| Year |
Citation |
Score |
| 2021 |
Opfer JE, Kim D, Fazio LK, Zhou X, Siegler RS. Cognitive mediators of US-China differences in early symbolic arithmetic. Plos One. 16: e0255283. PMID 34432810 DOI: 10.1371/journal.pone.0255283 |
0.694 |
|
| 2020 |
Fazio LK, Sherry CL. The Effect of Repetition on Truth Judgments Across Development. Psychological Science. 956797620939534. PMID 32857670 DOI: 10.1177/0956797620939534 |
0.366 |
|
| 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 |
0.713 |
|
| 2019 |
Hong MK, Polyn SM, Fazio LK. Examining the episodic context account: does retrieval practice enhance memory for context? Cognitive Research: Principles and Implications. 4: 46. PMID 31853762 DOI: 10.1186/S41235-019-0202-3 |
0.378 |
|
| 2019 |
Fazio LK, Rand DG, Pennycook G. Repetition increases perceived truth equally for plausible and implausible statements. Psychonomic Bulletin & Review. PMID 31420808 DOI: 10.3758/S13423-019-01651-4 |
0.357 |
|
| 2019 |
Fazio LK, Marsh EJ. Retrieval-Based Learning in Children Current Directions in Psychological Science. 28: 111-116. DOI: 10.1177/0963721418806673 |
0.631 |
|
| 2019 |
Yeo DJ, Fazio LK. The optimal learning strategy depends on learning goals and processes: Retrieval practice versus worked examples. Journal of Educational Psychology. 111: 73-90. DOI: 10.1037/Edu0000268 |
0.388 |
|
| 2018 |
Fazio LK. Retrieval practice opportunities in middle school mathematics teachers' oral questions. The British Journal of Educational Psychology. PMID 30318606 DOI: 10.1111/Bjep.12250 |
0.372 |
|
| 2016 |
Fazio LK, Kennedy CA, Siegler RS. Improving Children's Knowledge of Fraction Magnitudes. Plos One. 11: e0165243. PMID 27768756 DOI: 10.1371/Journal.Pone.0165243 |
0.561 |
|
| 2015 |
Fazio LK, Brashier NM, Payne BK, Marsh EJ. Knowledge does not protect against illusory truth. Journal of Experimental Psychology. General. 144: 993-1002. PMID 26301795 DOI: 10.1037/Xge0000098 |
0.626 |
|
| 2015 |
Fazio LK, DeWolf M, Siegler RS. Strategy Use and Strategy Choice in Fraction Magnitude Comparison. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 26147669 DOI: 10.1037/Xlm0000153 |
0.539 |
|
| 2015 |
Fazio LK, Dolan PO, Marsh EJ. Learning misinformation from fictional sources: understanding the contributions of transportation and item-specific processing. Memory (Hove, England). 23: 167-77. PMID 24499200 DOI: 10.1080/09658211.2013.877146 |
0.663 |
|
| 2015 |
Fazio LK, Dolan PO, Marsh EJ. Learning misinformation from fictional sources: Understanding the contributions of transportation and item-specific processing Memory. 23: 167-177. DOI: 10.1080/09658211.2013.877146 |
0.574 |
|
| 2015 |
Fazio LK, DeWolf M, Siegler RS. Strategy Use and Strategy Choice in Fraction Magnitude Comparison Journal of Experimental Psychology: Learning Memory and Cognition. DOI: 10.1037/xlm0000153 |
0.436 |
|
| 2014 |
Fazio LK, Bailey DH, Thompson CA, Siegler RS. Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology. 123: 53-72. PMID 24699178 DOI: 10.1016/J.Jecp.2014.01.013 |
0.683 |
|
| 2013 |
Siegler RS, Fazio LK, Bailey DH, Zhou X. Fractions: the new frontier for theories of numerical development. Trends in Cognitive Sciences. 17: 13-9. PMID 23219805 DOI: 10.1016/J.Tics.2012.11.004 |
0.663 |
|
| 2013 |
Fazio LK, Barber SJ, Rajaram S, Ornstein PA, Marsh EJ. Creating illusions of knowledge: learning errors that contradict prior knowledge. Journal of Experimental Psychology. General. 142: 1-5. PMID 22612770 DOI: 10.1037/A0028649 |
0.696 |
|
| 2013 |
Fazio LK, Siegler RS. Microgenetic learning analysis: A distinction without a difference Human Development. 56: 52-58. DOI: 10.1159/000345542 |
0.54 |
|
| 2012 |
Marsh EJ, Fazio LK, Goswick AE. Memorial consequences of testing school-aged children. Memory (Hove, England). 20: 899-906. PMID 22891857 DOI: 10.1080/09658211.2012.708757 |
0.659 |
|
| 2011 |
Butler AC, Fazio LK, Marsh EJ. The hypercorrection effect persists over a week, but high-confidence errors return. Psychonomic Bulletin & Review. 18: 1238-44. PMID 21989771 DOI: 10.3758/S13423-011-0173-Y |
0.693 |
|
| 2011 |
Eslick AN, Fazio LK, Marsh EJ. Ironic effects of drawing attention to story errors. Memory (Hove, England). 19: 184-91. PMID 21294039 DOI: 10.1080/09658211.2010.543908 |
0.709 |
|
| 2011 |
Siegler RS, Fazio LK, Pyke A. There Is Nothing So Practical as a Good Theory Psychology of Learning and Motivation - Advances in Research and Theory. 55: 171-197. DOI: 10.1016/B978-0-12-387691-1.00006-5 |
0.558 |
|
| 2010 |
Fazio LK, Agarwal PK, Marsh EJ, Roediger HL. Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & Cognition. 38: 407-18. PMID 20516221 DOI: 10.3758/Mc.38.4.407 |
0.596 |
|
| 2010 |
Fazio LK, Marsh EJ. Correcting false memories. Psychological Science. 21: 801-3. PMID 20483825 DOI: 10.1177/0956797610371341 |
0.649 |
|
| 2010 |
Fazio LK, Huelser BJ, Johnson A, Marsh EJ. Receiving right/wrong feedback: consequences for learning. Memory (Hove, England). 18: 335-50. PMID 20408043 DOI: 10.1080/09658211003652491 |
0.65 |
|
| 2009 |
Fazio LK, Marsh EJ. Surprising feedback improves later memory. Psychonomic Bulletin & Review. 16: 88-92. PMID 19145015 DOI: 10.3758/Pbr.16.1.88 |
0.666 |
|
| 2008 |
Fazio LK, Marsh EJ. Slowing presentation speed increases illusions of knowledge. Psychonomic Bulletin & Review. 15: 180-5. PMID 18605500 DOI: 10.3758/Pbr.15.1.180 |
0.716 |
|
| 2008 |
Fazio LK, Marsh EJ. Older, not younger, children learn more false facts from stories. Cognition. 106: 1081-9. PMID 17540354 DOI: 10.1016/J.Cognition.2007.04.012 |
0.67 |
|
| 2006 |
Marsh EJ, Fazio LK. Learning errors from fiction: difficulties in reducing reliance on fictional stories. Memory & Cognition. 34: 1140-9. PMID 17128612 DOI: 10.3758/Bf03193260 |
0.674 |
|
| 2006 |
Marsh EJ, Fazio LK. Finding Memory in Hard-to-Reach Places Psyccritiques. 51. DOI: 10.1037/A0001857 |
0.584 |
|
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