LEAD Lab
View our collection of the LEAD Lab's most recent Representative Publications, including both posters and featured publications. Our library also includes a comprehensive list.
Publications
Representative Publications
Library
- Borriello, G. A., Grenell, A., Vest, N. A., Moore, K., & Fyfe, E. R. (2023). Links between repeating and growing pattern knowledge and math outcomes in children and adults. Child development, 94(2), e103–e118. https://doi.org/10.1111/cdev.13882
- Fyfe, E. R., Borriello, G. A., & Merrick, M. (in press). A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving. Educational Psychologist. doi:10.1080/00461520.2022.2108426
- Donovan, A. M., & Fyfe, E. R. (2022). Connecting concrete objects and abstract symbols promotes children’s place value knowledge. Educational Psychology, 42, 1008-1026, doi:10.1080/01443410.2022.2077915
- Motz, B. A., Fyfe, E. R., & Guba, T. P. (2022). Learning to call bullsh*t via induction: Categorization training improves critical thinking performance.Journal of Applied Research in Memory and Cognition. Advance online publication. https://doi.org/10.1037/mac0000053
- Fyfe, E. R., Byers, C., & Nelson, L, J., & (2022). The benefits of a metacognitive lesson on children’s understanding of mathematical equivalence, arithmetic, and place value. Journal of Educational Psychology, 114, 1292-1306. doi:10.1037/edu0000715
- Vest, N. A., Fagan, S. E., & Fyfe, E. R. (2022). The role of gesture and mimicry for children’s pattern learning. Cognitive Development, 63, 101196. doi:10.1016/j.cogdev.2022.101196
- Grenell, A., Gardner, B., Nelson, L. J., & Fyfe, E. R. (2022). Children’s confidence using incorrect strategies on mathematical equivalence problems. Cognitive Development, 62, 101167, doi:10.1016/j.cogdev.2022.101167.
- De Leeuw, J. R., Motz, B., Fyfe, E. R., Carvalho, P. F., & Goldstone, R. (2022). Generalizability, transferability, and the practice-to-practice gap. Commentary in response to T. Yarkoni, The Generalizability Crisis. Behavioral and Brain Sciences, 45, E11. doi:10.1017/S0140525X21000406.
- Borriello, G. A., Flynn, M. E., & Fyfe, E. R. (2022). Developmental differences in children’s and adults’ strategies on a repeating pattern task. Early Childhood Research Quarterly, 59, 300-310. doi:10.1016/j.ecresq.2021.12.012
- Fyfe, E. R., de Leeuw, J. R., Carvalho, P. F., Goldstone, R. L., Sherman, J., ... & Motz, B. (2021). ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes. Advances in Methods and Practices in Psychological Science, 4, 1-24. doi:10.1177/25152459211027575.
- Vest, N. A., Fyfe, E. R., Nathan, M. J., & Alibali, M. W. (2020). Learning from an avatar video instructor: The role of gesture mimicry. Gesture, 19, 128-155. doi:10.1075/gest.18019.ves
- Fyfe, E. R., Matthews, P. G., & Amsel, E. (2020). College developmental math students’ knowledge of the equal sign. Educational Studies in Mathematics, 104, 65-85. doi:10.1007/s10649-020-09947-2.
- Fyfe, E. R., & Brown, S. A. (2020). This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed. Instructional Science, 48, 23-44. doi:10.1007/s11251-019-09501-5.
- Flynn, M. E., Guba, T. P., & Fyfe, E. R. (2020). ABBABB or 1212: Abstract language facilitates children’s early patterning skills. Journal of Experimental Child Psychology, 193, 104791. doi:10.1016/j.jecp.2019.104791.
- Fyfe, E. R., de Leeuw, J. R., Carvalho, P. F., Goldstone, R. L., Sherman, J., & Motz, B. A. (2019). ManyClasses 1: Assessing the generalizable effects of immediate versus delayed feedback across many college classes. Advances in Methods and Practices in Psychological Science. Stage 1 Registered Report Accepted.
- Nelson, L. J., & Fyfe, E. R. (2019). Metacognitive monitoring and help-seeking decisions on mathematical equivalence problems. Metacognition and Learning, 1-21. doi:10.1007/s11409-019-09203-w.
- Fyfe, E. R., Matz, L., Hunt, K., & Alibali, M. W. (2019). Mathematical thinking in children with Developmental Language Disorder: The roles of pattern skills and verbal working memory. Journal of Communication Disorders, 77, 17-30. doi:10.1016/j.jcomdis.2018.11.001.
- Fyfe, E. R., Rittle-Johnson, & Farran, D. C. (2018). Predicting success on high-stakes math tests from preschool math measures among children from low-income homes. Journal of Educational Psychology. doi:10.1037/edu0000298.
- Fyfe, E. R., & Nathan, M. J. (2018). Making “concreteness fading” more concrete as a theory of instruction for promoting transfer. Educational Review. doi:10.1080/00131911.2018.1424116.
- Fyfe, E. R., Matthews, P. G., Amsel, E., McEldoon, K. L., & McNeil, N. M. (2018). Assessing formal knowledge of math equivalence among algebra and pre-algebra students. Journal of Educational Psychology, 110, 87-101. doi:10.1037/edu0000208.
Posters
- Flynn, M. E., Guba, T. G., & Fyfe, E. R. (2019, October). Using quantitative labels to promote children’s patterning skills. Poster presented at the Biennial Meeting of the Cognitive Development Society (CDS), Louisville, KY.
- Macchione, A. L., & Fyfe, E. R. (2019, May). The effects of feedback during problem solving in the context of stereotype threat. Poster presented at the annual meeting of the Association for Psychological Science, Washington, DC.
- Vest, N. A., & Fyfe, E. R. (2019, May). The effects of self-focused feedback on students’ mathematics problem solving. Poster presented at the annual meeting of the Association for Psychological Science, Washington, DC.
- Macchione, A. L., Vest, N. A., & Fyfe, E. R. (2019, March). Point to those! Grouping gestures predict children’s early patterning skills. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Baltimore, MD.
- Vest, N.A., Fyfe, E.R. (2018, November) Feedback hinders performance on women’s mathematics problem solving. Poster to be presented at the Psychonomic Society Annual Convention, New Orleans, LA.
- Macchione, A. L. & Fyfe, E. R. (2018, November). Gender predicts performance on six-year-olds’ knowledge of place value. Poster presented at the annual meeting of the Indiana Psychological Association. Noblesville, IN.
- Vest, N.A., Fyfe, E.R. (2018, May). Learning from an avatar video instructor: Gesture mimicry supports middle schoolers’ algebra knowledge. Poster presented at the Association for Psychological Science Annual Convention, San Francisco, CA.
- Vest, N.A., Fyfe, E.R. (2018, May). YOU are right! Feedback focused on the self enhances problem solving. Poster presented at the Midwest Cognitive Science Annual Conference, Bloomington, IN.
- Nelson, L. J., & Fyfe, E. R. (2018, May). Metacognitive monitoring on math equivalence problems. Poster presented at the Midwestern Cognitive Science Conference, Bloomington, IN.
- Macchione, A.L., Flynn, M.E., Fyfe, E.R. (2018, April). The effect of gender on children's pattern-making skills. Poster presented at Indiana University’s Center of Excellence for Women in Technology’s (CEWiT) Women’s Research Poster Competition.