Lori A. Petersen, Ph.D.
Affiliations: | 2013 | Psychology | University of Notre Dame, Notre Dame, IN, United States |
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"Lori Petersen"Mean distance: 21.19 (cluster 15) | S | N | B | C | P |
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Sign in to add mentor| Nicole M. McNeil | grad student | 2013 | Notre Dame | |
| (How does the representational status of to-be-counted objects affect children's understanding of cardinality?) | ||||
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| Chesney DL, McNeil NM, Petersen LA, et al. (2018) Arithmetic practice that includes relational words promotes understanding of symbolic equations Learning and Individual Differences. 64: 104-112 |
| Chesney DL, McNeil NM, Matthews PG, et al. (2014) Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form Cognitive Development. 30: 30-46 |
| Petersen LA, McNeil NM. (2013) Effects of perceptually rich manipulatives on preschoolers' counting performance: established knowledge counts. Child Development. 84: 1020-33 |
| McNeil NM, Chesney DL, Matthews PG, et al. (2012) It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence Journal of Educational Psychology. 104: 1109-1121 |
| McNeil NM, Fyfe ER, Petersen LA, et al. (2011) Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development. 82: 1620-33 |
| McNeil NM, Rittle-Johnson B, Hattikudur S, et al. (2010) Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates' algebraic problem solving Journal of Cognition and Development. 11: 437-457 |