C
Carol L. Cheatham
Researcher at University of North Carolina at Chapel Hill
Publications - 39
Citations - 1679
Carol L. Cheatham is an academic researcher from University of North Carolina at Chapel Hill. The author has contributed to research in topics: Cognition & Docosahexaenoic acid. The author has an hindex of 20, co-authored 36 publications receiving 1458 citations. Previous affiliations of Carol L. Cheatham include University of Minnesota & University of Kansas.
Papers
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Book ChapterDOI
The emergence and basis of endogenous attention in infancy and early childhood.
John Colombo,Carol L. Cheatham +1 more
TL;DR: Advances in the cognitive neuroscience of attention have elucidated the neural pathways by which these processes occur and have lent support to the notion of the existence of many "varieties" of attention.
Journal ArticleDOI
Brain and behavior interface: Stress and the developing brain
TL;DR: In this article, les recherches passees en revue suggerent que le temperament affecte les chances qu'ont les enfants d'avoir des augmentations d'hormones de stress quand la qualite de leur soin diminue, and nous explorons la question critique selon laquelle un soin accru plus tard dans le developpement peut renverser les effets d'experiences adverses precoces.
Journal ArticleDOI
Long-term effects of LCPUFA supplementation on childhood cognitive outcomes.
John Colombo,Susan E. Carlson,Carol L. Cheatham,D. Jill Shaddy,Elizabeth H. Kerling,Jocelynn M. Thodosoff,Kathleen M. Gustafson,Caitlin C. Brez +7 more
TL;DR: The data from this relatively small trial suggest that, although the effects of LCPUFAs may not always be evident on standardized developmental tasks at 18 mo, significant effects may emerge later on more specific or fine-grained tasks.
Journal ArticleDOI
N-3 fatty acids and cognitive and visual acuity development: methodologic and conceptual considerations
TL;DR: Research is needed to probe the effects of variable DHA exposure on infant and child development, to measure outcomes that better relate to preschool and school-age cognitive function, and to reinforce, and in some cases demonstrate, links between specific infant and preschool measures of cognitive development.
Journal ArticleDOI
Social dominance in preschool classrooms.
Anthony D. Pellegrini,Cary J. Roseth,Shanna B. Mliner,Catherine M. Bohn,Mark J. Van Ryzin,Natalie Vance,Carol L. Cheatham,Amanda R. Tarullo +7 more
TL;DR: This paper examined preschoolers' aggressive and cooperative behaviors and their associations with social dominance, and found that the relative power of wins and cooperation in predicting two measures of social dominance was found to predict teacher-rated social dominance.