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Psychology

D-Index
83
Citations
39454
World Ranking
1247
National Ranking
756

Overview

Clancy Blair is affiliated with New York University in the United States. Their research primarily focuses on psychology and medicine, with significant contributions to clinical psychology and education. Blair's work extends to subfields such as pediatrics, perinatology and child health, public health, environmental and occupational health, and social psychology.

The scientist's research covers a range of topics, including:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Infant Development and Preterm Care
  • Maternal Mental Health During Pregnancy and Postpartum
  • Birth, Development, and Health
  • Stress Responses and Cortisol
  • Attention Deficit Hyperactivity Disorder

Some recent publications by Clancy Blair include:

  • Family Environment, Neurodevelopmental Risk, and the Environmental Influences on Child Health Outcomes (ECHO) Initiative: Looking Back and Moving Forward (2020, Frontiers in Psychiatry)
  • A Hierarchical Integrated Model of Self-Regulation (2022, Frontiers in Psychology)
  • Measurement models for studying child executive functioning: Questioning the status quo (2020, Developmental Psychology)
  • Couples becoming parents: Trajectories for psychological distress and buffering effects of social support (2020, Journal of Affective Disorders)
  • Deprivation and threat as developmental mediators in the relation between early life socioeconomic status and executive functioning outcomes in early childhood (2020, Developmental Cognitive Neuroscience)

Frequent co-authors collaborating with Blair consist of:

  • Michael T. Willoughby
  • Douglas A. Granger
  • Sean Deoni
  • David Cella
  • Rosalind J. Wright

The venues where Blair frequently publishes include:

  • UNC Libraries
  • Developmental Psychology
  • Development and Psychopathology
  • JAMA Network Open
  • Developmental Science

Best Publications

  • Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten

    Clancy Blair;Rachel Peters Razza

  • School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

    Clancy Blair

  • Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

    Clancy Blair;Adele Diamond

  • School Readiness and Self-Regulation: A Developmental Psychobiological Approach

    Clancy Blair;C. Cybele Raver

  • Intelligence: New findings and theoretical developments.

    Richard E. Nisbett;Joshua Aronson;Clancy Blair;William Dickens

  • Promoting Academic and Social‐Emotional School Readiness: The Head Start REDI Program

    Karen L. Bierman;Celene E. Domitrovich;Robert L. Nix;Scott D. Gest

  • The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families.

    Janet A. Welsh;Robert L. Nix;Clancy Blair;Karen L. Bierman

  • CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism.

    C. Cybele Raver;Stephanie M. Jones;Christine Li-Grining;Fuhua Zhai

  • Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

    Karen L. Bierman;Robert L. Nix;Mark T. Greenberg;Clancy Blair

  • Child development in the context of adversity: experiential canalization of brain and behavior.

    Clancy Blair;C. Cybele Raver

  • Salivary Cortisol Mediates Effects of Poverty and Parenting on Executive Functions in Early Childhood

    Clancy Blair;Douglas A. Granger;Michael Willoughby;Roger Mills-Koonce

  • How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability

    Clancy Blair

  • The Promotion of Self‐Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure

    Alexandra Ursache;Clancy Blair;C. Cybele Raver

  • Poverty, Stress, and Brain Development: New Directions for Prevention and Intervention.

    Clancy Blair;C. Cybele Raver

  • Stress and the development of self‐regulation in context.

    Clancy Blair

  • Poverty as a predictor of 4-year-olds' executive function: new perspectives on models of differential susceptibility

    C. Cybele Raver;Clancy Blair;Michael Willoughby

  • Cortisol Reactivity Is Positively Related to Executive Function in Preschool Children Attending Head Start

    Clancy Blair;Douglas Granger;Rachel Peters Razza

  • The measurement of executive function in early childhood.

    Clancy Blair;Philip David Zelazo;Mark T. Greenberg

  • A bidirectional model of executive functions and self-regulation

    Clancy Blair;Alexandra Ursache

  • Hippocampus and Amygdala Morphology in Attention-Deficit/Hyperactivity Disorder

    Kerstin J. Plessen;Kerstin J. Plessen;Ravi Bansal;Hongtu Zhu;Ronald Whiteman

  • Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten.

    Clancy Blair;C. Cybele Raver

Frequent Co-Authors

Michael T. Willoughby
Michael T. Willoughby RTI International
Douglas A. Granger
Douglas A. Granger University of California, Irvine
C. Cybele Raver
C. Cybele Raver New York University
Mark T. Greenberg
Mark T. Greenberg Pennsylvania State University
Lynne Vernon-Feagans
Lynne Vernon-Feagans University of North Carolina at Chapel Hill
Martha J. Cox
Martha J. Cox University of North Carolina at Chapel Hill
W. Roger Mills-Koonce
W. Roger Mills-Koonce University of North Carolina at Greensboro
Keith A. Crnic
Keith A. Crnic Arizona State University
Cynthia A. Stifter
Cynthia A. Stifter Pennsylvania State University
Carol Scheffner Hammer
Carol Scheffner Hammer Columbia University

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