| Year |
Citation |
Score |
| 2023 |
Adler RM, Xu M, Rittle-Johnson B. What counts as STEM, and does it matter? The British Journal of Educational Psychology. e12639. PMID 37907362 DOI: 10.1111/bjep.12639 |
0.757 |
|
| 2023 |
Douglas AA, Msall C, Rittle-Johnson B. Developing and validating a measure of parental knowledge about early math development. Frontiers in Psychology. 14: 1116883. PMID 37275704 DOI: 10.3389/fpsyg.2023.1116883 |
0.744 |
|
| 2021 |
Douglas AA, Zippert EL, Rittle-Johnson B. Parents' numeracy beliefs and their early numeracy support: A synthesis of the literature. Advances in Child Development and Behavior. 61: 279-316. PMID 34266568 DOI: 10.1016/bs.acdb.2021.05.003 |
0.774 |
|
| 2020 |
Zippert EL, Douglas AA, Rittle-Johnson B. Finding patterns in objects and numbers: Repeating patterning in pre-K predicts kindergarten mathematics knowledge. Journal of Experimental Child Psychology. 200: 104965. PMID 32889302 DOI: 10.1016/J.Jecp.2020.104965 |
0.779 |
|
| 2020 |
Loehr AM, Fazio LK, Rittle-Johnson B. The role of recalling previous errors in middle-school children's learning. The British Journal of Educational Psychology. PMID 31999838 DOI: 10.1111/Bjep.12341 |
0.771 |
|
| 2020 |
Rittle-Johnson B, Farran DC, Durkin KL. Marginalized students’ perspectives on instructional strategies in middle-school mathematics classrooms Journal of Experimental Education. 1-18. DOI: 10.1080/00220973.2020.1728513 |
0.38 |
|
| 2020 |
Zippert EL, Rittle-Johnson B. The home math environment: More than numeracy Early Childhood Research Quarterly. 50: 4-15. DOI: 10.1016/J.Ecresq.2018.07.009 |
0.82 |
|
| 2019 |
Zippert EL, Douglas AA, Smith MR, Rittle-Johnson B. Preschoolers' broad mathematics experiences with parents during play. Journal of Experimental Child Psychology. 192: 104757. PMID 31887486 DOI: 10.1016/J.Jecp.2019.104757 |
0.788 |
|
| 2019 |
Douglas A, Zippert EL, Rittle-Johnson B. Parent-Child Talk about Early Numeracy Iris Journal of Scholarship. 1: 48-68. DOI: 10.15695/iris.v1i0.4659 |
0.797 |
|
| 2019 |
Zippert EL, Clayback K, Rittle-Johnson B. Not Just IQ: Patterning Predicts Preschoolers’ Math Knowledge Beyond Fluid Reasoning Journal of Cognition and Development. 20: 752-771. DOI: 10.1080/15248372.2019.1658587 |
0.778 |
|
| 2019 |
Fyfe ER, Rittle-Johnson B, Farran DC. Predicting success on high-stakes math tests from preschool math measures among children from low-income homes. Journal of Educational Psychology. 111: 402-413. DOI: 10.1037/Edu0000298 |
0.762 |
|
| 2019 |
Rittle-Johnson B, Zippert EL, Boice KL. The roles of patterning and spatial skills in early mathematics development Early Childhood Research Quarterly. 46: 166-178. DOI: 10.1016/J.Ecresq.2018.03.006 |
0.8 |
|
| 2018 |
Rittle-Johnson B, Zippert EL, Boice KL. Data on preschool children׳s math, patterning, and spatial knowledge. Data in Brief. 20: 196-199. PMID 30112435 DOI: 10.1016/J.Dib.2018.07.061 |
0.79 |
|
| 2017 |
Chu J, Rittle-Johnson B, Fyfe ER. Diagrams benefit symbolic problem-solving. The British Journal of Educational Psychology. PMID 28299771 DOI: 10.1111/Bjep.12149 |
0.701 |
|
| 2017 |
Durkin K, Star JR, Rittle-Johnson B. Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps Zdm. 49: 585-597. DOI: 10.1007/S11858-017-0853-9 |
0.643 |
|
| 2017 |
Rittle-Johnson B, Loehr AM, Durkin K. Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles Zdm. 49: 599-611. DOI: 10.1007/S11858-017-0834-Z |
0.617 |
|
| 2017 |
Gresalfi MS, Rittle-Johnson B, Loehr A, Nichols I. Design matters: explorations of content and design in fraction games Educational Technology Research and Development. 66: 579-596. DOI: 10.1007/S11423-017-9557-7 |
0.354 |
|
| 2016 |
Rittle-Johnson B, Fyfe ER, Hofer KG, Farran DC. Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11. Child Development. PMID 27921305 DOI: 10.1111/Cdev.12662 |
0.754 |
|
| 2016 |
Rittle-Johnson B, Fyfe ER, Loehr AM. Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson. The British Journal of Educational Psychology. 86: 576-591. PMID 27502760 DOI: 10.1111/Bjep.12124 |
0.783 |
|
| 2016 |
Rittle-Johnson B, Loehr AM. Eliciting explanations: Constraints on when self-explanation aids learning. Psychonomic Bulletin & Review. PMID 27368627 DOI: 10.3758/S13423-016-1079-5 |
0.774 |
|
| 2016 |
Fyfe ER, Rittle-Johnson B. The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology. 147: 140-51. PMID 27082020 DOI: 10.1016/J.Jecp.2016.03.009 |
0.749 |
|
| 2016 |
Star JR, Rittle-Johnson B, Durkin K. Comparison and Explanation of Multiple Strategies Policy Insights From the Behavioral and Brain Sciences. 3: 151-159. DOI: 10.1177/2372732216655543 |
0.598 |
|
| 2016 |
Loehr AM, Rittle-Johnson B. Putting the “th” in Tenths: Providing Place-Value Labels Helps Reveal the Structure of Our Base-10 Numeral System Journal of Cognition and Development. 18: 226-245. DOI: 10.1080/15248372.2016.1243118 |
0.33 |
|
| 2016 |
Miller MR, Rittle-Johnson B, Loehr AM, Fyfe ER. The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge Journal of Cognition and Development. 17: 85-104. DOI: 10.1080/15248372.2015.1023307 |
0.744 |
|
| 2016 |
Fyfe ER, Rittle-Johnson B. Feedback both helps and hinders learning: The causal role of prior knowledge. Journal of Educational Psychology. 108: 82-97. DOI: 10.1037/Edu0000053 |
0.754 |
|
| 2016 |
Fyfe ER, Rittle-Johnson B. Mathematics practice without feedback: A desirable difficulty in a classroom setting Instructional Science. 45: 177-194. DOI: 10.1007/S11251-016-9401-1 |
0.745 |
|
| 2015 |
Fyfe ER, McNeil NM, Rittle-Johnson B. Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task. Child Development. 86: 927-35. PMID 25571776 DOI: 10.1111/Cdev.12331 |
0.742 |
|
| 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 |
0.431 |
|
| 2015 |
Rittle-Johnson B, Fyfe ER, Loehr AM, Miller MR. Beyond numeracy in preschool: Adding patterns to the equation Early Childhood Research Quarterly. 31: 101-112. DOI: 10.1016/J.Ecresq.2015.01.005 |
0.758 |
|
| 2015 |
Star JR, Newton K, Pollack C, Kokka K, Rittle-Johnson B, Durkin K. Student, teacher, and instructional characteristics related to students' gains in flexibility Contemporary Educational Psychology. 41: 198-208. DOI: 10.1016/J.Cedpsych.2015.03.001 |
0.6 |
|
| 2015 |
Star JR, Pollack C, Durkin K, Rittle-Johnson B, Lynch K, Newton K, Gogolen C. Learning from comparison in algebra Contemporary Educational Psychology. 40: 41-54. DOI: 10.1016/J.Cedpsych.2014.05.005 |
0.635 |
|
| 2015 |
Rittle-Johnson B, Schneider M, Star JR. Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics Educational Psychology Review. DOI: 10.1007/S10648-015-9302-X |
0.394 |
|
| 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 |
0.758 |
|
| 2014 |
Loehr AM, Fyfe ER, Rittle-Johnson B. Wait for it . . . Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study The Journal of Problem Solving. 7. DOI: 10.7771/1932-6246.1166 |
0.682 |
|
| 2014 |
Durkin K, Rittle-Johnson B. Diagnosing misconceptions: Revealing changing decimal fraction knowledge Learning and Instruction. DOI: 10.1016/J.Learninstruc.2014.08.003 |
0.62 |
|
| 2014 |
Adams DM, McLaren BM, Durkin K, Mayer RE, Rittle-Johnson B, Isotani S, Van Velsen M. Using erroneous examples to improve mathematics learning with a web-based tutoring system Computers in Human Behavior. 36: 401-411. DOI: 10.1016/J.Chb.2014.03.053 |
0.597 |
|
| 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 |
0.725 |
|
| 2013 |
Mceldoon KL, Durkin KL, Rittle-Johnson B. Is self-explanation worth the time? A comparison to additional practice British Journal of Educational Psychology. 83: 615-632. PMID 24175685 DOI: 10.1111/J.2044-8279.2012.02083.X |
0.749 |
|
| 2013 |
Rittle-Johnson B, Fyfe ER, McLean LE, McEldoon KL. Emerging Understanding of Patterning in 4-Year-Olds Journal of Cognition and Development. 14: 376-396. DOI: 10.1080/15248372.2012.689897 |
0.76 |
|
| 2012 |
Rittle-Johnson B, Star JR, Durkin K. Developing procedural flexibility: are novices prepared to learn from comparing procedures? The British Journal of Educational Psychology. 82: 436-55. PMID 22881048 DOI: 10.1111/J.2044-8279.2011.02037.X |
0.619 |
|
| 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 |
0.482 |
|
| 2012 |
Matthews P, Rittle-Johnson B, McEldoon K, Taylor R. Measure for measure: What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality Journal For Research in Mathematics Education. 43: 316-350. DOI: 10.5951/Jresematheduc.43.3.0316 |
0.661 |
|
| 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 |
0.771 |
|
| 2012 |
Durkin K, Rittle-Johnson B. The effectiveness of using incorrect examples to support learning about decimal magnitude Learning and Instruction. 22: 206-214. DOI: 10.1016/J.Learninstruc.2011.11.001 |
0.622 |
|
| 2011 |
Schneider M, Rittle-Johnson B, Star JR. Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology. 47: 1525-38. PMID 21823791 DOI: 10.1037/A0024997 |
0.411 |
|
| 2011 |
Rittle-Johnson B, Matthews PG, Taylor RS, McEldoon KL. Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach Journal of Educational Psychology. 103: 85-104. DOI: 10.1037/A0021334 |
0.663 |
|
| 2011 |
Rittle-Johnson B, Star JR. The Power of Comparison in Learning and Instruction: Learning Outcomes Supported by Different Types of Comparisons Psychology of Learning and Motivation - Advances in Research and Theory. 55: 199-225. DOI: 10.1016/B978-0-12-387691-1.00007-7 |
0.388 |
|
| 2011 |
Isotani S, Adams D, Mayer RE, Durkin K, Rittle-Johnson B, McLaren BM. Can erroneous examples help middle-school students learn decimals? Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 6964: 181-195. DOI: 10.1007/978-3-642-23985-4_15 |
0.536 |
|
| 2010 |
McNeil NM, Rittle-Johnson B, Hattikudur S, Petersen LA. Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates' algebraic problem solving Journal of Cognition and Development. 11: 437-457. DOI: 10.1080/15248372.2010.516421 |
0.343 |
|
| 2009 |
Rittle-Johnson B, Koedinger K. Iterating between lessons on concepts and procedures can improve mathematics knowledge. The British Journal of Educational Psychology. 79: 483-500. PMID 19228442 DOI: 10.1348/000709908X398106 |
0.389 |
|
| 2009 |
Star JR, Rittle-Johnson B. It pays to compare: an experimental study on computational estimation. Journal of Experimental Child Psychology. 102: 408-26. PMID 19147158 DOI: 10.1016/J.Jecp.2008.11.004 |
0.437 |
|
| 2009 |
Matthews P, Rittle-Johnson B. In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools Journal of Experimental Child Psychology. 104: 1-21. PMID 18937952 DOI: 10.1016/J.Jecp.2008.08.004 |
0.676 |
|
| 2009 |
Rittle-Johnson B, Star JR, Durkin K. The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving Journal of Educational Psychology. 101: 836-852. DOI: 10.1037/A0016026 |
0.622 |
|
| 2009 |
Rittle-Johnson B, Star JR. Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving Journal of Educational Psychology. 101: 529-544. DOI: 10.1037/A0014224 |
0.38 |
|
| 2009 |
Star JR, Rittle-Johnson B, Lynch K, Perova N. The role of prior knowledge in the development of strategy flexibility: The case of computational estimation Zdm - International Journal On Mathematics Education. 41: 569-579. DOI: 10.1007/S11858-009-0181-9 |
0.321 |
|
| 2008 |
Rittle-Johnson B, Kmicikewycz AO. When generating answers benefits arithmetic skill: the importance of prior knowledge. Journal of Experimental Child Psychology. 101: 75-81. PMID 18439617 DOI: 10.1016/J.Jecp.2008.03.001 |
0.41 |
|
| 2008 |
Rittle-Johnson B, Saylor M, Swygert KE. Learning from explaining: Does it matter if mom is listening? Journal of Experimental Child Psychology. 100: 215-224. PMID 18022183 DOI: 10.1016/J.Jecp.2007.10.002 |
0.362 |
|
| 2008 |
Star JR, Rittle-Johnson B. Flexibility in problem solving: The case of equation solving Learning and Instruction. 18: 565-579. DOI: 10.1016/J.Learninstruc.2007.09.018 |
0.368 |
|
| 2007 |
Rittle-Johnson B, Star JR. Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations Journal of Educational Psychology. 99: 561-574. DOI: 10.1037/0022-0663.99.3.561 |
0.394 |
|
| 2006 |
Rittle-Johnson B. Promoting transfer: effects of self-explanation and direct instruction. Child Development. 77: 1-15. PMID 16460521 DOI: 10.1111/J.1467-8624.2006.00852.X |
0.399 |
|
| 2005 |
Rittle-Johnson B, Koedinger KR. Designing knowledge scaffolds to support mathematical problem solving Cognition and Instruction. 23: 313-349. DOI: 10.1207/S1532690Xci2303_1 |
0.427 |
|
| 2001 |
Rittle-Johnson B, Siegler RS, Alibali MW. Developing conceptual understanding and procedural skill in mathematics: An iterative process Journal of Educational Psychology. 93: 346-362. DOI: 10.1037/0022-0663.93.2.346 |
0.607 |
|
| 1999 |
Rittle-Johnson B, Siegler RS. Learning to spell: variability, choice, and change in children's strategy use. Child Development. 70: 332-48. PMID 10218258 DOI: 10.1111/1467-8624.00025 |
0.563 |
|
| 1999 |
Rittle-Johnson B, Alibali MW. Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology. 91: 175-189. DOI: 10.1037/0022-0663.91.1.175 |
0.492 |
|
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