| An integrated theory of whole number and fractions development RS Siegler, CA Thompson, M Schneider Cognitive psychology 62 (4), 273-296, 2011 | 1129 | 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 | 710 | 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 | 297 | 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 | 249 | 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 | 220 | 2010 |
| Linear numerical-magnitude representations aid children’s memory for numbers CA Thompson, RS Siegler Psychological science 21 (9), 1274-1281, 2010 | 159 | 2010 |
| 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 | 152 | 2008 |
| 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 | 150 | 2012 |
| 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 | 129 | 2008 |
| Modeling individual differences in response time and accuracy in numeracy R Ratcliff, CA Thompson, G McKoon Cognition 137, 115-136, 2015 | 113 | 2015 |
| Numerical landmarks are useful—except when they’re not RS Siegler, CA Thompson Journal of experimental child psychology 120, 39-58, 2014 | 90 | 2014 |
| 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 | 83 | 2019 |
| Free versus anchored numerical estimation: A unified approach JE Opfer, CA Thompson, D Kim Cognition 149, 11-17, 2016 | 81 | 2016 |
| 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 | 76 | 2015 |
| 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 | 64 | 2021 |
| 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 | 63 | 2019 |
| 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 | 59 | 2020 |
| 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 | 55 | 2006 |
| 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 | 51 | 2009 |
| Gender differences in confidence during number-line estimation ML Rivers, CJ Fitzsimmons, SR Fisk, J Dunlosky, CA Thompson Metacognition and Learning 16 (1), 157-178, 2021 | 49 | 2021 |
Pooja SidneyUniversity of KentuckyVerified email at g.uky.edu
