# Publications

#### 2019

**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

#### 2018

**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

#### 2017

**Fyfe, E. R.,** & Brown, S. A. (2017). Feedback influences children’s reasoning about math equivalence: A meta-analytic review. *Thinking and Reasoning*. doi:10.1080/13546783.2017.1359208

**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

**Fyfe, E. R.,** Matthews, P. G., Amsel, E., McEldoon, K. L., & McNeil, N. M. (2017). Assessing formal knowledge of math equivalence among algebra and pre-algebra students. *Journal of Educational Psychology.* doi:10.1037/edu0000208

#### 2016

**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

**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

**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

Rittle-Johnson, B., **Fyfe, E. R.,** Hofer, K. G., & Farran, D. C. (2016). Early math trajectories: Low-income children’s mathematics knowledge from age 4 to 11. *Child Development.* doi:10.1111/cdev.12662

#### 2015

**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

**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

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

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*.*

#### 2014

**Fyfe, E. R.,** McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness fading in mathematics and science instruction: A systematic review. *Educational Psychology Review, 26*, 9-25. doi:10.1007/s10648-014-9249-3

#### 2012

**Fyfe, E. R.,** Rittle-Johnson, B., & DeCaro, M. S. (2012). The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. *Journal of Educational Psychology, 104*, 1094-1108. doi:10.1037/a0028389

McNeil, N.M., & **Fyfe, E.R.** (2012). “Concreteness fading” promotes transfer of mathematical knowledge. *Learning and Instruction, 22,* 440-448. doi:10.1016/j.learninstruc.2012.05.001

#### 2011

McNeil, N. M., **Fyfe, E. R.,** Petersen, L. A., Dunwiddie, A. E., & Brletic-Shipley, H. (2011). Benefits of practicing 4 = 2 + 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence. *Child Development, 82*, 1620-1633. doi:10.1111/j.1467-8624.2011.01622.x

## Recent Posters

#### 2018 Posters

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.

#### 2017

Kelly, M. N., & **Fyfe, E. R.** (2017, April). Self vs. task directed feedback in an online math learning environment. Poster presented at the CEWiT Women’s Research Poster Competition, Indiana University, Bloomington, IN.

**Fyfe, E. R.,** Brown, S. A., & Alibali, M. W. (2017, April). The effects of feedback on math equivalence understanding in 6- to 11-year-old children. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Austin, TX.

#### 2016

Fyfe, E. R., & Alibali, M. W. (2016, July). Patterning predicts some, but not all, aspects of early math knowledge. Poster presented at the Fourth Annual Midwest Meeting on Mathematical Thinking (M3T), Madison, WI.

Fyfe, E. R. (2016, April). When does feedback help? The impact of human- versus computer-generated feedback on mathematics problem solving. Poster presented at the American Education Research Association Conference (AERA), Washington DC.

#### 2015

Fyfe, E. R., Rittle-Johnson, B., Hofer, K., & Farran, D. (2015, October). Pattern knowledge, but not shape knowledge, predicts fifth-grade math outcomes. Poster presented at the Biennial Meeting of the Cognitive Development Society (CDS), Columbus, OH.

Fyfe, E. R., & Rittle-Johnson, B. (2015, March). Feedback both helps and hinders mathematics problem solving. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Philadelphia, PA.

Fyfe, E. R., McNeil, N. M., & Rittle-Johnson B. (2015, March). The effect of abstract versus concrete labels on children’s relational reasoning. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Philadelphia, PA.