☰

Emily Fyfe - Publications

Affiliations: 
2015 Vanderbilt University, Nashville, TN 
Tree Info Grants Similar researchers PubMed Report error

30 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Zhang T, Fyfe ER. High variability in learning materials benefits children's pattern practice. Journal of Experimental Child Psychology. 239: 105829. PMID 38070439 DOI: 10.1016/j.jecp.2023.105829  0.33
2023 Merrick M, Fyfe ER. Feelings on feedback: Children's emotional responses during mathematics problem solving. Contemporary Educational Psychology. 74. PMID 37576469 DOI: 10.1016/j.cedpsych.2023.102209  0.382
2022 Fyfe ER, Borriello G, Merrick M. A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving. Educational Psychologist. 58: 130-145. PMID 37520029 DOI: 10.1080/00461520.2022.2108426  0.419
2022 Borriello GA, Grenell A, Vest NA, Moore K, Fyfe ER. Links between repeating and growing pattern knowledge and math outcomes in children and adults. Child Development. PMID 36550641 DOI: 10.1111/cdev.13882  0.39
2022 Grenell A, Nelson LJ, Gardner B, Fyfe ER. Children's confidence using incorrect strategies on mathematical equivalence problems. Cognitive Development. 62. PMID 35392268 DOI: 10.1016/j.cogdev.2022.101167  0.4
2021 Fyfe ER, Byers C, Nelson LJ. The benefits of a metacognitive lesson on children's understanding of mathematical equivalence, arithmetic, and place value. Journal of Educational Psychology. 114: 1292-1306. PMID 37143615 DOI: 10.1037/edu0000715  0.446
2020 Flynn ME, Guba TP, Fyfe ER. ABBABB or 1212: Abstract language facilitates children's early patterning skills. Journal of Experimental Child Psychology. 193: 104791. PMID 32001381 DOI: 10.1016/j.jecp.2019.104791  0.587
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  0.701
2018 Fyfe ER, Matz LE, Hunt KM, Alibali MW. Mathematical thinking in children with developmental language disorder: The roles of pattern skills and verbal working memory. Journal of Communication Disorders. 77: 17-30. PMID 30472369 DOI: 10.1016/J.Jcomdis.2018.11.001  0.427
2018 Fyfe ER, Matthews PG, Amsel E, McEldoon KL, McNeil NM. Assessing formal knowledge of math equivalence among algebra and pre-algebra students. Journal of Educational Psychology. 110: 87-101. DOI: 10.1037/Edu0000208  0.592
2017 Fyfe ER, Evans JL, Matz LE, Hunt KM, Alibali MW. Relations between patterning skill and differing aspects of early mathematics knowledge. Cognitive Development. 44: 1-11. PMID 36777545 DOI: 10.1016/j.cogdev.2017.07.003  0.452
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  0.631
2017 Fyfe ER, Brown SA. Feedback influences children's reasoning about math equivalence: A meta-analytic review Thinking & Reasoning. 24: 157-178. DOI: 10.1080/13546783.2017.1359208  0.314
2017 Fyfe ER, Evans JL, Matz LE, Hunt KM, Alibali MW. Relations between patterning skill and differing aspects of early mathematics knowledge Cognitive Development. 44: 1-11. DOI: 10.1016/J.Cogdev.2017.07.003  0.455
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  0.7
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  0.669
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  0.714
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  0.672
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  0.689
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  0.693
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  0.731
2015 McNeil NM, Fyfe ER, Dunwiddie AE. Arithmetic practice can be modified to promote understanding of mathematical equivalence Journal of Educational Psychology. 107: 423-436. DOI: 10.1037/A0037687  0.382
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  0.706
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  0.697
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  0.629
2014 Chesney DL, McNeil NM, Matthews PG, Byrd CE, Petersen LA, Wheeler MC, Fyfe ER, Dunwiddie AE. Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form Cognitive Development. 30: 30-46. DOI: 10.1016/J.Cogdev.2014.01.001  0.62
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  0.664
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  0.722
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  0.726
2011 McNeil NM, Fyfe ER, Petersen LA, Dunwiddie AE, Brletic-Shipley H. Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development. 82: 1620-33. PMID 21793817 DOI: 10.1111/J.1467-8624.2011.01622.X  0.384
Show low-probability matches.