Watts, Tyler W. (tww2108)

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Watts, Tyler
Assistant Professor in Developmental Psychology
Department of Human Development

Educational Background

Ph.D., Education Specialization in Educational Policy and Social Contexts. University of California, Irvine

M.A. in Education University of California, Irvine

B.A., double major in Psychology and Religious Studies with high honors University of Texas

Selected Publications

Watts, T. W., Ibrahim, D. A., Khader, A., Gandhi, J., & Raver, C. C (2020). Exploring the effects of early childhood intervention on later school choice. Paper in press at Educational Researcher.  

Watts, T. W. (2020). Academic achievement and economic attainment: Reexamining associations between test scores and long-run earnings. AERA Open, 6(2), 1-16. doi:10.1177/2332858420928985

Gandhi, J.*, Watts, T. W., Masucci, M. D., & Raver, C. C (2020). The effects of two mindset interventions on low-income students' academic and psychological outcomes. Journal of Research on Educational Evaluation, 13(2), 351-379. doi:10.1080/19345747.2019.1711272

Watts, T. W., & Duncan, G. J. (2020). Controlling, Confounding, and Construct Clarity: Responding to Criticisms of “Revisiting the Marshmallow Test” by Doebel, Michaelson, and Munakata (2020) and Falk, Kosse, and Pinger (2020). Psychological Science, 31(1), 105-108. doi:10.1177/0956797619893606

Watts, T. W, Bailey, D. H., & Li C. (2019). Aiming Further: Addressing the need for high quality longitudinal research in education. Paper in press at the Journal for Research in Educational Evaluation

Watts, T. W., Gandhi, J., Ibrahim, D. A., Masucci, M. D., & Raver, C. C. (2018). The Chicago School Readiness Project: Examining the long-term impacts of an early childhood intervention. PLOS ONE. doi: 10.1371/journal.pone.0200144

Watts, T. W., Duncan, G. J., & Quan, H. (2018). Revisiting the Marshmallow Test: A conceptual replication investigating links between early gratification delay and later outcomes. Psychological Science, 29, 1159-1177. doi: 10.1177/0956797618761661

Bailey, D. H., Duncan, G. J., Watts, T. W., Clements, D. H., & Sarama, J. (2018). Risky business: Correlation and causation in longitudinal studies of skill development. American Psychologist, 73(1), 81-94. doi: 10.1037/amp0000146

Jenkins, J. M., Watts, T. W., Magnuson, K., Gershoff, E., Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (2018). Do high-quality kindergarten and first-grade classrooms mitigate preschool fadeout? Journal of Research on Educational Effectiveness, 11, 339-374, doi: 10.1080/19345747.2018.1441347

Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. (2018). What is the long-run impact of learning mathematics during preschool? Child Development, 89(2), 539-555. doi:10.1111/cdev.12713

Schenke, K., Nguyen, T., Watts, T.W., Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (2017). Differential effects of the classroom on African American and non-African American’s mathematics achievement. Journal of Educational Psychology, 109(6), 794-811. doi: 10.1037/edu0000165

Watts, T. W., Clements, D. H., Sarama, J., Wolfe, C. B., Spitler, M. E., & Bailey, D. H. (2016). Does early mathematics intervention make lower-achieving children learn like higher-achieving children? Journal of Research on Educational Effectiveness, 10(1), 95-115. doi: 10.1080/19345747.2016.1204640

Engel, M., Claessens, A., Watts, T. W., & Stone, S. (2016). Socioeconomic inequality at school entry: A cross-cohort comparison of families and schools. Children and Youth Services Review, 71, 227-232. doi: 10.1016/j.childyouth.2016.10.036

Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550-560. doi: 10.1016/j.ecresq.2016.02.003

Watts, T. W., Duncan, G. J., Chen, M., Claessens, A., Davis-Kean, P. E., Duckworth, K., Engel, M., Siegler, R. S., Susperreguy, M. I. (2015). The role of mediators in the development of longitudinal mathematics achievement associations. Child Development, 86(6), 1892-1907. doi: 10.1111/cdev.12416

Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352- 360. doi: 10.3102/0013189X14553660

Bailey, D. H., Watts, T. W., Littlefield, A. K., & Geary, D. C. (2014). State and trait effects on individual differences in children’s mathematical development. Psychological Science, 25(11), 2017-2026. doi: 10.1177/0956797614547539

Harte, C. B., Watts, T. W., & Meston, C. M. (2013). Predictors of 1-, 6-and 12-month smoking cessation among a community-recruited sample of adult smokers in the United States. Journal of Substance Use, 18(5), 405-416.

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