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- Rittle-Johnson, B. & Star, J. (in press). Compared to what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving. Journal of Educational Psychology.
- Rittle-Johnson, B. & Kmicikewycz, A. O. (2008). When generating answers benefits arithmetic skill: The importance of prior knowledge. Journal of Experimental Child Psychology, doi:10.1016/j.jecp.2008.03.001.
- Rittle-Johnson, B, Saylor, M. & Swygart, K. (2008). Learning from explaining: Does it matter if mom is listening? Journal of Experimental Child Psychology, 100(3), 215-224.
- Star, J. & Rittle-Johnson, B. (2007). Developing Flexible Knowledge: The Case of Equation Solving. Learning and Instruction, doi: 10.1016/j.learninstruc.2007.09.018.
- Rittle-Johnson, Saylor, & Swygert. (2007). Learning from explaining: Does it matter if mom is listening? Journal of Experimental Child Psychology, 100(3), 215-224.
- Rittle-Johnson, B. & Star, J. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology. 99(3), 561-574.
- Rittle-Johnson, B. (2006). Promoting transfer: the effects of direct instruction and self-explanation. Child Development. Child Development, 7(1), 1-15.
- Rittle-Johnson, B. & Koedinger, K.R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction. 23(3), 313-349.
- Rittle-Johnson, B. Siegler, R.S., & Alibali, M.W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346-362.
- Rittle-Johnson, B. & Alibali, M.W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to another? Journal of Educational Psychology, 91, 1-16.
- Rittle-Johson, B. & Siegler, R.S. (1999). Learning to spell: Variability, choice, and change in children's strategy use. Child Development, 70, 332-348.
- Rittle-Johnson and Koedinger. (2002). Comparing instructional strategies for integrating conceptual and procedural knowledge. In Mewborn, D.S., Sztajin, P.,White, D.Y., Wiegel, H.G., Bryant, R.L. & Nooney, K. (Ed.) Proceedings of the twenty-fourth annual meeting of the North American Chapters of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, (pp. 969-978). *No link available for this document. Please contact Professor Rittle-Johnson for the full text.
- Rittle-Johnson and Koedinger. (2001). Using cognitive models to guide instructional design: The case of fraction division. In J. Moore & K. Stenning (Ed.), Proceedings of the 23rd Annual Conference of the Cognitive Science Society, (pp. 857-862). Mahwah, NJ, Erlbaum.
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