{"id":68,"date":"2018-11-29T21:56:32","date_gmt":"2018-11-29T21:56:32","guid":{"rendered":"https:\/\/psy.fsu.edu\/~braithwaite\/?page_id=68"},"modified":"2025-10-16T09:08:18","modified_gmt":"2025-10-16T09:08:18","slug":"publications","status":"publish","type":"page","link":"https:\/\/psy.fsu.edu\/~braithwaite\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Braithwaite, D. W.<\/strong> & Rafferty, A. N. (2025). Knowledge of examples affects cconditional reasoning with mathematical content. Thinking & Reasoning<\/em>. doi: 10.1080\/13546783.2025.2560995<\/a>. Accepted manuscript.<\/a><\/p>\n

Braithwaite, D. W.<\/strong> & Shrager, J. (2025). Higher-level domain-general skills in maths problem solving. Thinking & Reasoning<\/em>. doi: 10.1080\/13546783.2025.2570690<\/a>. Accepted manuscript.<\/a><\/p>\n

Braithwaite, D. W. <\/strong>(2025) Domain effects on interpretations of general conditionals: The case of mathematics. Thinking & Reasoning<\/em>. doi: 10.1080\/13546783.2024.2406197<\/a>. Accepted manuscript<\/a>.<\/p>\n

Braithwaite, D. W.<\/strong> & Rafferty, A. N. (2025). Parameterizing Individual Differences in Fraction and Decimal Arithmetic. Cognitive Science<\/em>. doi: 10.1111\/cogs.70065<\/a><\/p>\n

Braithwaite, D. W.,<\/strong> & Siegler, R. S. (2024). A Unified Model of Arithmetic With Whole Numbers, Fractions, and Decimals. Psychological Review<\/em>. doi: 10.1037\/rev0000440<\/a>. Simulation code, output, and analysis scripts<\/a>.<\/p>\n

Braithwaite, D. W. <\/strong>& Hall, G. J. (2024) Explaining procedures and interleaving practice in fraction arithmetic. Learning and Instruction<\/em>. doi: 10.1016\/j.learninstruct.2023.101854<\/a>.<\/p>\n

Liu, Q. and Braithwaite, D. W.<\/strong> (2023). Affordances of fractions and decimals for arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition<\/em>. doi: 10.1037\/xlm0001161<\/a>. Materials, data, and analysis scripts.<\/a><\/p>\n

Alvarez-Vargas, D., Braithwaite, D. W.<\/strong>, Lortie-Forgues, H., Moore, M., Castro, M., Wan, S., Martin, E., & Bailey, D. (2023). Hedges, mottes, and baileys: Causally ambiguous statistical language can increase perceived study quality and policy relevance. PLOS ONE<\/em>. doi: doi.org\/10.1371\/journal.pone.0286403<\/a>.<\/p>\n

Braithwaite, D. W. <\/strong>(2022). Relations between geometric proof justification and probabilistic reasoning. Learning and Individual Differences<\/em>. Download from here.<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, McMullen, J., & Hurst, M. A. (2022). Cross-notation knowledge of fractions and decimals. Journal of Experimental Child Psychology, 213<\/em>, 105210. doi: 10.1016\/j.jecp.2021.105210<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, Sprague, L. & Siegler, R. S. (2022). Toward a unified theory of rational number arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition<\/em>. doi: 10.1037\/xlm0001073<\/a>. Materials, data, and analysis scripts<\/a>.<\/p>\n

Braithwaite, D. W.<\/strong> & Sprague, L. (2021). Conceptual knowledge, procedural knowledge, and metacognition in routine and nonroutine problem solving. Cognitive Science<\/em>, 45,<\/em> e13048. doi: 10.1111\/cogs.13048<\/a>. Data and analysis scripts<\/a>.<\/p>\n

Tian, J., Braithwaite, D. W.<\/strong>, & Siegler, R. S. (2021). Distributions of textbook problems predict student Learning: Data from decimal arithmetic. Journal of Educational Psychology<\/em>, 14. doi: 10.1037\/edu0000618<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, & Siegler, R. S. (2021). Putting fractions together. Journal of Educational Psychology<\/i>. doi:10.1037\/edu0000477<\/a><\/p>\n

Tian, J., Braithwaite, D. W.<\/strong>, & Siegler, R. S. (2020). How do people choose among rational number notations? Cognitive Psychology<\/em>, 123<\/em>, 101333. doi:10.1016\/j.cogpsych.2020.101333<\/a><\/p>\n

Siegler, R. S., Im, Soo-hyun, & Braithwaite, D. W.<\/strong> (2020). Understanding development requires assessing the environment in which learning occurs: Examples from mathematics learning. New Directions for Child and Adolescent Development<\/em>, 173, 83-100. doi:10.1002\/cad.20372<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, 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<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, & 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)<\/i>, 1765-1777. doi:10.1037\/xlm0000546<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, & 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)<\/i>, 1765-1777. doi:10.1037\/xlm0000546<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, Tian, J., & Siegler, R. S. (2018). Do children understand fraction addition? Developmental Science, 21(4)<\/i>, e12601. doi:10.1111\/desc.12601<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, & Siegler, R. S. (2018). Developmental changes in the whole number bias. Developmental Science, 21(2)<\/i>, e12541. doi:10.1111\/desc.12541<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, Pyke, A. A., & Siegler, R. S. (2017). A computational model of fraction arithmetic. Psychological Review, 124(5)<\/em>, 603-625. doi:10.1037\/rev0000072<\/a><\/p>\n

Siegler, R. S., & Braithwaite, D. W.<\/strong> (2016). Numerical development. Annual Review of Psychology, 68<\/em>, 187-213. doi:10.1146\/annurev-psych-010416-044101<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, 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<\/em>, 40-55. doi:10.1016\/j.cognition.2016.01.004<\/a><\/p>\n

Carvalho, P. F., Braithwaite, D. W.<\/strong>, 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)<\/em>, e0152115. doi:10.1371\/journal.pone.0152115<\/a>
\n* First two authors contributed equally<\/p>\n

Braithwaite, D. W.<\/strong>, & Goldstone, R. L. (2015). Effects of variation and prior knowledge on abstract concept learning. Cognition and Instruction, 33(3)<\/em>, 226-256. doi:10.1080\/07370008.2015.1067215<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, & Goldstone, R. L. (2013). Integrating formal and grounded representations in combinatorics learning. Journal of Educational Psychology, 105(2)<\/em>, 666-682. doi:10.1037\/a0032095<\/a><\/p>\n

Braithwaite, D. W.<\/strong>, & Goldstone, R. L. (2013). Flexibility in data interpretation: Effects of representational format. Frontiers in Psychology, 4(December)<\/em>, 1-16. doi:10.3389\/fpsyg.2013.00980<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Braithwaite, D. W. & Rafferty, A. N. (2025). Knowledge of examples affects cconditional reasoning with mathematical content. Thinking & Reasoning. doi: 10.1080\/13546783.2025.2560995. Accepted manuscript. Braithwaite, D. W. & Shrager, J. (2025). Higher-level domain-general skills in maths problem solving. Thinking & Reasoning. doi: 10.1080\/13546783.2025.2570690. Accepted manuscript. Braithwaite, D. W. (2025) Domain effects on interpretations of general … Continue reading Publications<\/span><\/a><\/p>\n","protected":false},"author":3,"featured_media":96,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-68","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/pages\/68","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/comments?post=68"}],"version-history":[{"count":40,"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/pages\/68\/revisions"}],"predecessor-version":[{"id":430,"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/pages\/68\/revisions\/430"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/media\/96"}],"wp:attachment":[{"href":"https:\/\/psy.fsu.edu\/~braithwaite\/wp-json\/wp\/v2\/media?parent=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}