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Learning and Individual Differences|February 9, 2026
Transactional links between the home learning environment and children's math achievement from early childhood to adolescenceNicholas E Waters, Sammy F Ahmed, Natasha Chaku, et al.Journal of Communication Disorders|November 26, 2018
Mathematical thinking in children with developmental language disorder: The roles of pattern skills and verbal working memoryEmily R Fyfe, Lauren Eisenband Matz, Kayla M Hunt, et al.Child Development|December 7, 2016
Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11Bethany Rittle-Johnson, Emily R Fyfe, Kerry G Hofer, et al.Child Development|December 23, 2022
Links between repeating and growing pattern knowledge and math outcomes in children and adultsGiulia A Borriello, Amanda Grenell, Nicholas A Vest, et al.Cognitive Development|February 13, 2023
Relations between patterning skill and differing aspects of early mathematics knowledgeEmily R Fyfe, Julia L Evans, Lauren Eisenband Matz, et al.Child Development|July 29, 2011
Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalenceNicole M McNeil, Emily R Fyfe, Lori A Petersen, et al.The Behavioral and Brain Sciences|February 10, 2022
Generalizability, transferability, and the practice-to-practice gapJoshua R de Leeuw, Benjamin A Motz, Emily R Fyfe, et al.Royal Society Open Science|February 9, 2023
The process of replication target selection in psychology: what to consider?Merle-Marie Pittelkow, Sarahanne M Field, Peder M Isager, et al.Pageof 3