Braithwaite, D. W. & Hall, G. J. (in press) Explaining procedures and interleaving practice in fraction arithmetic. Learning and Instruction.
Braithwaite, D. W., & Siegler, R. S. (2023). A Unified Model of Arithmetic With Whole Numbers, Fractions, and Decimals. Psychological Review. doi:10.1037/rev0000440. Simulation code, output, and analysis scripts.
Liu, Q. and Braithwaite, D. W. (2023). Affordances of fractions and decimals for arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/xlm0001161. Materials, data, and analysis scripts.
Braithwaite, D. W. (2022). Relations between geometric proof justification and probabilistic reasoning. Learning and Individual Differences. Download from here.
Braithwaite, D. W., McMullen, J., & Hurst, M. A. (2022). Cross-notation knowledge of fractions and decimals. Journal of Experimental Child Psychology, 213, 105210. doi:10.1016/j.jecp.2021.105210
Braithwaite, D. W., Sprague, L. & Siegler, R. S. (2022). Toward a unified theory of rational number arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/xlm0001073. Materials, data, and analysis scripts.
Braithwaite, D. W. & Sprague, L. (2021). Conceptual knowledge, procedural knowledge, and metacognition in routine and nonroutine problem solving. Cognitive Science, 45, e13048. doi:10.1111/cogs.13048. Data and analysis scripts.
Tian, J., Braithwaite, D. W., & Siegler, R. S. (2021). Distributions of textbook problems predict student Learning: Data from decimal arithmetic. Journal of Educational Psychology, 14. doi:10.1037/edu0000618
Braithwaite, D. W., & Siegler, R. S. (2021). Putting fractions together. Journal of Educational Psychology. doi:10.1037/edu0000477
Tian, J., Braithwaite, D. W., & Siegler, R. S. (2020). How do people choose among rational number notations? Cognitive Psychology, 123, 101333. doi:10.1016/j.cogpsych.2020.101333
Siegler, R. S., Im, Soo-hyun, & Braithwaite, D. W. (2020). Understanding development requires assessing the environment in which learning occurs: Examples from mathematics learning. New Directions for Child and Adolescent Development, 173, 83-100. doi:10.1002/cad.20372
Braithwaite, D. W., Leib, E. R., Siegler, R. S., & McMullen, J. (2019). Individual differences in fraction arithmetic learning. Cognitive Psychology, 112, 81-98. doi:10.1016/j.cogpsych.2019.04.002
Braithwaite, D. W., & Siegler, R. S. (2018). Children learn spurious associations in their math textbooks: Examples from fraction arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(11), 1765-1777. doi:10.1037/xlm0000546
Braithwaite, D. W., & Siegler, R. S. (2018). Children learn spurious associations in their math textbooks: Examples from fraction arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(11), 1765-1777. doi:10.1037/xlm0000546
Braithwaite, D. W., Tian, J., & Siegler, R. S. (2018). Do children understand fraction addition? Developmental Science, 21(4), e12601. doi:10.1111/desc.12601
Braithwaite, D. W., & Siegler, R. S. (2018). Developmental changes in the whole number bias. Developmental Science, 21(2), e12541. doi:10.1111/desc.12541
Braithwaite, D. W., Pyke, A. A., & Siegler, R. S. (2017). A computational model of fraction arithmetic. Psychological Review, 124(5), 603-625. doi:10.1037/rev0000072
Siegler, R. S., & Braithwaite, D. W. (2016). Numerical development. Annual Review of Psychology, 68, 187-213. doi:10.1146/annurev-psych-010416-044101
Braithwaite, D. W., Goldstone, R. L., van der Maas, H. L. J., & Landy, D. H. (2016). Non-formal mechanisms in mathematical cognitive development: The case of arithmetic. Cognition, 149, 40-55. doi:10.1016/j.cognition.2016.01.004
Carvalho, P. F., Braithwaite, D. W., de Leeuw, J. R., Motz, B. A., & Goldstone, R. L. (2016). An in-vivo study of self-regulated study sequencing in introductory psychology courses. PLoS ONE, 11(3), e0152115. doi:10.1371/journal.pone.0152115
* First two authors contributed equally
Braithwaite, D. W., & Goldstone, R. L. (2015). Effects of variation and prior knowledge on abstract concept learning. Cognition and Instruction, 33(3), 226-256. doi:10.1080/07370008.2015.1067215
Braithwaite, D. W., & Goldstone, R. L. (2013). Integrating formal and grounded representations in combinatorics learning. Journal of Educational Psychology, 105(2), 666-682. doi:10.1037/a0032095
Braithwaite, D. W., & Goldstone, R. L. (2013). Flexibility in data interpretation: Effects of representational format. Frontiers in Psychology, 4(December), 1-16. doi:10.3389/fpsyg.2013.00980