining Associations between ADHD, Homework Behavior and Reading Comprehension: A Twin Study. Journal of Learning Disabilities, 49(4), 410-423. doi: 10.1177/0022219414555715
Little, C.W., Wang, F., & Hart, S. A.(2016). Behavioral and molecular geneticinfluences on reading-related outcomes. In C.
Connor (Ed.), The Cognitive Development of Reading and Reading Comprehension. New York: Routledge.
Little, C.W., Barroso, C., & Hart, S.A. (in press). The Precision Education Initiative: Personalized Education. In S. Bouregy, E. Grigorenko, S. Latham & M. Tan (Eds.). Current Perspectives in Psychology: Education, Ethics, and Genetics. Cambridge, UK: Cambridge University Press.
Behavior Genetics Association