Clarissa A. Thompson
Clarissa A. Thompson
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Cited by
Cited by
An integrated theory of whole number and fractions development
RS Siegler, CA Thompson, M Schneider
Cognitive psychology 62 (4), 273-296, 2011
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
LK Fazio, DH Bailey, CA Thompson, RS Siegler
Journal of experimental child psychology 123, 53-72, 2014
How 15 hundred is like 15 cherries: Effect of progressive alignment on representational changes in numerical cognition
CA Thompson, JE Opfer
Child Development 81 (6), 1768-1786, 2010
The logarithmic‐to‐linear shift: One learning sequence, many tasks, many time scales
RS Siegler, CA Thompson, JE Opfer
Mind, Brain, and Education 3 (3), 143-150, 2009
Early development of spatial‐numeric associations: evidence from spatial and quantitative performance of preschoolers
JE Opfer, CA Thompson, EE Furlong
Developmental Science 13 (5), 761-771, 2010
Linear numerical-magnitude representations aid children’s memory for numbers
CA Thompson, RS Siegler
Psychological science 21 (9), 1274-1281, 2010
Children are not like older adults: A diffusion model analysis of developmental changes in speeded responses
R Ratcliff, J Love, CA Thompson, JE Opfer
Child development 83 (1), 367-381, 2012
Costs and benefits of representational change: Effects of context on age and sex differences in symbolic magnitude estimation
CA Thompson, JE Opfer
Journal of Experimental Child Psychology 101 (1), 20-51, 2008
The trouble with transfer: Insights from microgenetic changes in the representation of numerical magnitude
JE Opfer, CA Thompson
Child Development 79 (3), 788-804, 2008
Modeling individual differences in response time and accuracy in numeracy
R Ratcliff, CA Thompson, G McKoon
Cognition 137, 115-136, 2015
Free versus anchored numerical estimation: A unified approach
JE Opfer, CA Thompson, D Kim
Cognition 149, 11-17, 2016
Numerical landmarks are useful—except when they’re not
RS Siegler, CA Thompson
Journal of experimental child psychology 120, 39-58, 2014
Even early representations of numerical magnitude are spatially organized: Evidence for a directional magnitude bias in pre-reading preschoolers
JE Opfer, CA Thompson
Proceedings of the Annual Meeting of the Cognitive Science Society 28 (28), 2006
Student perceptions of general education requirements at a large public university: No surprises?
CA Thompson, M Eodice, P Tran
The Journal of General Education 64 (4), 278-293, 2015
The logarithmic-to-linear shift: One learning sequence, many tasks, many time scales. Mind, Brain, and Education, 3 (3), 143–150
RS Siegler, CA Thompson, JE Opfer
Associations of magnitude comparison and number line estimation with mathematical competence: A comparative review
M Schneider, CA Thompson, B Rittle-Johnson
Cognitive development from a strategy perspective, 100-119, 2017
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
Children can accurately monitor and control their number-line estimation performance.
JL Wall, CA Thompson, J Dunlosky, WE Merriman
Developmental psychology 52 (10), 1493, 2016
From continuous magnitudes to symbolic numbers: The centrality of ratio
PG Sidney, CA Thompson, PG Matthews, EM Hubbard
Behavioral and Brain Sciences 40, 2017
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
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