Publications

Representative Publications

  1. Waters, N., Ahmed, S. F., Chaku, N., & Fyfe, E. R. (2026). Transactional links between the home learning environment and children’s math achievement from early childhood to adolescence. Learning and Individual Differences, 125, e102837.
  2. Narwal, A., Fyfe, E. R., & Motz, B. A. (2025). Simulation and symbolic thinking in equations representing change. PLoS One, 20(12): e0339004. https://doi.org/10.1371/journal. pone.0339004
  3. Borriello, G. A., & Fyfe, E. R. (2025). Spontaneous focus on patterns and arithmetic skill in four- to six-year-old children. Cognitive Development, 76, e101637. doi:10.1016/j.cogdev.2025/101637
  4. Motz, B., Diekman, A., Goldstone, R., Green, D. J., Fyfe, E. R., et al., & Murphy, M. C. (2025). A field-initiated vision of research infrastructure for STEM education. International Journal of STEM Education, 12, doi:10.1186/s40594-025-00581-z
  5. Shimko, G., Fyfe, E. R., James, K. (2025). A classroom study on notetaking modalities and inattentive attention-deficit/hyperactivity disorder symptoms. Applied Cognitive Psychology, 39, e70105. doi.org/10.1002/acp.70105
  6. Merrick, M., & Fyfe, E. R. (2025). Should I stay or should I go? Children’s motivation in response to feedback and its association with math anxiety and math self-concept. Contemporary Educational Psychology, 82, doi:10.1016/j.cedpsych.2025.102393
  7. Zhang, T., Borriello, G. A., James, K. H., & Fyfe, E. R. (2025). The role of patterning skill in cognitive development and learning: A critical review. Developmental Review, 76, 101202. doi:10.1016/j.dr.2025.101202
  8. Motz, B., Chinni, A., de Leeuw, J., et al. & Fyfe, E. R. (2025). ManyClasses 2: The effects of prequestions on media interactions and learning. Journal of Educational Psychology. https://doi.org/10.1037/edu0000978 
  9. Gok, S., Zhang, T., Goldstone, R. L., & Fyfe, E. R. (2025). Multimedia effects in initial instruction and feedback on problem solving. Journal of Educational Psychology. doi:10.1037/edu0000943
  10. Fyfe, E. R., & Borriello, G. (2025). The (in)effectiveness of training domain-general skills to support early math knowledge. Child Development Perspectives, 19, 54-60. doi:10.1111/cdep.12526
  11. Grenell, A., & Fyfe, E. R. (2025). Role of inhibitory control in adults’ mathematical equivalence knowledge. Quarterly Journal of Experimental Psychology, 78, 1399-1415, doi:10.1177/17470218241280941
  12. Grenell., A., Butts, J. R., Levine, S. C., & Fyfe, E. R. (2024). Children’s confidence on mathematical equivalence and fraction problems. Journal of Experimental Child Psychology, 246, 106003. doi:10.1016/j.jecp.2024.106003
  13. Gok, S., & Fyfe, E. R. (2024). Learning from failure: The roles of self-focused feedback, task expectations, and subsequent instruction. Journal of Experimental Psychology: General, 153, 2328-2344. doi:10.1037/xge0001632
  14. Merrick, M., & Fyfe, E. R. (2024). Right or wrong? How feedback content and source influence children’s mathematics performance and motivation. Journal of Experimental Child Psychology, 241, 105865. doi:10.1016/j.jecp.2024.105865
  15. Mills, R. J., Beaulieu, T., Fyfe, E. R., & Davies, H. (2024). Navigating the zone: The impact of small teaching tactics. Journal of Computer Information Systems, 1–12. doi:10.1080/08874417.2024.2374784
  16. Borriello, G. A., & Fyfe, E. R. (2024). Characterizing expert-novice differences on a repeating pattern task. Journal of Applied Developmental Psychology, 92, 101656. doi:10.1016/j.appdev.2024.101656
  17. Grenell, A., Hine, E., & Fyfe, E. R. (2024). Repeating and growing patterns in early mathematics textbooks. Journal of Curriculum Studies. doi:10.1080/00220272.2024.2319659
  18. Mills, R. J., Fyfe, E. R., Beaulieu, T., & Mills, M. (2024). Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations. Instructional Science, 52, 693-709. doi:10.1007/s11251-023-09658-0
  19. Zhang, T., & Fyfe, E. R. (2024). High variability in learning materials enhances young children’s pattern learning. Journal of Experimental Child Psychology, 239, 105829. doi:10.1016/j.jecp.2023.105829
  20. Merrick, M., & Fyfe, E. R. (2023). Feelings on feedback: Children’s emotional responses during mathematics problem solving. Contemporary Educational Psychology, 74, 102209. doi:10.1016/j.cedpsych.2023.102209
  21. Motz, B. A., Fyfe, E. R., & Guba, T. P. (2023). Learning to call bullsh*t: Categorization training improves critical thinking performance. Journal of Applied Research in Memory and Cognition, 12, 310-324. doi:10.1037/mac0000053
  22. Borriello, G. A., Grenell, A., Vest, N., Moore, K., & Fyfe, E. R. (2023). Links between repeating and growing pattern knowledge and math outcomes in children and adults. Child Development, 94, e103-e118. doi:10.1111/cdev.13882
  23. Fyfe, E. R., Borriello, G. A., & Merrick, M. (2023). A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving. Educational Psychologist, 58, 130-145 doi:10.1080/00461520.2022.2108426
  24. 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
  25. 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
  26. 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
  27. 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.
  28. 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
  29. 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
  30. 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
  31. 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
  32. 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.
  33. 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
  34. 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
  35. Nelson, L. J., & Fyfe, E. R. (2019). Metacognitive monitoring and help-seeking decisions on mathematical equivalence problems. Metacognition and Learning, 14, 167-187. doi:10.1007/s11409-019-09203-w
  36. 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
  37. Fyfe, E. R., Rittle-Johnson, & Farran, D. C. (2019). 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
  38. Fyfe, E. R., & Nathan, M. J. (2019). Making “concreteness fading” more concrete as a theory of instruction for promoting transfer. Educational Review, 71, 403-422. doi:10.1080/00131911.2018.1424116
  39. Fyfe, E. R., & Brown, S. A. (2018). Feedback influences children’s reasoning about math equivalence: A meta-analytic review. Thinking and Reasoning, 24, 157-178. doi:10.1080/13546783.2017.1359208
  40. 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
  41. Fyfe, E. R., Evans, J. L, Matz, L., Hunt, K., & Alibali, M. W. (2017). Relations between patterning skill and differing aspects of early mathematics knowledge. Cognitive Development, 44, 1-11. doi:10.1016/j.cogdev.2017.07.003
  42. Fyfe, E. R., & Rittle-Johnson, B. (2017). Mathematics problem solving without feedback: A desirable difficulty in a classroom setting. Instructional Science, 45, 177-194. doi:10.1007/s11251-016-9401-1
  43. Rittle-Johnson, B., Fyfe, E. R., Hofer, K. G., & Farran, D. C. (2017). Early math trajectories: Low-income children’s mathematics knowledge from age 4 to 11. Child Development, 88, 1727-1742. doi:10.1111/cdev.12662
  44. Chu, J., Rittle-Johnson, B., & Fyfe, E. R. (2017). Diagrams benefit symbolic problem solving. British Journal of Educational Psychology, 87, 273-287. doi:10.1111/bjep.12149
  45. Fyfe, E. R. (2016). Providing feedback on computer-based algebra homework in middle-school classrooms. Computers in Human Behavior, 63, 568-574. doi:10.1016.j.chb.2016.05.082
  46. Fyfe, E. R., & Rittle-Johnson, B. (2016a). Feedback both helps and hinders learning: The causal role of prior knowledge. Journal of Educational Psychology, 108, 82-97. doi:10.1037/edu0000053
  47. Fyfe, E. R., & Rittle-Johnson, B. (2016b). The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology, 147, 140-151. doi:10.1016/j.jecp.2016.03.009
  48. Rittle-Johnson, B., Fyfe, E. R., & Loehr, A. L. (2016). Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson. British Journal of Educational Psychology, 86, 576-591. doi:10.1111/bjep.12124
  49. Miller, M. R., Rittle-Johnson, B., Loehr, A. L., & Fyfe, E. R. (2016). The influence of relational knowledge and executive function on preschoolers’ repeating pattern knowledge. Journal of Cognition and Development, 17(1), 85-104. doi:10.1080/15248372.2015.1023307
  50. Fyfe, E. R., McNeil, N. M., & Rittle-Johnson, B. (2015). Easy as ABCABC: Abstract language facilitates performance on a concrete patterning task. Child Development, 86, 927-935. doi:10.1111/cdev.12331
  51. Fyfe, E. R., DeCaro, M. S., & Rittle-Johnson, B. (2015). When feedback is cognitively-demanding: The importance of working memory capacity. Instructional Science, 43(1), 73-91. doi:10.1007/s11251-014-9323-8
  52. Fyfe, E. R., McNeil, N. M, & Borjas, S. (2015). Benefits of “concreteness fading” for children’s mathematics understanding. Learning and Instruction, 35, 104-120. doi:10.1016/j.learninstruc.2014.10.004
  53. McNeil, N. M., Fyfe, E. R., & Dunwiddie, A. E. (2015). Arithmetic practice can be modified to promote understanding of mathematical equivalence. Journal of Educational Psychology, 107, 423-436. doi:10.1037/a0037687
  54. Rittle-Johnson, B., Fyfe, E. R., Loehr, A. L., & Miller, M. R. (2015). Beyond numeracy in preschool: Adding patterns to the equation. Early Childhood Research Quarterly, 31, 101-112. doi:10.1016/j.ecresq.2015.01.005.

 

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