| Year |
Citation |
Score |
| 2016 |
DeCaro MS. Inducing mental set constrains procedural flexibility and conceptual understanding in mathematics. Memory & Cognition. PMID 27126874 DOI: 10.3758/s13421-016-0614-y |
1 |
|
| 2015 |
Bellinger DB, DeCaro MS, Ralston PA. Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom. Consciousness and Cognition. 37: 123-32. PMID 26372885 DOI: 10.1016/j.concog.2015.09.001 |
1 |
|
| 2015 |
DeCaro MS, Van Stockum CA, Wieth MB. When Higher Working Memory Capacity Hinders Insight Journal of Experimental Psychology: Learning Memory and Cognition. DOI: 10.1037/xlm0000152 |
1 |
|
| 2015 |
DeCaro DA, DeCaro MS, Rittle-Johnson B. Achievement motivation and knowledge development during exploratory learning Learning and Individual Differences. 37: 13-26. DOI: 10.1016/j.lindif.2014.10.015 |
1 |
|
| 2014 |
Fyfe ER, DeCaro MS, Rittle-Johnson B. An alternative time for telling: when conceptual instruction prior to problem solving improves mathematical knowledge. The British Journal of Educational Psychology. 84: 502-19. PMID 24494594 DOI: 10.1111/bjep.12035 |
1 |
|
| 2014 |
Van Stockum CA, DeCaro MS. Enclothed cognition and controlled attention during insight problem-solving Journal of Problem Solving. 7: 73-83. DOI: 10.7771/1932-6246.1164 |
1 |
|
| 2014 |
Fyfe ER, DeCaro MS, Rittle-Johnson B. When feedback is cognitively-demanding: the importance of working memory capacity Instructional Science. DOI: 10.1007/s11251-014-9323-8 |
1 |
|
| 2012 |
DeCaro MS, Rittle-Johnson B. Exploring mathematics problems prepares children to learn from instruction. Journal of Experimental Child Psychology. 113: 552-68. PMID 22849809 DOI: 10.1016/j.jecp.2012.06.009 |
1 |
|
| 2012 |
Fyfe ER, Rittle-Johnson B, DeCaro MS. The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters Journal of Educational Psychology. 104: 1094-1108. DOI: 10.1037/a0028389 |
1 |
|
| 2011 |
DeCaro MS, Thomas RD, Albert NB, Beilock SL. Choking under pressure: multiple routes to skill failure. Journal of Experimental Psychology. General. 140: 390-406. PMID 21574739 DOI: 10.1037/a0023466 |
1 |
|
| 2010 |
DeCaro MS, Rotar KE, Kendra MS, Beilock SL. Diagnosing and alleviating the impact of performance pressure on mathematical problem solving. Quarterly Journal of Experimental Psychology (2006). 63: 1619-30. PMID 20140810 DOI: 10.1080/17470210903474286 |
1 |
|
| 2009 |
DeCaro MS, Carlson KD, Thomas RD, Beilock SL. When and how less is more: reply to Tharp and Pickering. Cognition. 111: 397-403. PMID 19344894 DOI: 10.1016/j.cognition.2009.03.001 |
1 |
|
| 2009 |
Mutter SA, DeCaro MS, Plumlee LF. The role of contingency and contiguity in young and older adults' causal learning. The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences. 64: 315-23. PMID 19299255 DOI: 10.1093/geronb/gbp004 |
1 |
|
| 2008 |
Decaro MS, Thomas RD, Beilock SL. Individual differences in category learning: sometimes less working memory capacity is better than more. Cognition. 107: 284-94. PMID 17707363 DOI: 10.1016/j.cognition.2007.07.001 |
1 |
|
| 2007 |
Beilock SL, Decaro MS. From poor performance to success under stress: working memory, strategy selection, and mathematical problem solving under pressure. Journal of Experimental Psychology. Learning, Memory, and Cognition. 33: 983-98. PMID 17983308 DOI: 10.1037/0278-7393.33.6.983 |
1 |
|
| 2007 |
DeCaro MS, Wieth M, Beilock SL. Methodologies for examining problem solving success and failure. Methods (San Diego, Calif.). 42: 58-67. PMID 17434416 DOI: 10.1016/j.ymeth.2006.12.006 |
1 |
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