Physician
Pathology
Dr. Marcia A. Barnes, MD
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Marcia Barnes practices Pathology. She studied medicine at Perelman School of Medicine at the University of Pennsylvania. Marcia Barnes has written publications. She has 55 publications published with PubMed. The lastest publication is: 'How children with head injury represent real and deceptive emotion in short narratives.'
Publications
- Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fin...
- Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers.
- The construction of visual-spatial situation models in children's reading and their relation to reading comprehension.
- Mathematics development and difficulties: The role of visual-spatial perception and other cognitive skills.
- Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.
- Response inhibition in children with and without ADHD after traumatic brain injury.
- Motor contingency learning and infants with spina bifida.
- Mathematical Outcomes and Working Memory in Children With TBI and Orthopedic Injury.
- The Effects of Pediatric Traumatic Brain Injury on Verbal and Visual-Spatial Working Memory.
- Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach.
- Early information processing among infants with and without spina bifida.
- Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele.
- The role of illustrations in children's inferential comprehension.
- The cognitive phenotype of spina bifida meningomyelocele.
- Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties.
- Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.
- Performance monitoring in children following traumatic brain injury.
- Mathematical development in spina bifida.
- Arrested development and disrupted callosal microstructure following pediatric traumatic brain injury: relation to neurobehavioral outcomes.
- Hypothermia therapy after traumatic brain injury in children.
- Neurocognitive function in same-sex twins following focal radiation for medulloblastoma.
- A model of comprehension in spina bifida meningomyelocele: meaning activation, integration, and revision.
- Prospective, declarative, and nondeclarative memory in young adults with spina bifida.
- The impact of spina bifida on development across the first 3 years.
- Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood.
- Arithmetic processing in children with spina bifida: Calculation accuracy, strategy use, and fact retrieval fluency.
- A model of neurocognitive function in spina bifida over the life span.
- Response inhibition after traumatic brain injury (TBI) in children: impairment and recovery.
- Reading and writing skills in young adults with spina bifida and hydrocephalus.
- Changes in working memory after traumatic brain injury in children.
- Effect of intracranial bleeds on the health and quality of life of boys with hemophilia.
- Meaning construction and integration in children with hydrocephalus.
- Working memory after mild, moderate, or severe childhood closed head injury.
- Modeling of longitudinal academic achievement scores after pediatric traumatic brain injury.
- Childhood head injury and metacognitive processes in language and memory.
- Early brain injury in children: development and reorganization of cognitive function.
- Language development in children with spina bifida.
- Linguistic outcomes following traumatic brain injury in children.
- Mathematics skills in good readers with hydrocephalus.
- Math and numeracy in young adults with spina bifida and hydrocephalus.
- Comparison of literal, inferential, and intentional text comprehension in children with mild or severe closed head injury.
- Comprehension skill, inference-making ability, and their relation to knowledge.
- Understanding of literal truth, ironic criticism, and deceptive praise following childhood head injury.
- Children with spina bifida perceive visual illusions but not multistable figures.
- Knowledge-based inferencing after childhood head injury.
- Poor reading comprehension despite fast word decoding in children with hydrocephalus.
- How children with head injury represent real and deceptive emotion in short narratives.
- Discourse after early-onset hydrocephalus: core deficits in children of average intelligence.
- The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age.
- Neuropsychologic function in same-sex twins discordant for perinatal brain damage.
- The content of narrative discourse in children and adolescents after early-onset hydrocephalus and in normally developing age peers.
- Oral discourse after early-onset hydrocephalus: linguistic ambiguity, figurative language, speech acts, and script-based inferences.
- Reading in children and adolescents after early onset hydrocephalus and in normally developing age peers: phonological analysis, word recognition, word comprehension, ...
- Knowing the meaning, getting the point, bridging the gap, and carrying the message: aspects of discourse following closed head injury in childhood and adolescence.
Schools
Perelman School of Medicine University of Pennsylvania
Doctors Specialties
- Pathology
Accepted Insurances
Education
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Duke University Hospital -
Perelman School of Medicine at the University of Pennsylvania
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