Schonert-Reichl, K. A., Oberle, E., Diamond, A., Lawlor, M. S., Abbott, D., Thompson, K., & Oberlander, T. Accelerating cognitive and social emotional development through a simple-to-administer school program. Science.
Diamond, A. Developmental progression in learning, and executing from memory, sequential hand movements: Children's performance on Luria's "Flat-Fist-Edge" motor sequence task.
Diamond, A. Coming full circle from the social end of psychology, to neuroscience, and back again, in an effort to understand human development. To appear in book, Malleable Minds.
Simpson, A., Riggs, K.J., Beck, S.R., Gorniak, S.L., Wu, Y., Abbott, D., & Diamond, A. Refining the understanding of inhibitory control: How response prepotency is created and overcome. Developmental Science.
Green, T., Weinberger, R., Diamond, A., Berant, A., Hirschfeld, L., Frisch, A., Zarchi, O., Kotler, M., Weizman, A., Gothelf, D. The effect of methylphenidate on prefrontal cognitive functioning, inattention and hyperactivity in velocardiofacial syndrome. Journal of Child and Adolescent Psychopharmacology.
Diamond, A. & Lee, K. (2011). Interventions shown to Aid Executive Function Development in Children 4-12 Years Old. Science, 333, 959-964.
Diamond, A. (2011). Biological and social influences on cognitive control processes dependent on prefrontal cortex. In Oliver Braddick, Janette Atkinson and Giorgio M. Innocenti, editors: Progress in Brain Research, 189, Burlington: Academic Press. pp. 319-339. (Special issue entitled "Gene Expression to Neurobiology and Behavior: Human Brain Development and Developmental Disorders")
Shing, Y.L.T, Lindenberger, U., Diamond, A., Li, S-C., & Davidson, M.C. (2010). Memory maintenance and inhibitory control differentiate from early childhood to adolescence. Developmental Neuropsychology, 35, 679-697.
Diamond, A. (2009). Apprendre à apprendre, Dossier de La Recherche, 34, 88-92.
Diamond, A. (2009). The interplay of biology and the environment broadly defined. Developmental Psychology, 45, 1-8.
Diamond, A. (2009). All or none hypothesis: A global-default mode that characterizes the brain and mind. Developmental Psychology, 45, 130-138.
Diamond, A. (2009). When in competition against engrained habits, is conscious representation sufficient or is inhibition of the habit also needed? Developmental Science, 12, 20-22.
Blair, C. & Diamond, A. (2008). Biological processes in prevention and intervention: Promotion of self-regulation and the prevention of early school failure. Development and Psychopathology, 20, 899-911.
Diamond, A. & Amso, D. (2008). Contributions of neuroscience to our understanding of cognitive development. Current Directions in Psychological Science, 17, 136-141.
Diamond, A. Minding controls in curriculum study [Response to letter]. Science. 319 (2008): 1185 - 1186.
Diamond, A., Barnett, W.S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control, Science, 318, 1387-1388.
Diamond, A. (2007). Consequences of variations in genes that affect dopamine in prefrontal cortex. Cerebral Cortex 17, 161-170.