Items where authors include "LeFevre, J.-A."

Article

Susperreguy, M.I. orcid.org/0000-0001-5584-2692, Di Lonardo Burr, S.M. orcid.org/0000-0001-6338-9621, Xu, C. et al. (5 more authors) (2024) The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students. Cognitive Development, 70. 101441. ISSN 0885-2014

Lafay, A. orcid.org/0000-0003-3344-5463, Adrien, E., Lonardo Burr, S.D. et al. (8 more authors) (2024) Transcoding of French numbers for first- and second-language learners in third grade. Quarterly Journal of Experimental Psychology, 77 (2). pp. 393-407. ISSN 1747-0218

Xu, C. orcid.org/0000-0002-6702-3958, Li, H. orcid.org/0000-0002-5052-2742, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621 et al. (3 more authors) (2024) We cannot ignore the signs: the development of equivalence and arithmetic for students from grades 3 to 4. Journal of Cognition and Development, 25 (1). pp. 46-65. ISSN 1524-8372

Xu, C. orcid.org/0000-0002-6702-3958, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621 and LeFevre, J.-A. orcid.org/0000-0002-1927-7734 (2023) The hierarchical relations among mathematical competencies: from fundamental numeracy to complex mathematical skills. Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale, 77 (4). pp. 284-295. ISSN 1196-1961

Xu, C. orcid.org/0000-0002-6702-3958, LeFevre, J.-A. orcid.org/0000-0002-1927-7734, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621 et al. (5 more authors) (2023) A direct comparison of two measures of ordinal knowledge among 8-year-olds. Journal of Numerical Cognition, 9 (2). pp. 253-267. ISSN 2363-8761

Xu, C. orcid.org/0000-0002-6702-3958, Di Lonardo Burr, S., LeFevre, J.-A. et al. (8 more authors) (2023) Development of children’s number line estimation in primary school: regional and curricular influences. Cognitive Development, 67. 101355. ISSN 0885-2014

Di Lonardo Burr, S.M., Xu, C., Douglas, H. et al. (2 more authors) (2022) Walking another pathway: The inclusion of patterning in the pathways to mathematics model. Journal of Experimental Child Psychology, 222. 105478. ISSN 0022-0965

Xu, C. orcid.org/0000-0002-6702-3958, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, Skwarchuk, S.-L. orcid.org/0000-0002-9270-1538 et al. (7 more authors) (2022) Pathways to learning mathematics for students in French-immersion and English-instruction programs. Journal of Educational Psychology, 114 (6). pp. 1321-1342. ISSN 0022-0663

Xu, C., Li, H., Di Lonardo Burr, S. et al. (3 more authors) (2022) Divide and conquer: Relations among arithmetic operations and emerging knowledge of fraction notation for Chinese students in Grade 4. Journal of Experimental Child Psychology, 217. 105371. ISSN 0022-0965

Susperreguy, M.I. orcid.org/0000-0001-5584-2692, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, Douglas, H. orcid.org/0000-0001-5806-3758 et al. (4 more authors) (2022) Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3. Early Childhood Research Quarterly, 59. pp. 84-95. ISSN 0885-2006

Xu, C. orcid.org/0000-0002-6702-3958, Lafay, A. orcid.org/0000-0003-3344-5463, Douglas, H. orcid.org/0000-0001-5806-3758 et al. (7 more authors) (2022) The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology, 114 (3). pp. 513-539. ISSN 0022-0663

Di Lonardo Burr, S.M. orcid.org/0000-0001-6338-9621, Turner, J., Nietmann, J. et al. (1 more author) (2021) When does the story matter? No evidence for the foregrounding hypothesis in math story problems. Journal of Numerical Cognition, 7 (3). pp. 259-274. ISSN 2363-8761

Di Lonardo Burr, S.M. orcid.org/0000-0001-6338-9621 and LeFevre, J.-A. orcid.org/0000-0002-1927-7734 (2021) The subject matters: relations among types of anxiety, ADHD symptoms, math performance, and literacy performance. Cognition and Emotion, 35 (7). pp. 1334-1349. ISSN 0269-9931

Xu, C. orcid.org/0000-0002-6702-3958, Burr, S.D.L. orcid.org/0000-0001-6338-9621, Douglas, H. orcid.org/0000-0001-5806-3758 et al. (2 more authors) (2021) Number line development of Chilean children from preschool to the end of kindergarten. Journal of Experimental Child Psychology, 208. 105144. ISSN 0022-0965

Xu, C. orcid.org/0000-0002-6702-3958, LeFevre, J.-A. orcid.org/0000-0002-1927-7734, Skwarchuk, S.-L. orcid.org/0000-0002-9270-1538 et al. (7 more authors) (2021) Individual differences in the development of children’s arithmetic fluency from grades 2 to 3. Developmental Psychology, 57 (7). pp. 1067-1079. ISSN 0012-1649

Song, C.S. orcid.org/0000-0001-7804-3316, Xu, C. orcid.org/0000-0002-6702-3958, Maloney, E.A. et al. (7 more authors) (2021) Longitudinal relations between young students’ feelings about mathematics and arithmetic performance. Cognitive Development, 59. 101078. ISSN 0885-2014

Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621 and LeFevre, J.-A. (2021) Fixated in more familiar territory: providing an explicit midpoint for typical and atypical number lines. Quarterly Journal of Experimental Psychology, 74 (3). pp. 523-535. ISSN 1747-0218

Silinskas, G., Di Lonardo, S., Douglas, H. et al. (5 more authors) (2020) Responsive home numeracy as children progress from kindergarten through Grade 1. Early Childhood Research Quarterly, 53. pp. 484-495. ISSN 0885-2006

Di Lonardo, S.M. orcid.org/0000-0001-6338-9621, Huebner, M.G., Newman, K. et al. (1 more author) (2020) Fixated in unfamiliar territory: mapping estimates across typical and atypical number lines. Quarterly Journal of Experimental Psychology, 73 (2). pp. 279-294. ISSN 1747-0218

Di Lonardo Burr, S.M. and LeFevre, J.-A. (2020) Confidence is key: unlocking the relations between ADHD symptoms and math performance. Learning and Individual Differences, 77. 101808. ISSN 1041-6080