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Contemporary Educational Psychology|August 13, 2025
Should I stay or should I go? Children's motivation in response to feedback and its association with math anxiety and math self-conceptMegan Merrick, Emily R FyfeJournal of Experimental Child Psychology|February 6, 2024
Right or wrong? How feedback content and source influence children's mathematics performance and persistenceMegan Merrick, Emily R FyfeContemporary Educational Psychology|August 14, 2023
Feelings on feedback: Children's emotional responses during mathematics problem solvingMegan Merrick, Emily R FyfeEducational Psychologist|July 31, 2023
A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solvingEmily R Fyfe, Giulia Borriello, Megan MerrickSex Roles|March 20, 2026
Not All Math Activities Are Equal in Terms of Gender StereotypesMegan Merrick, Andrew D White, Amanda B Diekman, et al.Journal of Experimental Psychology. General|September 5, 2024
Learning from failure: The roles of self-focused feedback, task expectations, and subsequent instructionSebahat Gok, Emily R FyfeQuarterly Journal of Experimental Psychology (2006)|August 23, 2024
Role of inhibitory control in adults' mathematical equivalence knowledgeAmanda Grenell, Emily R FyfeJournal of Experimental Child Psychology|December 9, 2023
High variability in learning materials benefits children's pattern practiceTongyao Zhang, Emily R FyfeJournal of Experimental Child Psychology|April 16, 2016
The benefits of computer-generated feedback for mathematics problem solvingEmily R Fyfe, Bethany Rittle-JohnsonPlos One|December 18, 2025
Simulation and symbolic thinking in equations representing changeAmbar Narwal, Emily R Fyfe, Benjamin MotzPageof 4