| Concreteness fading in mathematics and science instruction: A systematic review ER Fyfe, NM McNeil, JY Son, RL Goldstone Educational psychology review 26, 9-25, 2014 | 451 | 2014 |
| Early math trajectories: Low‐income children's mathematics knowledge from ages 4 to 11 B Rittle‐Johnson, ER Fyfe, KG Hofer, DC Farran Child development 88 (5), 1727-1742, 2017 | 269 | 2017 |
| “Concreteness fading” promotes transfer of mathematical knowledge NM McNeil, ER Fyfe Learning and Instruction 22 (6), 440-448, 2012 | 193 | 2012 |
| Feedback both helps and hinders learning: The causal role of prior knowledge. ER Fyfe, B Rittle-Johnson Journal of Educational Psychology 108 (1), 82, 2016 | 188 | 2016 |
| Emerging understanding of patterning in 4-year-olds B Rittle-Johnson, ER Fyfe, LE McLean, KL McEldoon Journal of cognition and development 14 (3), 376-396, 2013 | 176 | 2013 |
| Benefits of “concreteness fading” for children's mathematics understanding ER Fyfe, NM McNeil, S Borjas Learning and Instruction 35, 104-120, 2015 | 166 | 2015 |
| Beyond numeracy in preschool: Adding patterns to the equation B Rittle-Johnson, ER Fyfe, AM Loehr, MR Miller Early Childhood Research Quarterly 31, 101-112, 2015 | 146 | 2015 |
| Benefits of practicing 4= 2+ 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence NM McNeil, ER Fyfe, LA Petersen, AE Dunwiddie, H Brletic‐Shipley Child development 82 (5), 1620-1633, 2011 | 142 | 2011 |
| Arithmetic practice can be modified to promote understanding of mathematical equivalence. NM McNeil, ER Fyfe, AE Dunwiddie Journal of Educational Psychology 107 (2), 423, 2015 | 110 | 2015 |
| Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson B Rittle‐Johnson, ER Fyfe, AM Loehr British Journal of Educational Psychology 86 (4), 576-591, 2016 | 99 | 2016 |
| Making “concreteness fading” more concrete as a theory of instruction for promoting transfer ER Fyfe, MJ Nathan Educational Review 71 (4), 403-422, 2019 | 92 | 2019 |
| When feedback is cognitively-demanding: the importance of working memory capacity ER Fyfe, MS DeCaro, B Rittle-Johnson Instructional Science 43, 73-91, 2015 | 89 | 2015 |
| The influence of relational knowledge and executive function on preschoolers’ repeating pattern knowledge MR Miller, B Rittle-Johnson, AM Loehr, ER Fyfe Journal of cognition and development 17 (1), 85-104, 2016 | 88 | 2016 |
| Easy as ABCABC: Abstract language facilitates performance on a concrete patterning task ER Fyfe, NM McNeil, B Rittle‐Johnson Child development 86 (3), 927-935, 2015 | 86 | 2015 |
| An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge ER Fyfe, MS DeCaro, B Rittle‐Johnson British journal of educational psychology 84 (3), 502-519, 2014 | 84 | 2014 |
| It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence. NM McNeil, DL Chesney, PG Matthews, ER Fyfe, LA Petersen, ... Journal of Educational Psychology 104 (4), 1109, 2012 | 76 | 2012 |
| Providing feedback on computer-based algebra homework in middle-school classrooms ER Fyfe Computers in Human Behavior 63, 568-574, 2016 | 74 | 2016 |
| Relations between patterning skill and differing aspects of early mathematics knowledge ER Fyfe, JL Evans, LE Matz, KM Hunt, MW Alibali Cognitive Development 44, 1-11, 2017 | 59 | 2017 |
| The benefits of computer-generated feedback for mathematics problem solving ER Fyfe, B Rittle-Johnson Journal of Experimental Child Psychology 147, 140-151, 2016 | 58 | 2016 |
| Diagrams benefit symbolic problem‐solving J Chu, B Rittle‐Johnson, ER Fyfe British Journal of Educational Psychology 87 (2), 273-287, 2017 | 56 | 2017 |
Bethany Rittle-JohnsonProfessor of Psychology, Vanderbilt UniversityVerified email at vanderbilt.edu
