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Pooja Sidney
Pooja Sidney
在 g.uky.edu 的电子邮件经过验证 - 首页
标题
引用次数
引用次数
年份
Variability in the natural number bias: Who, when, how, and why
MW Alibali, PG Sidney
Learning and Instruction 37, 56-61, 2015
1202015
Making connections in math: Activating a prior knowledge analogue matters for learning
PG Sidney, MW Alibali
Journal of Cognition and Development 16 (1), 160-185, 2015
952015
How do contrasting cases and self-explanation promote learning? Evidence from fraction division
PG Sidney, S Hattikudur, MW Alibali
Learning and Instruction 40, 29-38, 2015
702015
Number lines, but not area models, support children’s accuracy and conceptual models of fraction division
PG Sidney, CA Thompson, FD Rivera
Contemporary Educational Psychology 58, 288-298, 2019
622019
Who benefits from diagrams and illustrations in math problems? Ability and attitudes matter
JL Cooper, PG Sidney, MW Alibali
Applied Cognitive Psychology 32 (1), 24-38, 2018
552018
Who uses more strategies? Linking mathematics anxiety to adults’ strategy variability and performance on fraction magnitude tasks
PG Sidney, R Thalluri, ML Buerke, CA Thompson
Thinking & Reasoning 25 (1), 94-131, 2019
522019
Creating a context for learning: Activating children’s whole number knowledge prepares them to understand fraction division
PG Sidney, MW Alibali
Journal of Numerical Cognition 3 (1), 31-57, 2017
482017
Children’s and adults’ math attitudes are differentiated by number type
PG Sidney, CA Thompson, C Fitzsimmons, JM Taber
The Journal of Experimental Education 89 (1), 1-32, 2021
452021
Do adults treat equivalent fractions equally? Adults’ strategies and errors during fraction reasoning.
CJ Fitzsimmons, CA Thompson, PG Sidney
Journal of Experimental Psychology: Learning, Memory, and Cognition 46 (11 …, 2020
422020
Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes
CJ Fitzsimmons, CA Thompson, PG Sidney
Metacognition and Learning 15, 215-231, 2020
342020
What drives preventive health behavior during a global pandemic? Emotion and worry
KG Coifman, DJ Disabato, P Aurora, THS Seah, B Mitchell, N Simonovic, ...
Annals of Behavioral Medicine 55 (8), 791-804, 2021
302021
Linking teacher instruction and student achievement in mathematics: The role of teacher language
JK Grammer, JL Coffman, P Sidney, PA Ornstein
Journal of Cognition and Development 17 (3), 468-485, 2016
302016
From continuous magnitudes to symbolic numbers: The centrality of ratio
PG Sidney, CA Thompson, PG Matthews, EM Hubbard
Behavioral and Brain Sciences 40, 2017
292017
Implicit Analogies in Learning: Supporting Transfer by Warming Up
PG Sidney, CA Thompson
Current Directions in Psychological Science 28 (6), 619-625, 2019
272019
Math matters: A novel, brief educational intervention decreases whole number bias when reasoning about COVID-19.
CA Thompson, JM Taber, PG Sidney, CJ Fitzsimmons, MK Mielicki, ...
Journal of Experimental Psychology: Applied 27 (4), 632, 2021
242021
Children’s learning from implicit analogies during instruction: Evidence from fraction division
PG Sidney
Cognitive Development 56, 100956, 2020
222020
Does comparing informal and formal procedures promote mathematics learning? The benefits of bridging depend on attitudes toward mathematics
S Hattikudur, PG Sidney, MW Alibali
The Journal of Problem Solving 9 (1), 2, 2016
212016
Leveraging math cognition to combat health innumeracy
CA Thompson, MK Mielicki, F Rivera, CJ Fitzsimmons, DA Scheibe, ...
Perspectives on Psychological Science 18 (1), 152-177, 2023
192023
Math anxiety, but not induced stress, is associated with objective numeracy.
SS Choi, JM Taber, CA Thompson, PG Sidney
Journal of Experimental Psychology: Applied 26 (4), 604, 2020
182020
Self-care behaviors and affect during the early stages of the COVID-19 pandemic.
DJ Disabato, P Aurora, PG Sidney, JM Taber, CA Thompson, KG Coifman
Health Psychology, 2022
142022
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