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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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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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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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Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework

Journal of intelligence, 2023-06, Vol.11 (6), p.117

2023

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Are Books Like Number Lines? Children Spontaneously Encode Spatial-Numeric Relationships in a Novel Spatial Estimation Task

Frontiers in psychology, 2017-12, Vol.8, p.2242-2242

2017

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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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Math predictors of numeric health and non-health decision-making problems

Journal of numerical cognition, 2021-07, Vol.7 (2), p.221-239

2021

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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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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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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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Effects of figural and numerical presentation formats on growing pattern performance

Journal of numerical cognition, 2021-07, Vol.7 (2), p.125-155

2021

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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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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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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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An integrated theory of whole number and fractions development

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

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

Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework

Are Books Like Number Lines? Children Spontaneously Encode Spatial-Numeric Relationships in a Novel Spatial Estimation Task

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

Math predictors of numeric health and non-health decision-making problems

Free versus anchored numerical estimation: A unified approach

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

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

Effects of figural and numerical presentation formats on growing pattern performance

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

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

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

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