Lab Presentations

 

Publications

Peer-reviewed journal articles

O’Hare, A. J., & Gemelli, Z. T. (2023). The effects of short interventions of focused-attention vs. self-compassion mindfulness meditation: Evidence from self-report, classroom performance, and ERPs. PLoS ONE, 18(1), e0278826. doi.org/10.1371/journal.pone.0278826

Swain, R. H., Brandley, K., Gardner, A. T., & O’Hare, A. J. (2022). Individual differences in social intelligence and perception of emotion expression of masked and unmasked faces. Cognitive Research: Principles and Implications, 7(54), 1-9. doi.org/10.1186/s41235-022-00408-3

Kershaw, T. C., Fugate, J. M. B., & O’Hare, A. J. (2020). Teaching undergraduates to understand published research through structured practice in identifying key research concepts. Scholarship of Teaching and Learning in Psychology, 9(2), 216-233. doi.org/10.1037/stl0000239

Fugate, J. M. B., MacDonald, C., & O’Hare, A. J. (2020). Emotion words’ effect on visual awareness and attention of emotional faces. Frontiers of Psychology, 10(2896), 1-14. doi.org/10.3389/fpsyg.2019.02896

Viveiros, J., Chamberlain, B., O’Hare, A. J., & Sethares, K. A. (2019). Meditation interventions among heart failure patients: an integrative review. European Journal of Cardiovascular Nursing, 1-9. doi.org/10.1177/1474515119863181

Benau, E., Hill, K., Atchley, R. A., O’Hare, A. J., Gibson, L., Hajcak, G., Illardi, S., & Foti, D. (2019). Increased neural sensitivity to self-relevant stimuli in major depressive disorder. Psychophysiology, 56(7). https://doi.org/10.1111/psyp.13345

O’Hare, A. J. & Beer, A. (2018). A mixed-method investigation of past trainees’ perceptions of a critical incident situational awareness training. Journal of Policing and Criminal Psychology. doi.org/10.1007/s11896-018-9291-z

Fugate, J. M. B., O’Hare, A. J., & Emmanuel, W. S. (2018). Emotion words: facing change. Journal of Experimental Social Psychology, 79, 264-274. doi.org/10.1016/j.jesp.2018.07.015

O’Hare, A. J., Atchley, R. A., & Young, K. M. (2017). Central and divided visual field presentation of emotional images to measure hemispheric differences in motivated attention. Journal of Visualized Experiments, e56257. doi.org/10.3791/56257

O’Hare, A. J., Atchley, R. A., & Young, K. M. (2016). Valence and arousal influence the late positive potential during central and lateralized presentation of images. Laterality, 22(5), 541-559. doi.org/10.1080/1357650X.2016.1241257

Hall, M. P., O’Hare, A. J., Santavicca, N., & Falk Jones, L. (2015). The power of deep reading and mindful literacy: an innovative approach in contemporary education. Innovacion Educativa, 15(67), 49-59.

Hall, M. P. & O’Hare, A. J. (2014). Building community: Cross-Discipline Mindfulness. Academic Exchange Quarterly, 18(4), 18-23.

Bistricky, S. L., Atchley, R. A., Ingram, R., & O’Hare, A. J. (2014). Biased Processing of Sad Facial Expression: An ERP Marker for Depression Vulnerability. Cognition and Emotion. 28(3), 470-492.

Crocker, L. D., Heller, W., Warren, S. L., O’Hare, A. J., Infantolino, Z. P., & Miller, G.A. (2013). Relationships among cognition, emotion, and motivation: Implications for intervention and neuroplasticity in psychopathology. Frontiers in Human Neuroscience, 7, 1-19.

Fugate, J. & O’Hare, A.J. (2014). A Review of the Handbook of Cognition and Emotion. Journal of Social Psychology, 154(1), 92-95.

Hall, M. P., Singh, B., O’Hare, A. J. & Ames, E. G. (2014). Integrated Learning in a Science of Kriyayoga Course. DEV SANSKRITI: Interdisciplinary International Journal, 3, 55-65.

Atchley, R.A., Illardi, S., Young, K. Stroupe, N., O’Hare, A.J., et al. (2012). Depression Reduces Perceptual Sensitivity for Positive Words and Pictures. Cognition and Emotion, 26(8), 1359-1370.

Shafer, A., Matveychuk, D., Penny, T., O’Hare, A.J., Stokes, J. & Dolcos, F. (2012). Processing of Emotional Distraction is both Automatic and Modulated by Attention: Evidence from an Event-Related fMRI Investigation. Journal of Cognitive Neuroscience, 24(5), 1233-1252.

O’Hare, A.J. & Dien, J. (2009). Anxious Arousal and ERP Components. Journal of Clinical EEG & Neuroscience, 40(1), 206.

O’Hare, A.J. & Dien, J. (2008). The Fear Survey Schedule as a measure of anxious arousal: Evidence from ERPs. Neuroscience Letters, 441, 243-247.

Dien, J. & O’Hare, A.J. (2008). Evidence for Automatic Sentence Priming in the Fusiform Semantic Area: Convergent ERP and fMRI Findings. Brain Research, 1243, 134-145.

O’Hare, A.J., Dien, J., Waterson, L, & Savage, C.R. (2008). Activation of the Posterior Cingulate by Semantic Priming: A co-registered ERP/fMRI Study. Brain Research, 1189, 97-114.

 

Book Chapters

O’Hare, A. J. (2021). Being at one with myself: Embracing the teacher identity. In N. Lemon (Ed.). Creating a Place for Self-care and Wellbeing in Higher Education (pp. 60-71). Routledge. doi.org/10.4324/9781003144397-6

O’Hare, A. J. (2021).  Risking being yourself: Owning your identity within the academic framework. In M. P. Hall & A. Brault (Eds.). Academia from the Inside: Pedagogies for Self and Other (pp. 25-45). Palgrave Macmillan, Cham. doi.org/10.1007/978-3-030-83895-9

Hall, M. P., Falk Jones, L., & O’Hare, A. J. (2017). Internal ways of knowing: a case for contemplative practices in pre-service teacher education. In K. Byrnes, J. Dalton, & E. Dorman (Eds.). Contemplative Practices in Pre-Service Teacher Education. (pp. 8-24). Washington, D. C.: Rowman & Littlefield Publishing Group.

Hall, M. P., & O’Hare, A. J. (2016). Wide-Awakeness in the classroom: the power of mindfulness attention training for in-service teachers in a graduate educational research course. In R. Collister, J. Buley, & D. Buley (Eds.). Art of Noticing Deeply: Commentaries on Teaching, Learning, and Mindfulness. (pp. 7-18). Cambridge, MA: Cambridge Scholars Publishing.

Hall, M. P., & O’Hare, A. J. (2016). Learning and emotion: the power of service learning in STEM fields. In D. Sunal & J. Newman (Eds.), Science and Service Learning. (pp. 221-239). Charlotte, NC: Information Age Publishing.