| Variability in the natural number bias: Who, when, how, and why MW Alibali, PG Sidney Learning and Instruction 37, 56-61, 2015 | 122 | 2015 |
| 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 | 99 | 2015 |
| 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 | 71 | 2015 |
| 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 | 62 | 2019 |
| 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 | 60 | 2018 |
| 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 | 54 | 2021 |
| 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 | 54 | 2019 |
| 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 | 51 | 2017 |
| 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 | 45 | 2020 |
| 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 | 36 | 2020 |
| 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 | 31 | 2016 |
| 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 | 30 | 2021 |
| Implicit Analogies in Learning: Supporting Transfer by Warming Up PG Sidney, CA Thompson Current Directions in Psychological Science 28 (6), 619-625, 2019 | 29 | 2019 |
| From continuous magnitudes to symbolic numbers: The centrality of ratio PG Sidney, CA Thompson, PG Matthews, EM Hubbard Behavioral and Brain Sciences 40, 2017 | 29 | 2017 |
| 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 | 28 | 2021 |
| 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 | 23 | 2023 |
| Children’s learning from implicit analogies during instruction: Evidence from fraction division PG Sidney Cognitive Development 56, 100956, 2020 | 22 | 2020 |
| 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 | 22 | 2016 |
| 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 | 20 | 2020 |
| 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 | 17 | 2022 |