Works by Fyfe, Emily R.

Results: 22

A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving.

Published in:

Educational Psychologist, 2023, v. 58, n. 3, p. 130, doi. 10.1080/00461520.2022.2108426

By:

Fyfe, Emily R.;
Borriello, Giulia A.;
Merrick, Megan

Publication type:

Article

Links between repeating and growing pattern knowledge and math outcomes in children and adults.

Published in:

Child Development, 2023, v. 94, n. 2, p. e103, doi. 10.1111/cdev.13882

By:

Borriello, Giulia A.;
Grenell, Amanda;
Vest, Nicholas A.;
Moore, Kyler;
Fyfe, Emily R.

Publication type:

Article

Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.

Published in:

2017

By:

Rittle‐Johnson, Bethany;
Fyfe, Emily R.;
Hofer, Kerry G.;
Farran, Dale C.

Publication type:

journal article

Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task.

Published in:

Child Development, 2015, v. 86, n. 3, p. 927, doi. 10.1111/cdev.12331

By:

Fyfe, Emily R.;
McNeil, Nicole M.;
Rittle‐Johnson, Bethany

Publication type:

Article

Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children's Understanding of Mathematical Equivalence.

Published in:

Child Development, 2011, v. 82, n. 5, p. 1620, doi. 10.1111/j.1467-8624.2011.01622.x

By:

McNeil, Nicole M.;
Fyfe, Emily R.;
Petersen, Lori A.;
Dunwiddie, April E.;
Brletic‐Shipley, Heather

Publication type:

Article

The (in)effectiveness of training domain‐general skills to support early math knowledge.

Published in:

Child Development Perspectives, 2025, v. 19, n. 1, p. 54, doi. 10.1111/cdep.12526

By:

Fyfe, Emily R.;
Borriello, Giulia A.

Publication type:

Article

Role of inhibitory control in adults' mathematical equivalence knowledge.

Published in:

Quarterly Journal of Experimental Psychology, 2025, v. 78, n. 7, p. 1399, doi. 10.1177/17470218241280941

By:

Grenell, Amanda;
Fyfe, Emily R.

Publication type:

Article

Connecting concrete objects and abstract symbols promotes children's place value knowledge.

Published in:

Educational Psychology, 2022, v. 42, n. 8, p. 1008, doi. 10.1080/01443410.2022.2077915

By:

Donovan, Andrea Marquardt;
Fyfe, Emily R.

Publication type:

Article

Repeating and growing patterns in early mathematics textbooks.

Published in:

Journal of Curriculum Studies, 2025, v. 57, n. 3, p. 287, doi. 10.1080/00220272.2024.2319659

By:

Grenell, Amanda;
Hine, Ellie;
Fyfe, Emily R.

Publication type:

Article

Learning from an avatar video instructor: The role of gesture mimicry.

Published in:

Gesture, 2020, v. 19, n. 1, p. 128, doi. 10.1075/gest.18019.ves

By:

Vest, Nicholas A.;
Fyfe, Emily R.;
Nathan, Mitchell J.;
Alibali, Martha W.

Publication type:

Article

Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations.

Published in:

Instructional Science, 2024, v. 52, n. 4, p. 693, doi. 10.1007/s11251-023-09658-0

By:

Mills, Robert J.;
Fyfe, Emily R.;
Beaulieu, Tanya;
Mills, Maddy

Publication type:

Article

This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed.

Published in:

Instructional Science, 2020, v. 48, n. 1, p. 23, doi. 10.1007/s11251-019-09501-5

By:

Fyfe, Emily R.;
Brown, Sarah A.

Publication type:

Article

Making "concreteness fading" more concrete as a theory of instruction for promoting transfer.

Published in:

Educational Review, 2019, v. 71, n. 4, p. 403, doi. 10.1080/00131911.2018.1424116

By:

Fyfe, Emily R.;
Nathan, Mitchell J.

Publication type:

Article

Diagrams benefit symbolic problem-solving.

Published in:

British Journal of Educational Psychology, 2017, v. 87, n. 2, p. 273, doi. 10.1111/bjep.12149

By:

Chu, Junyi;
Rittle‐Johnson, Bethany;
Fyfe, Emily R.

Publication type:

Article

Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson.

Published in:

British Journal of Educational Psychology, 2016, v. 86, n. 4, p. 576, doi. 10.1111/bjep.12124

By:

Rittle‐Johnson, Bethany;
Fyfe, Emily R.;
Loehr, Abbey M.

Publication type:

Article

An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge.

Published in:

British Journal of Educational Psychology, 2014, v. 84, n. 3, p. 502, doi. 10.1111/bjep.12035

By:

Fyfe, Emily R.;
DeCaro, Marci S.;
Rittle‐Johnson, Bethany

Publication type:

Article

Metacognitive monitoring and help-seeking decisions on mathematical equivalence problems.

Published in:

Metacognition & Learning, 2019, v. 14, n. 2, p. 167, doi. 10.1007/s11409-019-09203-w

By:

Nelson, Lindsey J.;
Fyfe, Emily R.

Publication type:

Article

College developmental math students' knowledge of the equal sign.

Published in:

Educational Studies in Mathematics, 2020, v. 104, n. 1, p. 65, doi. 10.1007/s10649-020-09947-2

By:

Fyfe, Emily R.;
Matthews, Percival G.;
Amsel, Eric

Publication type:

Article

Feedback influences children's reasoning about math equivalence: A meta-analytic review.

Published in:

Thinking & Reasoning, 2018, v. 24, n. 2, p. 157, doi. 10.1080/13546783.2017.1359208

By:

Fyfe, Emily R.;
Brown, Sarah A.

Publication type:

Article

Generalizability, transferability, and the practice-to-practice gap.

Published in:

Behavioral & Brain Sciences, 2022, v. 45, p. 1, doi. 10.1017/S0140525X21000406

By:

de Leeuw, Joshua R.;
Motz, Benjamin A.;
Fyfe, Emily R.;
Carvalho, Paulo F.;
Goldstone, Robert L.

Publication type:

Article

The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge.

Published in:

Journal of Cognition & Development, 2016, v. 17, n. 1, p. 85, doi. 10.1080/15248372.2015.1023307

By:

Miller, Michael R.;
Rittle-Johnson, Bethany;
Loehr, Abbey M.;
Fyfe, Emily R.

Publication type:

Article

Wait For It ... Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study.

Published in:

Journal of Problem Solving, 2014, v. 7, n. 1, p. 36, doi. 10.7771/1932-6246.1166

By:

Loehr, Abbey Marie;
Fyfe, Emily R.;
Rittle-Johnson, Bethany

Publication type:

Article