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diff --git a/papers/_posts/2019-01-23-bartley-brain-activity-links.md b/papers/_posts/2019-01-23-bartley-brain-activity-links.md
new file mode 100644
index 00000000..94fcd80e
--- /dev/null
+++ b/papers/_posts/2019-01-23-bartley-brain-activity-links.md
@@ -0,0 +1,39 @@
+---
+layout: paper
+title: Brain activity links performance in science reasoning with conceptual approach
+nickname: 2019-01-23-bartley-brain-activity-links
+authors: "Bartley JE, Riedel MC, Salo T, Boeving ER, Bottenhorn KL, Bravo EI, Odean R, Nazareth A, Laird RW, Sutherland MT, Pruden SM, Brewe E, Laird AR"
+year: 2019
+journal: bioRxiv
+volume:
+issue:
+pages:
+is_published: false
+image: /assets/images/papers/2019-01-23-bartley-brain-activity-links.png
+projects: [physics-learning]
+tags: [preprint]
+
+# Text
+fulltext:
+pdf:
+pdflink:
+pmcid:
+preprint: https://www.biorxiv.org/content/10.1101/526574v1
+supplement:
+
+# Links
+doi: 10.1101/526574
+pmid:
+
+# Data and code
+github: ["https://github.com/NBCLab/PhysicsLearning"]
+neurovault: [4758]
+openneuro:
+osf:
+figshare:
+---
+{% include JB/setup %}
+
+# Abstract
+
+Understanding how students learn is crucial for helping them succeed. We examined brain function in 107 undergraduate students during a task known to be challenging for many students - physics problem solving - to characterize underlying neural mechanisms and determine how these support comprehension and proficiency. Further, we applied module analysis to response distributions, defining groups of students who answered using similar physics conceptions, and probed for brain differences linked with different conceptual approaches. We found integrated executive, attentional, visual motion, and default mode brain systems cooperate to achieve sequential and sustained physics-related cognition. While accuracy alone did not predict brain function, dissociable brain patterns were observed when students solved problems using different physics conceptions, and increased success was linked to conceptual coherence. Our analyses demonstrate that episodic associations and control processes operate in tandem to support physics reasoning, offering insight into effective classroom practices to promote student success.
diff --git a/papers/_posts/2019-01-23-gonzalez-sex-differences-in.md b/papers/_posts/2019-01-23-gonzalez-sex-differences-in.md
new file mode 100644
index 00000000..af4f9907
--- /dev/null
+++ b/papers/_posts/2019-01-23-gonzalez-sex-differences-in.md
@@ -0,0 +1,39 @@
+---
+layout: paper
+title: Sex differences in brain correlates of STEM anxiety
+nickname: 2019-01-23-gonzalez-sex-differences-in
+authors: "Gonzalez AA, Bottenhorn KL, Bartley JE, Hayes T, Riedel MC, Salo T, Bravo EI, Odean R, Nazareth A, Laird RW, Sutherland MT, Brewe E, Pruden SM, Laird AR"
+year: 2019
+journal: bioRxiv
+volume:
+issue:
+pages:
+is_published: false
+image: /assets/images/papers/2019-01-23-gonzalez-sex-differences-in.png
+projects: [physics-learning]
+tags: [preprint]
+
+# Text
+fulltext:
+pdf:
+pdflink:
+pmcid:
+preprint: https://www.biorxiv.org/content/10.1101/528075v1
+supplement:
+
+# Links
+doi: 10.1101/528075
+pmid:
+
+# Data and code
+github: ["https://github.com/NBCLab/PhysicsLearning"]
+neurovault:
+openneuro:
+osf:
+figshare:
+---
+{% include JB/setup %}
+
+# Abstract
+
+Anxiety is known to dysregulate the salience, default mode, and central executive networks of the human brain, yet this phenomenon has not been fully explored across the STEM learning experience, where anxiety can impact negatively academic performance. Here, we evaluated anxiety and large-scale brain connectivity in 101 undergraduate physics students. We found sex differences in STEM-related but not clinical anxiety, with longitudinal increases in science anxiety observed for both female and male students. Sex-specific impacts of STEM anxiety on brain connectivity emerged, with male students exhibiting distinct inter-network connectivity for STEM and clinical anxiety and female students demonstrating no significant within-sex correlations. Anxiety was negatively correlated with academic performance in sex-specific ways at both pre- and post-instruction. Moreover, math anxiety in male students mediated the relation between default mode-salience connectivity and course grade. Together, these results reveal complex sex differences in the neural mechanisms driving how anxiety impacts STEM learning.
diff --git a/team/_posts/2017-05-09-gonzalez-ariel.md b/team/_posts/2017-05-09-gonzalez-ariel.md
index 0537649e..d71d145c 100644
--- a/team/_posts/2017-05-09-gonzalez-ariel.md
+++ b/team/_posts/2017-05-09-gonzalez-ariel.md
@@ -5,7 +5,7 @@ position: Research Assistant
 department:
 handle: agonzalez
 nickname: Ariel
-science_name: Gonzalez A
+science_name: Gonzalez AA
 image: /assets/images/team/ariel-gonzalez.png
 alumni: false