33 Publications (Page 1 of 2)
2020
ABBABB or 1212: Abstract language facilitates children’s early patterning skills
Flynn, Mara E⋅Guba, Taylor P and Fyfe, Emily R
Journal of Experimental Child Psychology, vol. 193, pp. 104791, 2020-05-00. | Journal Article
 
College developmental math students’ knowledge of the equal sign
Fyfe, Emily R⋅Matthews, Percival G and Amsel, Eric
Educational Studies in Mathematics, 2020-05-16. | Journal Article
 
Learning from an avatar video instructor
Vest, Nicholas A⋅Vest, Nicholas A⋅Fyfe, Emily R⋅Fyfe, Emily R⋅Nathan, Mitchell J⋅Nathan, Mitchell J⋅Alibali, Martha W and Alibali, Martha W
Gesture, vol. 19, (no. 1), pp. 128-155, 2020. | Journal Article
 
This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed
Fyfe, Emily R and Brown, Sarah A
Instructional Science, vol. 48, (no. 1), pp. 44, 2020-02-00. | Journal Article
2019
Making “concreteness fading” more concrete as a theory of instruction for promoting transfer
Fyfe, Emily R and Nathan, Mitchell J
Educational Review, vol. 71, (no. 4), pp. 422, 2019-07-04. | Journal Article
 
Mathematical thinking in children with developmental language disorder: The roles of pattern skills and verbal working memory
Fyfe, Emily R⋅Fyfe, Emily R⋅Matz, Lauren Eisenband⋅Matz, Lauren Eisenband⋅Hunt, Kayla M⋅Hunt, Kayla M⋅Alibali, Martha W and Alibali, Martha W
Journal of Communication Disorders, vol. 77, pp. 30, January-February 2019. | Journal Article
 
Predicting success on high-stakes math tests from preschool math measures among children from low-income homes
Fyfe, Emily R⋅Rittle-Johnson, Bethany and Farran, Dale C
Journal of Educational Psychology, vol. 111, (no. 3), pp. 413, 2019-04-00. | Journal Article
2018
Assessing formal knowledge of math equivalence among algebra and pre-algebra students
Fyfe, Emily⋅Amsel, Eric⋅Matthews, Percival⋅McEldoon, Katherine and McNeil, Nicole
Journal of Educational Psychology, vol. 110, (no. 1), pp. 101, 2018-01-00. | Journal Article
 
Feedback influences children's reasoning about math equivalence: A meta-analytic review
Fyfe, Emily R and Brown, Sarah A
Thinking & Reasoning, vol. 24, (no. 2), pp. 178, 4/3/2018. | Journal Article
2017
Diagrams benefit symbolic problem‐solving
Chu, Junyi⋅Chu, J.⋅Rittle‐Johnson, Bethany⋅Rittle-Johnson, B.⋅Fyfe, E.R. and Fyfe, Emily R
British Journal of Educational Psychology, vol. 87, (no. 2), pp. 287, June 2017. | Journal Article
 
Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11
Rittle-Johnson, Bethany⋅Rittle‐Johnson, Bethany⋅Fyfe, Emily R⋅Fyfe, Emily R⋅Hofer, Kerry G⋅Hofer, Kerry G⋅Farran, Dale C and Farran, Dale C
Child Development, vol. 88, (no. 5), pp. 1742, September/October 2017. | Journal Article
 
Mathematics practice without feedback: A desirable difficulty in a classroom setting
Fyfe, Emily and Rittle-Johnson, Bethany
Instructional Science, vol. 45, (no. 2), pp. 194, 20170400. | Journal Article
 
Relations between patterning skill and differing aspects of early mathematics knowledge
Fyfe, Emily R⋅Evans, Julia L⋅Matz, Lauren Eisenband⋅Hunt, Kayla M and Alibali, Martha W
Cognitive Development, vol. 44, pp. 11, October 2017. | Journal Article
2016
Feedback both helps and hinders learning: The causal role of prior knowledge
Fyfe, Emily and Rittle-Johnson, Bethany
Journal of Educational Psychology, vol. 108, (no. 1), pp. 97, 2016-01-00. | Journal Article
 
Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson
Rittle‐Johnson, Bethany⋅Rittle Johnson, Bethany⋅Fyfe, Emily R.⋅Fyfe, Emily R⋅Loehr, Abbey M and Loehr, Abbey M.
British Journal of Educational Psychology, vol. 86, (no. 4), pp. 591, December 2016. | Journal Article
 
Providing feedback on computer-based algebra homework in middle-school classrooms
Fyfe, Emily R
Computers in Human Behavior, vol. 63, pp. 574, October 2016. | Journal Article
 
The benefits of computer-generated feedback for mathematics problem solving
Fyfe, Emily R and Rittle-Johnson, Bethany
Journal of Experimental Child Psychology, vol. 147, pp. 151, July 2016. | Journal Article
 
The Influence of Relational Knowledge and Executive Function on Preschoolers' Repeating Pattern Knowledge
Miller, Michael R⋅Rittle-Johnson, Bethany⋅Loehr, Abbey M and Fyfe, Emily R
Journal of Cognition and Development, vol. 17, (no. 1), pp. 104, 1/1/2016. | Journal Article
2015
Arithmetic practice can be modified to promote understanding of mathematical equivalence
McNeil, Nicole⋅Fyfe, Emily and Dunwiddie, April
Journal of Educational Psychology, vol. 107, (no. 2), pp. 436, 2015-00-00. | Journal Article
 
Benefits of “concreteness fading” for children's mathematics understanding
Fyfe, Emily R⋅McNeil, Nicole M and Borjas, Stephanie
Learning and Instruction, vol. 35, pp. 120, February 2015. | Journal Article
 
Beyond numeracy in preschool: Adding patterns to the equation
Rittle-Johnson, Bethany⋅Fyfe, Emily R⋅Loehr, Abbey M and Miller, Michael R
Early Childhood Research Quarterly, vol. 31, pp. 112, Q2 2015. | Journal Article
 
Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task
Fyfe, Emily R⋅Fyfe, Emily R⋅McNeil, Nicole M⋅Mc Neil, Nicole M⋅Rittle-Johnson, Bethany and Rittle‐Johnson, Bethany
Child Development, vol. 86, (no. 3), pp. 935, May/June 2015. | Journal Article
 
When feedback is cognitively-demanding: the importance of working memory capacity
Fyfe, Emily⋅DeCaro, Marci and Rittle-Johnson, Bethany
Instructional Science, vol. 43, (no. 1), pp. 91, 20150101. | Journal Article
2014
An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge
Fyfe, Emily R⋅DeCaro, Marci S and Rittle‐Johnson, Bethany
British Journal of Educational Psychology, vol. 84, (no. 3), pp. 519, September 2014. | Journal Article
 
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review
Fyfe, Emily⋅Fyfe, Emily⋅Fyfe, Emily R⋅Mcneil, Nicole M⋅Mcneil, Nicole⋅McNeil, Nicole⋅Son, Ji Y⋅Son, Ji⋅Son, Ji⋅Goldstone, Robert L⋅Goldstone, Robert and Goldstone, Robert
Educational Psychology Review, vol. 26, (no. 1), pp. 25, 20140301. | Journal Article