Pooja Sidney
Affiliations: | Kent State University, Kent, OH, United States |
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Publications
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| Disabato DJ, Foust JL, Taber JM, et al. (2024) What drives preventative health behaviors one year into a pandemic? A replication and extension. Psychology & Health. 1-24 |
| Yu S, Sidney P, Kim D, et al. (2024) From integers to fractions: The role of analogy in transfer and long-term learning. Journal of Experimental Child Psychology. 243: 105918 |
| Mielicki MK, Wilkey ED, Scheibe DA, et al. (2023) Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies. Journal of Experimental Psychology. General |
| Taber JM, Updegraff JA, Sidney PG, et al. (2022) Experimental tests of hypothetical lottery incentives on unvaccinated adults' COVID-19 vaccination intentions. Health Psychology : Official Journal of the Division of Health Psychology, American Psychological Association |
| Mielicki MK, Fitzsimmons CJ, Schiller LK, et al. (2022) Number lines can be more effective at facilitating adults' performance on health-related ratio problems than risk ladders and icon arrays. Journal of Experimental Psychology. Applied |
| Disabato DJ, Aurora P, Sidney PG, et al. (2022) Self-care behaviors and affect during the early stages of the COVID-19 pandemic. Health Psychology : Official Journal of the Division of Health Psychology, American Psychological Association |
| Thompson CA, Mielicki MK, Rivera F, et al. (2022) Leveraging Math Cognition to Combat Health Innumeracy. Perspectives On Psychological Science : a Journal of the Association For Psychological Science. 17456916221083277 |
| Seah THS, Sidney PG, Taber JM, et al. (2022) Emotional complexity under high stress: Do protective associations for risk behaviors persist even during a pandemic? Emotion (Washington, D.C.) |
| Scheibe DA, Fitzsimmons CJ, Mielicki MK, et al. (2022) Confidence in COVID problem solving: What factors predict adults' item-level metacognitive judgments on health-related math problems before and after an educational intervention? Metacognition and Learning. 1-35 |
| Thompson CA, Taber JM, Sidney PG, et al. (2021) Math matters: A novel, brief educational intervention decreases whole number bias when reasoning about COVID-19. Journal of Experimental Psychology. Applied. 27: 632-656 |