PEP Lab Publications


Daou, M., Lohse, K. R., & Miller, M. W. (2018). Does practicing a skill with the expectation of teaching alter motor preparatory cortical dynamics? International Journal of Psychophysiology, 127, 1 – 10. doi: 10.1016/j.ijpsycho.2018.02.013.

Daou, M., Sassi, J. M., Miller, M. W., & Gonzalez, A. M. (2018). Effects of a multi-ingredient energy supplement on cognitive performance and cerebral-cortical activation. Journal of Dietary Supplements, 13, 1 – 12. doi: 10.1080/19390211.2018.1440686.

Rhoads, J. A., Daou, M., Lohse, K. R., & Miller, M. W. (in press). The effects of expecting to teach and actually teaching on motor learning. Journal of Motor Learning and Development. . doi: 10.1123/jmld.2017-0052.

Daou, M. , Hutchison, Z. , Bacelar, M. , Rhoads, J. A. , Lohse, K. R., & Miller, M. W. (in press). Learning a skill with the expectation of teaching it impairs the skill’s execution under psychological pressure. Journal of Experimental Psychology: Applied. doi: 10.1037/xap0000191.

Grand, K. F., Daou, M., Lohse, K. R., & Miller, M. W. (2017). Investigating the mechanisms of an incidental choice on motor learning. Journal of Motor Learning and Development, 5, 207 – 226. doi: 10.1123/jmld.2016-0041.

Daou, M., Lohse, K. R., & Miller, M. W. (2017). To take the stairs or not to take the stairs? Employing the Reflective-Impulsive Model to predict spontaneous physical Activity. Sports, 5, e1 – 9. doi: 10.3390/sports5040075.

Daou, M., Lohse, K. R., & Miller, M. W. (2016). Expecting to teach enhances motor learning and information processing during practice. Human Movement Science, 49, 336 – 345. doi: 10.1016/j.humov.2016.08.009.

Meadows, C. C., Gable, P. A., Lohse, K. R., & Miller, M. W. (2016). Motivation and motor cortical activity can independently affect motor performance. Neuroscience, 339, 174 – 179. doi: 0.1016/j.neuroscience.2016.09.049.

Iso-Ahola, S. E., Dotson, C. O., Clark, L. L., Jagodinksy, A. E., Smallwood, L. L., Wilburn, C., Weimar, W. H., & Miller, M. W. (2016). Improving performance by anchoring movement and “nerves”. Human Movement Science, 49, 239 – 247. doi: 10.1016/j.humov.2016.07.008.

Iso-Ahola, S. E., & Miller, M. W. Contextual priming of a complex behavior: Exercise. Psychology of Consciousness: Theory, Research, and Practice. doi: 10.1037/cns0000078.

Meadows, C. C., Gable, P. A., Lohse, K. L., & Miller, M. W. (2016). The effects of reward magnitude on reward processing: An averaged and single trial event-related potential study. Biological Psychology, 118, 154 – 160. doi: 10.1016/j.biopsycho.2016.06.002.

Daou, M., Buchanan, T. L., Lindsey, K. R., Lohse, K. R., & Miller, M. W. (2016). Expecting to teach enhances learning: Evidence from a motor learning paradigmJournal of Motor Learning and Development, 4, 197 – 207. doi: 10.1123.jmld.2015-0036.

Leiker, A. M.*, Miller, M. W.*, Brewer, L. E., Nelson, M., & Lohse, K. R. (2016). The relationship between engagement and neurophysiological measures of attention in motion-controlled video games: A randomized controlled trial. Journal of Medical Internet Research: Serious Games, 4, e4. doi: 10.2196/games.5460.

Grand, K. F., Bruzi, A. T., Dyke, F. B., Godwin, M. M., Leiker, A. M., Thompson, A. G., Buchanan, T. B., & Miller, M. W. (2015). Why self-controlled feedback enhances motor learning: Answers from electroencephalography and indices of motivation.Human Movement Science, 43, 23 – 32. doi: 10.1016/j.humov.2015.06.013.

Dyke, F. B., Leiker, A. M., Grand, K. F., Godwin, M. M., Thompson, A. G., Rietschel, J. C., McDonald, C. G., & Miller, M. W. (2015). The efficacy of auditory probes in indexing cognitive workload is dependent on stimulus complexity. International Journal of Psychophysiology, 95, 56 – 62. doi: 10.1016/j.ijpsycho.2014.12.008.

Dyke, F.*, Godwin, M. M.*, Goel, P., Rehm, J., Rietschel, J. C., Hunt, C. A., & Miller, M. W. (2014). Cerebral cortical activity  associated with nonexperts’ most accurate motor performance. Human Movement Science, 37, 21 – 31. doi: 10.1016/j.humov.2014.06.008.

Miller, M. W., Pressaco, A., Groman, L. J., Bur, S., Rietschel, J. C., Gentili, R. J., McDonald, C. G., Iso-Ahola, S. E., & Hatfield, B. D. (2014). The effects of team environment on cerebral cortical processes and attentional reserve. Sport, Exercise, and Performance Psychology, 3, 61 – 74. doi: 10.1037/spy0000001.

Palmer, K. K.*, Miller, M. W.* Acute exercise enhances preschoolers’ ability to ability to sustain attention. Journal of Sport and Exercise Psychology, 35, 433 – 437.

Miller, M. W., Groman, L. J., Rietschel, J. C., McDonald, C. G., Iso-Ahola, S. E., & Hatfield, B. D. (2013). The effects of team environment on attentional resource allocation and cognitive workload. Sport, Exercise, and Performance Psychology, 2, 77 – 89. doi: 10.1037/a0030586.

Rietschel, J. C.*, Miller, M. W.*, Gentili, R. J., Goodman, R. N., McDonald, C. G., & Hatfield, B. D. (2012).Cerebral-cortical networking and activation increase as a function of task difficulty. Biological Psychology, 90, 127 – 133. doi: 10.1016/j.biopsycho.2012.02.022.

Miller, M. W.*, Rietschel, J. C.*, McDonald, C. G., & Hatfield, B. D. (2011). A novel approach to the physiological measurement of mental workload. International Journal of Psychophysiology, 80, 75 – 78. doi: 10.1016/j.ijpsycho.2011.02.003.

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