| On the fragility of skilled performance: What governs choking under pressure? SL Beilock, TH Carr Journal of experimental psychology: General 130 (4), 701, 2001 | 1407 | 2001 |
| Female teachers’ math anxiety affects girls’ math achievement SL Beilock, EA Gunderson, G Ramirez, SC Levine Proceedings of the National Academy of Sciences 107 (5), 1860-1863, 2010 | 1181 | 2010 |
| When paying attention becomes counterproductive: impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. SL Beilock, TH Carr, C MacMahon, JL Starkes Journal of Experimental Psychology: Applied 8 (1), 6, 2002 | 991 | 2002 |
| When high-powered people fail: Working memory and “choking under pressure” in math SL Beilock, TH Carr Psychological science 16 (2), 101-105, 2005 | 764 | 2005 |
| The role of parents and teachers in the development of gender-related math attitudes EA Gunderson, G Ramirez, SC Levine, SL Beilock Sex roles 66 (3), 153-166, 2012 | 713 | 2012 |
| Stereotype threat and working memory: mechanisms, alleviation, and spillover. SL Beilock, RJ Rydell, AR McConnell Journal of Experimental Psychology: General 136 (2), 256, 2007 | 684 | 2007 |
| Math anxiety, working memory, and math achievement in early elementary school G Ramirez, EA Gunderson, SC Levine, SL Beilock Journal of Cognition and Development 14 (2), 187-202, 2013 | 572 | 2013 |
| More on the fragility of performance: choking under pressure in mathematical problem solving. SL Beilock, CA Kulp, LE Holt, TH Carr Journal of Experimental Psychology: General 133 (4), 584, 2004 | 502 | 2004 |
| Writing about testing worries boosts exam performance in the classroom G Ramirez, SL Beilock science 331 (6014), 211-213, 2011 | 489 | 2011 |
| Haste does not always make waste: Expertise, direction of attention, and speed versus accuracy in performing sensorimotor skills SL Beilock, BI Bertenthal, AM McCoy, TH Carr Psychonomic bulletin & review 11 (2), 373-379, 2004 | 481 | 2004 |
| From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. SL Beilock, MS DeCaro Journal of Experimental Psychology: Learning, Memory, and Cognition 33 (6), 983, 2007 | 430 | 2007 |
| Math anxiety: Who has it, why it develops, and how to guard against it EA Maloney, SL Beilock Trends in cognitive sciences 16 (8), 404-406, 2012 | 417 | 2012 |
| The relation between spatial skill and early number knowledge: the role of the linear number line. EA Gunderson, G Ramirez, SL Beilock, SC Levine Developmental psychology 48 (5), 1229, 2012 | 390 | 2012 |
| Action’s influence on thought: The case of gesture S Goldin-Meadow, SL Beilock Perspectives on psychological science 5 (6), 664-674, 2010 | 338 | 2010 |
| Math performance in stressful situations SL Beilock Current Directions in Psychological Science 17 (5), 339-343, 2008 | 336 | 2008 |
| Why do athletes choke under pressure? SL Beilock, R Gray John Wiley & Sons Inc, 2007 | 325 | 2007 |
| Multiple social identities and stereotype threat: imbalance, accessibility, and working memory. RJ Rydell, AR McConnell, SL Beilock Journal of personality and social psychology 96 (5), 949, 2009 | 321 | 2009 |
| Choke: What the secrets of the brain reveal about getting it right when you have to S Beilock Simon and Schuster, 2010 | 316 | 2010 |
| Numerical ordering ability mediates the relation between number-sense and arithmetic competence IM Lyons, SL Beilock Cognition 121 (2), 256-261, 2011 | 309 | 2011 |
| Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety EA Maloney, G Ramirez, EA Gunderson, SC Levine, SL Beilock Psychological Science 26 (9), 1480-1488, 2015 | 301 | 2015 |
