Publications 2019 to 2021

/Publications 2019 to 2021
Publications 2019 to 20212021-03-29T15:49:41+00:00

2021

Siegler, R. S., & Oppenzato, C. O. (2021). Missing input: How imbalanced distributions of textbook problems affect mathematics learning. Child Development Perspectives. doi:10.1111/cdep.12402

2020

Braithwaite, D. W., & Siegler, R. S. (2020). Putting fractions together. Journal of Educational Psychology. doi: 10.1037/edu0000477

Mcmullen, J., Hannula-Sormunen, M. M., Lehtinen, E., & Siegler, R. S. (2020). Distinguishing adaptive from routine expertise with rational number arithmetic. Learning and Instruction68, 101347. doi: 10.1016/j.learninstruc.2020.101347

Tian, J., Braithwaite, D. W., & Siegler, R. S. (2020). Distributions of textbook problems predict student learning: Data from decimal arithmetic. Journal of Educational Psychology. doi:10.1037/edu0000618

Tian, J., Braithwaite, D. W., & Siegler, R. S. (2020). How do people choose among rational number notations? Cognitive Psychology, 123, 101333. doi:10.1016/j.cogpsych.2020.101333

Siegler, R. S., Im, S., & Braithwaite, D. (2020). Understanding development requires assessing the relevant environment: Examples from mathematics learning. New Directions for Child and Adolescent Development. doi:10.1002/cad.20372

Siegler, R. S., Im, S,. Schiller, L., Tian, J., Braithwaite, D. W. (In press). The sleep of reason produces monsters: how and when biased input shapes mathematics learning. Annual Review of Developmental Psychology.

2019

Braithwaite, D. W., Leib, E., Siegler, R. S., & McMullen, J. (2019). Individual differences in fraction arithmetic learning. Cognitive Psychology. doi: http://doi.org/10.1016/j.cogpsych.2019.04.002

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