Emily Fyfe
Affiliations: | 2015 | Vanderbilt University, Nashville, TN |
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Publications
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| Zhang T, Fyfe ER. (2023) High variability in learning materials benefits children's pattern practice. Journal of Experimental Child Psychology. 239: 105829 |
| Merrick M, Fyfe ER. (2023) Feelings on feedback: Children's emotional responses during mathematics problem solving. Contemporary Educational Psychology. 74 |
| Fyfe ER, Borriello G, Merrick M. (2022) A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving. Educational Psychologist. 58: 130-145 |
| Borriello GA, Grenell A, Vest NA, et al. (2022) Links between repeating and growing pattern knowledge and math outcomes in children and adults. Child Development |
| Grenell A, Nelson LJ, Gardner B, et al. (2022) Children's confidence using incorrect strategies on mathematical equivalence problems. Cognitive Development. 62 |
| Fyfe ER, Byers C, Nelson LJ. (2021) The benefits of a metacognitive lesson on children's understanding of mathematical equivalence, arithmetic, and place value. Journal of Educational Psychology. 114: 1292-1306 |
| Flynn ME, Guba TP, Fyfe ER. (2020) ABBABB or 1212: Abstract language facilitates children's early patterning skills. Journal of Experimental Child Psychology. 193: 104791 |
| Fyfe ER, Rittle-Johnson B, Farran DC. (2019) Predicting success on high-stakes math tests from preschool math measures among children from low-income homes. Journal of Educational Psychology. 111: 402-413 |
| Fyfe ER, Matz LE, Hunt KM, et al. (2018) Mathematical thinking in children with developmental language disorder: The roles of pattern skills and verbal working memory. Journal of Communication Disorders. 77: 17-30 |
| Fyfe ER, Matthews PG, Amsel E, et al. (2018) Assessing formal knowledge of math equivalence among algebra and pre-algebra students. Journal of Educational Psychology. 110: 87-101 |