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“They’re Everywhere!”: Symbolically Threatening Groups Seem More Pervasive Than Nonthreatening Groups

Psychological science, 2022-06, Vol.33 (6), p.957-970

2022

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Emergence of the Link Between the Approximate Number System and Symbolic Math Ability

Child development, 2021-03, Vol.92 (2), p.e186-e200

2021

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First and Second Graders Successfully Reason About Ratios With Both Dot Arrays and Arabic Numerals

Child development, 2021-05, Vol.92 (3), p.1011-1027

2021

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The educational competence of the European Court of Human Rights: judicial pedagogies of religious symbols in classrooms

Oxford review of education, 2022-03, Vol.48 (2), p.131-147

Fancourt, Nigel

2022

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Training the Approximate Number System Improves Math Proficiency

Psychological science, 2013-10, Vol.24 (10), p.2013-2019

2013

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Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth‐Grade Algebra Competence

Child development, 2020-01, Vol.91 (1), p.e14-e28

2020

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Making Sense of Number Words and Arabic Digits: Does Order Count More?

Child development, 2020-09, Vol.91 (5), p.1456-1470

2020

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If They Say “Yes,” We Say “No”: Partisan Cues Increase Polarization Over National Symbols

Psychological science, 2018-12, Vol.29 (12), p.1996-2009

2018

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Confederate Imagery in Congressional Rhetoric: Divisions and Deliberation

Social science quarterly, 2021-05, Vol.102 (3), p.1084-1097

Hayden, Jessica M.

2021

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Is Chinese Special? Four Aspects of Chinese Literacy Acquisition that Might Distinguish Learning Chinese from Learning Alphabetic Orthographies

Educational Psychology Review, 2016-09, Vol.28 (3), p.523-549

McBride, Catherine Alexandra

2016

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Concreteness Fading in Mathematics and Science Instruction: a Systematic Review

Educational psychology review, 2014-03, Vol.26 (1), p.9-25

2014

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Children’s Knowledge of Symbolic Number in Grades 1 and 2: Integration of Associations

Child development, 2021-05, Vol.92 (3), p.1099-1117

2021

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Reexamining Confederate symbols displayed on flags and monuments in public spaces: Two fallacies in the heritage versus hate debate

Social science quarterly, 2022-03, Vol.103 (2), p.346-364

2022

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Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

Child development, 2021-05, Vol.92 (3), p.e252-e269

2021

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Statistical Learning of Orthographic Regularities in Chinese Children With and Without Dyslexia

Child development, 2020-11, Vol.91 (6), p.1953-1969

2020

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Racial identity and emotional responses to confederate symbols

Social science quarterly, 2021-07, Vol.102 (4), p.1882-1893

2021

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Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense

Psychological science, 2023-01, Vol.34 (1), p.8-21

2023

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Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners

Educational technology research and development, 2021-04, Vol.69 (2), p.843-860

Wen, Yun

2021

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Mind-Mindedness and Theory of Mind: Mediating Roles of Language and Perspectival Symbolic Play

Child development, 2013-09, Vol.84 (5), p.1777-1790

2013

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More than Rocks and Stone: Confederate Monuments, Memory Movements, and Race

Social forces, 2022-06, Vol.100 (4), p.1479-1502

O’Connell, Heather A

2022

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Developmental Pathways Between Infant Gestures and Symbolic Actions, and Children’s Communicative Skills at Age 5: Findings From the All Our Families Pregnancy Cohort

Child development, 2021-05, Vol.92 (3), p.799-810

2021

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Number Representations Drive Number‐Line Estimates

Child development, 2020-07, Vol.91 (4), p.e952-e967

2020

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The Production of Culture Perspective

Annual review of sociology, 2004-01, Vol.30 (1), p.311-334

2004

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The Development of Symbol-Infused Joint Engagement

Child development, 2004-07, Vol.75 (4), p.1171-1187

2004

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The Political Consequences of an Optimistic Personality

Political behavior, 2023-06, Vol.45 (2), p.585-606

2023

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“They’re Everywhere!”: Symbolically Threatening Groups Seem More Pervasive Than Nonthreatening Groups

Emergence of the Link Between the Approximate Number System and Symbolic Math Ability

First and Second Graders Successfully Reason About Ratios With Both Dot Arrays and Arabic Numerals

The educational competence of the European Court of Human Rights: judicial pedagogies of religious symbols in classrooms

Training the Approximate Number System Improves Math Proficiency

Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth‐Grade Algebra Competence

Making Sense of Number Words and Arabic Digits: Does Order Count More?

If They Say “Yes,” We Say “No”: Partisan Cues Increase Polarization Over National Symbols

Confederate Imagery in Congressional Rhetoric: Divisions and Deliberation

Is Chinese Special? Four Aspects of Chinese Literacy Acquisition that Might Distinguish Learning Chinese from Learning Alphabetic Orthographies

Concreteness Fading in Mathematics and Science Instruction: a Systematic Review

Children’s Knowledge of Symbolic Number in Grades 1 and 2: Integration of Associations

Reexamining Confederate symbols displayed on flags and monuments in public spaces: Two fallacies in the heritage versus hate debate

Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

Statistical Learning of Orthographic Regularities in Chinese Children With and Without Dyslexia

Racial identity and emotional responses to confederate symbols

Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense

Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners

Mind-Mindedness and Theory of Mind: Mediating Roles of Language and Perspectival Symbolic Play

More than Rocks and Stone: Confederate Monuments, Memory Movements, and Race

Developmental Pathways Between Infant Gestures and Symbolic Actions, and Children’s Communicative Skills at Age 5: Findings From the All Our Families Pregnancy Cohort

Number Representations Drive Number‐Line Estimates

The Production of Culture Perspective

The Development of Symbol-Infused Joint Engagement

The Political Consequences of an Optimistic Personality

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