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An integrated theory of whole number and fractions development

Cognitive psychology, 2011-06, Vol.62 (4), p.273-296

2011

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Relations of different types of numerical magnitude representations to each other and to mathematics achievement

Journal of experimental child psychology, 2014-07, Vol.123, p.53-72

2014

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Linear Numerical-Magnitude Representations Aid Children's Memory for Numbers

Psychological science, 2010-09, Vol.21 (9), p.1274-1281

2010

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Do Adults Treat Equivalent Fractions Equally? Adults' Strategies and Errors During Fraction Reasoning

Journal of experimental psychology. Learning, memory, and cognition, 2020-11, Vol.46 (11), p.2049-2074

2020

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Free versus anchored numerical estimation: A unified approach

Cognition, 2016-04, Vol.149, p.11-17

2016

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How 15 Hundred Is Like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition

Child development, 2010-11, Vol.81 (6), p.1768-1786

2010

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Modeling individual differences in response time and accuracy in numeracy

Cognition, 2015-04, Vol.137, p.115-136

2015

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Implicit Analogies in Learning: Supporting Transfer by Warming Up

Current directions in psychological science : a journal of the American Psychological Society, 2019-12, Vol.28 (6), p.619-625

2019

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From integers to fractions: The role of analogy in transfer and long-term learning

Journal of experimental child psychology, 2024-07, Vol.243, p.105918-105918, Article 105918

2024

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Children Are Not Like Older Adults: A Diffusion Model Analysis of Developmental Changes in Speeded Responses

Child development, 2012-01, Vol.83 (1), p.367-381

2012

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Children's and Adults' Math Attitudes Are Differentiated by Number Type

The Journal of experimental education, 2021-01, Vol.89 (1), p.1-32

2021

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Early development of spatial-numeric associations: evidence from spatial and quantitative performance of preschoolers

Developmental science, 2010-09, Vol.13 (5), p.761-771

2010

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From Integers to Fractions: The Role of Analogy in Developing a Coherent Understanding of Proportional Magnitude

Developmental psychology, 2022-10, Vol.58 (10), p.1912-1930

2022

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Children’s estimates of equivalent rational number magnitudes are not equal: Evidence from fractions, decimals, percentages, and whole numbers

Journal of experimental child psychology, 2024-11, Vol.247, p.106030, Article 106030

2024

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Individual differences in the components of children’s and adults’ information processing for simple symbolic and non-symbolic numeric decisions

Journal of experimental child psychology, 2016-10, Vol.150, p.48-71

2016

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Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision?

The Journal of experimental education, 2023-01, Vol.91 (1), p.20-45

2023

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Building integrated number sense in adults and children: Comparing fractions-only training with cross-notation number line training

Journal of experimental child psychology, 2024-10, Vol.246, p.106017, Article 106017

2024

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Self-Care Behaviors and Affect During the Early Stages of the COVID-19 Pandemic

Health psychology, 2022-11, Vol.41 (11), p.833-842

2022

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Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes

British journal of educational psychology, 2022-06, Vol.92 (2), p.e12472-n/a

2022

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Gender differences in confidence during number-line estimation

Metacognition and learning, 2021-04, Vol.16 (1), p.157-178

2021

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Impacts of number lines and circle visual displays on caregivers’ fraction understanding

Journal of experimental child psychology, 2024-10, Vol.246, p.105983, Article 105983

2024

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Numerical landmarks are useful—except when they’re not

Journal of experimental child psychology, 2014-04, Vol.120, p.39-58

2014

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Children Can Accurately Monitor and Control Their Number-Line Estimation Performance

Developmental psychology, 2016-10, Vol.52 (10), p.1493-1502

2016

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Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes

Metacognition and learning, 2020-08, Vol.15 (2), p.215-231

2020

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Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance

Frontiers in psychology, 2023-11, Vol.14, p.1210266-1210266

2023

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An integrated theory of whole number and fractions development

Relations of different types of numerical magnitude representations to each other and to mathematics achievement

Linear Numerical-Magnitude Representations Aid Children's Memory for Numbers

Do Adults Treat Equivalent Fractions Equally? Adults' Strategies and Errors During Fraction Reasoning

Free versus anchored numerical estimation: A unified approach

How 15 Hundred Is Like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition

Modeling individual differences in response time and accuracy in numeracy

Implicit Analogies in Learning: Supporting Transfer by Warming Up

From integers to fractions: The role of analogy in transfer and long-term learning

Children Are Not Like Older Adults: A Diffusion Model Analysis of Developmental Changes in Speeded Responses

Children's and Adults' Math Attitudes Are Differentiated by Number Type

Early development of spatial-numeric associations: evidence from spatial and quantitative performance of preschoolers

From Integers to Fractions: The Role of Analogy in Developing a Coherent Understanding of Proportional Magnitude

Children’s estimates of equivalent rational number magnitudes are not equal: Evidence from fractions, decimals, percentages, and whole numbers

Individual differences in the components of children’s and adults’ information processing for simple symbolic and non-symbolic numeric decisions

Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision?

Building integrated number sense in adults and children: Comparing fractions-only training with cross-notation number line training

Self-Care Behaviors and Affect During the Early Stages of the COVID-19 Pandemic

Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes

Gender differences in confidence during number-line estimation

Impacts of number lines and circle visual displays on caregivers’ fraction understanding

Numerical landmarks are useful—except when they’re not

Children Can Accurately Monitor and Control Their Number-Line Estimation Performance

Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes

Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance

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