Follow
Pooja Sidney
Pooja Sidney
Verified email at g.uky.edu - Homepage
Title
Cited by
Cited by
Year
Variability in the natural number bias: Who, when, how, and why
MW Alibali, PG Sidney
Learning and Instruction 37, 56-61, 2015
1182015
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
932015
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
682015
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
572019
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
532018
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
482019
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
482017
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
412021
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
412020
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
332020
From continuous magnitudes to symbolic numbers: The centrality of ratio
PG Sidney, CA Thompson, PG Matthews, EM Hubbard
Behavioral and Brain Sciences 40, 2017
292017
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
292016
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
272021
Implicit Analogies in Learning: Supporting Transfer by Warming Up
PG Sidney, CA Thompson
Current Directions in Psychological Science 28 (6), 619-625, 2019
252019
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
232016
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
222021
Children’s learning from implicit analogies during instruction: Evidence from fraction division
PG Sidney
Cognitive Development 56, 100956, 2020
212020
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
182023
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
162020
The role of intraindividual variability in learning and cognitive development
MW Alibali, PG Sidney
Handbook of intraindividual variability across the life span, 84-102, 2014
142014
The system can't perform the operation now. Try again later.
Articles 1–20