| Year |
Citation |
Score |
| 2023 |
Alvarez-Vargas D, Braithwaite D, Lortie-Forgues H, Moore M, Wan S, Martin E, Bailey DH. Hedges, mottes, and baileys: Causally ambiguous statistical language can increase perceived study quality and policy relevance. Plos One. 18: e0286403. PMID 37883517 DOI: 10.1371/journal.pone.0286403 |
0.471 |
|
| 2023 |
Braithwaite DW, Siegler RS. A unified model of arithmetic with whole numbers, fractions, and decimals. Psychological Review. PMID 37589707 DOI: 10.1037/rev0000440 |
0.558 |
|
| 2021 |
Braithwaite DW, Sprague L, Siegler RS. Toward a unified theory of rational number arithmetic. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 34591555 DOI: 10.1037/xlm0001073 |
0.55 |
|
| 2020 |
Siegler RS, Im SH, Braithwaite D. Understanding development requires assessing the relevant environment: Examples from mathematics learning. New Directions For Child and Adolescent Development. PMID 33029938 DOI: 10.1002/cad.20372 |
0.559 |
|
| 2020 |
Tian J, Braithwaite DW, Siegler RS. How do people choose among rational number notations? Cognitive Psychology. 123: 101333. PMID 32791362 DOI: 10.1016/J.Cogpsych.2020.101333 |
0.571 |
|
| 2020 |
Tian J, Braithwaite DW, Siegler RS. Distributions of textbook problems predict student learning: Data from decimal arithmetic. Journal of Educational Psychology. DOI: 10.1037/Edu0000618 |
0.355 |
|
| 2019 |
Braithwaite DW, Leib ER, Siegler RS, McMullen J. Individual differences in fraction arithmetic learning. Cognitive Psychology. 112: 81-98. PMID 31132666 DOI: 10.1016/J.Cogpsych.2019.04.002 |
0.611 |
|
| 2018 |
Braithwaite DW, Siegler RS. Children learn spurious associations in their math textbooks: Examples from fraction arithmetic. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 29698040 DOI: 10.1037/Xlm0000546 |
0.591 |
|
| 2017 |
Braithwaite DW, Tian J, Siegler RS. Do children understand fraction addition? Developmental Science. PMID 28901050 DOI: 10.1111/Desc.12601 |
0.617 |
|
| 2017 |
Braithwaite DW, Pyke AA, Siegler RS. A Computational Model of Fraction Arithmetic. Psychological Review. PMID 28447812 DOI: 10.1037/rev0000072 |
0.577 |
|
| 2017 |
Braithwaite DW, Siegler RS. Developmental changes in the whole number bias. Developmental Science. PMID 28229555 DOI: 10.1111/Desc.12541 |
0.588 |
|
| 2016 |
Siegler RS, Braithwaite DW. Numerical Development. Annual Review of Psychology. PMID 27687122 DOI: 10.1146/annurev-psych-010416-044101 |
0.515 |
|
| 2016 |
Braithwaite DW, Goldstone RL, van der Maas HL, Landy DH. Corrigendum to ''Non-formal mechanisms in mathematical cognitive development: The case of arithmetic'' [Cognition 149 (2016) 40-55]. Cognition. 151: 113. PMID 27063189 DOI: 10.1016/J.Cognition.2016.03.024 |
0.566 |
|
| 2016 |
Carvalho PF, Braithwaite DW, de Leeuw JR, Motz BA, Goldstone RL. An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses. Plos One. 11: e0152115. PMID 27003164 DOI: 10.1371/Journal.Pone.0152115 |
0.561 |
|
| 2016 |
Braithwaite DW, Goldstone RL, van der Maas HL, Landy DH. Non-formal mechanisms in mathematical cognitive development: The case of arithmetic. Cognition. 149: 40-55. PMID 26795071 DOI: 10.1016/J.Cognition.2016.01.004 |
0.641 |
|
| 2015 |
Braithwaite DW, Goldstone RL. Effects of Variation and Prior Knowledge on Abstract Concept Learning Cognition and Instruction. 33: 226-256. DOI: 10.1080/07370008.2015.1067215 |
0.58 |
|
| 2013 |
Braithwaite DW, Goldstone RL. Flexibility in data interpretation: effects of representational format. Frontiers in Psychology. 4: 980. PMID 24427145 DOI: 10.3389/Fpsyg.2013.00980 |
0.481 |
|
| 2013 |
Braithwaite DW, Goldstone RL. Integrating formal and grounded representations in combinatorics learning Journal of Educational Psychology. 105: 666-682. DOI: 10.1037/A0032095 |
0.546 |
|
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