An integrated theory of whole number and fractions development von Siegler, Robert S., Thompson, Clarissa A., Schneider, Michael

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Early development of spatial-numeric associations: evidence from spatial and quantitative performance of preschoolers von Opfer, John E., Thompson, Clarissa A., Furlong, Ellen E.

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Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance von Godwin, Karrie E., Thompson, Clarissa A., Kaur, Freya, Iwai, Yuika, Fitzsimmons, Charles J., Taber, Jennifer M.

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Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework von Scheibe, Daniel A, Was, Christopher A, Dunlosky, John, Thompson, Clarissa A

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Are Books Like Number Lines? Children Spontaneously Encode Spatial-Numeric Relationships in a Novel Spatial Estimation Task von Thompson, Clarissa A, Morris, Bradley J, Sidney, Pooja G

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Relations of different types of numerical magnitude representations to each other and to mathematics achievement von Fazio, Lisa K., Bailey, Drew H., Thompson, Clarissa A., Siegler, Robert S.

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Do Adults Treat Equivalent Fractions Equally? Adults' Strategies and Errors During Fraction Reasoning von Fitzsimmons, Charles J, Thompson, Clarissa A, Sidney, Pooja G

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Free versus anchored numerical estimation: A unified approach von Opfer, John E., Thompson, Clarissa A., Kim, Dan

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Math predictors of numeric health and non-health decision-making problems von Thompson, Clarissa A., Taber, Jennifer M., Fitzsimmons, Charles J., Sidney, Pooja G.

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Modeling individual differences in response time and accuracy in numeracy von Ratcliff, Roger, Thompson, Clarissa A., McKoon, Gail

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Implicit Analogies in Learning: Supporting Transfer by Warming Up von Sidney, Pooja G., Thompson, Clarissa A.

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How 15 Hundred Is Like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition von Thompson, Clarissa A., Opfer, John E.

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Effects of figural and numerical presentation formats on growing pattern performance von Mielicki, Marta K., Fitzsimmons, Charlies J., Woodbury, Lauren H., Marshal, Hannah, Zhang, Dake, Rivera, Ferdinand D., Thompson, Clarissa A.

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From integers to fractions: The role of analogy in transfer and long-term learning von Yu, Shuyuan, Sidney, Pooja, Kim, Dan, Thompson, Clarissa A., Opfer, John E.

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Children's and Adults' Math Attitudes Are Differentiated by Number Type von Sidney, Pooja G., Thompson, Clarissa A., Fitzsimmons, Charles, Taber, Jennifer M.

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From Integers to Fractions: The Role of Analogy in Developing a Coherent Understanding of Proportional Magnitude von Yu, Shuyuan, Kim, Dan, Fitzsimmons, Charles J., Mielicki, Marta K., Thompson, Clarissa A., Opfer, John E.

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Children Are Not Like Older Adults: A Diffusion Model Analysis of Developmental Changes in Speeded Responses von Ratcliff, Roger, Love, Jessica, Thompson, Clarissa A., Opfer, John E.

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Linear Numerical-Magnitude Representations Aid Children's Memory for Numbers von Thompson, Clarissa A., Siegler, Robert S.

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Children’s estimates of equivalent rational number magnitudes are not equal: Evidence from fractions, decimals, percentages, and whole numbers von Schiller, Lauren K., Abreu-Mendoza, Roberto A., Thompson, Clarissa A., Rosenberg-Lee, Miriam

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Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision? von Fitzsimmons, Charles J., Morehead, Kayla, Thompson, Clarissa A., Buerke, Morgan, Dunlosky, John

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