Recent Publications

Journal Articles

McGinn, K. M., Booth, J. L., & Young, L. K. (2017). The Interaction of Worked-Examples/ Self-Explanation Prompts and Time on Algebra Conceptual Knowledge. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2687-2692). London, UK: Cognitive Science Society.

O’Shea, A., Booth, J. L., Barbieri, C., McGinn, K. M., Young, L. K., & Oyer, M. H. (2016). Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Contemporary Educational Psychology. doi: 10.1016/j.cedpsych.2016.03.003

Young, L. K., & Booth, J. L. (2015). Student magnitude knowledge of negative numbers. Journal of Numerical Cognition, 1(1), 38-55. doi: 10.5964/jnc.v1i1.7

Booth, J. L., McGinn, K. M., Young, L. K., & Barbieri, C. (2015). Simple practice doesn’t necessarily make perfect: Evidence from the worked example effect. Policy Insights from Behavioral and Brain Sciences, 2(1), 24-32. doi: 10.1177/2372732215601691

Booth, J. L., Newton, K. J., & Twiss-Garrity, L. K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118, 110-118. doi: 10.1016/j.jecp.2013.09.001


Book Chapters

Booth, J. L., McGinn, K. M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L. K., & Davenport, J. L. (2016). Evidence for cognitive science principles that impact learning in mathematics. To appear in D.C. Geary & D. Berch, (Eds.) Mathematical Cognition and Learning Volume 3.

Booth, J. L., McGinn, K. M., Barbieri, C., & Young, L. K. (2016). Misconceptions and learning algebra. In S. Stewart (Ed.) And the Rest is Just Algebra.