Rittle-Johnson, B. (in press). Developing mathematics knowledge. Child Development Perspectives. DOI: 10.1111/cdep.12229
Rittle-Johnson, B. Fyfe, E.,* Hofer, K. & Farran, D. (in press). Early Math Trajectories: Low-Income Children’s Mathematics Knowledge from Age 4 to 11. Child Development. DOI: 10.1111/cdev.12662
Rittle-Johnson, B., & Loehr, A.* (in press). Eliciting Explanations: Constraints on When Self-Explanation Aids Learning. Psychonomic Bulletin & Review. DOI 10.3758/s13423-016-1079-5.
Rittle-Johnson, B., Loehr* A., & Durkin, K. (in press). Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles. ZDM Mathematics EducationSpecial Issue: Applying (cognitive) theory-based instructional design principles in mathematics teaching and learning. DOI 10.1007/s11858-017-0834-z
Rittle-Johnson, B. Fyfe, E.,* & Loehr, A.* (2016). The Content of Instruction Within A Mathematics Lesson: Implications for Conceptual and Procedural Knowledge Development. British Journal of Educational Psychology, 86, 576 - 591. DOI:10.1111/bjep.12124
Star, J.R., Rittle-Johnson, B., & Durkin, K. (2016). Comparison and explanation of multiple strategies: One example of a small step forward for improving mathematics education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 151-159. doi: 10.1177/2372732216655543.
Fyfe, E. R.* & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology, 147, 140-151. doi: 10.1016/j.jecp.2016.03.009.
Fyfe, E. R.* & Rittle-Johnson, B. (2016). Feedback both helps and hinders learning: The causal role of prior knowledge. Journal of Educational Psychology, 108(1), 82 – 97. doi: 10.1037/edu0000053
Miller, M.R. ^ , Rittle-Johnson, B., Loehr, A. M.* & Fyfe, E. R.* (2016). The influence of relational knowledge and executive function on preschoolers’ repeating pattern knowledge. Journal of Cognition and Development. 17, 85-104, DOI 10.1080/15248372.2015.1023307
Fyfe, E. R.*, McNeil, N. M. & Rittle-Johnson, B (2015). Easy as ABCABC: Abstract language facilitates performance on a concrete patterning task. Child Development. DOI 10.1111/cdev.12331
Rittle-Johnson, B., Fyfe, E. R.* Loehr, A. M.* & Miller, M.R. ^ (2015). Beyond numeracy in preschool: Adding patterns to the equation. Early Childhood Research Quarterly, 31, pp. 101-112. DOI 10.1016/j.ecresq.2015.01.005
Rittle-Johnson, B. Schneider, M. & Star, J. (2015). Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27. DOI 10.1007/s10648-015-9302-x
Durkin, K.* & Rittle-Johnson, B. (2014). Diagnosing misconceptions: Revealing changing decimal fraction knowledge. Learning and Instruction. DOI 10.1016/j.learninstruc.2014.08.003
Star, J.R., Pollack, C.*, Durkin, K.*, Rittle-Johnson, B., Lynch, K.*, Newton, K., & Gogolen, C.* (2014) Learning from comparison in algebra. Contemporary Educational Psychology. DOI 10.1016/j.cedpsych.2014.05.005
Rittle-Johnson, B., Fyfe, E. R.*, McLean, L. E.*, McEldoon, K. L.*, (2013). Emerging understanding of patterning in four-year-olds. Journal of Cognition and Development. 14(3), pp. 375-395. DOI: 10.1080/15248372.2012.689897
DeCaro, M. S.^ & Rittle-Johnson, B. (2012). Solving math problems prepares students to learn from instruction. Journal of Experimental Child Psychology. 113(4), pp. 552-568. doi 10.1016/j.jecp.2012.06.009
Durkin, K.* & Rittle-Johnson, B. (2012). The effectiveness of using incorrect examples to support learning about decimal magnitude. Learning and Instruction, 22(3), pp. 206-214. doi:10.1016/j.learninstruc.2011.11.001
Schneider, M., Rittle-Johnson, B., & Star, J. (2011). Relations between conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology. 47(6), 1525–1538. doi: 10.1037/a0024997
Rittle-Johnson, B., Matthews, P.G.*, Taylor, R.^ & McEldoon, K.* (2011). Assessing Knowledge of Mathematical Equivalence: A Construct Modeling Approach. Journal of Educational Psychology, 103 (1), 85-104. DOI: 10.1037/a0021334
*student (graduate or undergraduate); ^post-doc