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LeFevre, J., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D.,
& Bisanz J. (in press). Home numeracy experiences
and children’s math performance in the early school years. Canadian Journal of Behavioural Science.
Rasmussen, C., & Bisanz, J. (in press). Exploring mathematics difficulties in children
with Fetal Alcohol Spectrum Disorders. Child Development Perspectives.
Sherman, J., & Bisanz, J. (in press). Equivalence in symbolic and non-symbolic
contexts: benefits of solving problems with manipulatives. Journal of Educational Psychology.
Mabbott, D. J., & Bisanz, J. (2008). Computational
skills, working memory, and conceptual knowledge in older children with mathematics
learning disabilities. Journal of Learning Disabilities,
41, 15-28.
Sherman, J., & Bisanz,
J. (2007). Evidence for use of mathematical
inversion by three-year-old children. Journal of Cognition and Development, 8, 333-344.
Penner-Wilger, M., Fast,
L., LeFevre, J., Smith-Chant, B. L., Skwarchuk, S., Kamawar, D., & Bisanz,
J. (2007). The foundations of numeracy: Subitizing, finger gnosia, and
fine-motor ability. In D. S. McNamara
& J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive
Science Society (pp. 1385-1390). Austin, TX:
Cognitive Science Society.
LeFevre, J., Smith-Chant, B. L., Fast, L., Skwarchuk,
S.-L., Sargla, E., Arnup, J.S., Penner-Wilger, M., Bisanz, J., Kamawar, D.
(2006). What counts as knowing? The development of conceptual and procedural
knowledge of counting from kindergarten through Grade 2. Journal
of Experimental Child Psychology, 93,
285-303.
Rasmussen, C. & Bisanz, J.
(2006). Mathematics and working memory development in children with Fetal
Alcohol Spectrum Disorder. Alcoholism: Clinical and Experimental Research,
30, 231A.
Rasmussen, C., Ho, E., Nicoladis, E., Leung, J., & Bisanz, J.
(2006). Is the Chinese number-naming system transparent? Evidence from Chinese-English bilingual
children. Canadian Journal of Experimental Psychology, 60, 60-67.
Rasmussen, C., &
Bisanz, J. (2005). Representation and
working memory in early arithmetic. Journal
of Experimental Child Psychology, 91, 137-157.
Bisanz, J., Sherman, J.,
Rasmussen, C., & Ho, E. (2005).
Development of arithmetic skills and knowledge in preschool
children. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp.
143-162).
New York:
Psychology Press.
Gierl, M. J., Bisanz, J.,
Bisanz, G. L., & Boughton, K. A. (2003).
Identifying content and cognitive skills that produce gender differences
in mathematics: A demonstration of the DIF analysis framework. Journal of Educational Measurement, 40,
281-306.
Mabbott, D. J., &
Bisanz, J. (2003). Developmental change
and individual differences in children’s multiplication. Child Development, 74,
1091-1107.
Rasmussen, C., Ho, E.,
& Bisanz, J. (2003). Use of the
mathematical principle of inversion in young children. Journal of Experimental Child Psychology,
85, 89-102.
Bisanz, J. (2003). Arithmetical development: Commentary on
Chapters 1 through 7 and reflections on directions. In A. J. Baroody & A. Dowker (Eds.), The
development of arithmetic concepts and skills: The construction of adaptive
expertise (pp. 435-452). Mahwah, NJ: Lawrence Erlbaum
Associates.
Klein, J. S., & Bisanz,
J. (2000). Preschoolers doing
arithmetic: The concepts are willing but the working memory is weak. Canadian Journal of Experimental
Psychology, 54, 105-115.
Bisanz, J. (1999). The development of mathematical cognition:
Numerical processes and concepts. Journal
of Experimental Child Psychology, 74, 283-285.
Bisanz, J. (1999). The development of mathematical cognition:
Arithmetic. Journal of Experimental
Child Psychology, 74, 153-156.
Thibodeau, M. H., LeFevre,
J., & Bisanz, J. (1996). The
extension of the interference effect to multiplication. Canadian Journal of Experimental
Psychology, 50, 393‑396.
LeFevre, J., Bisanz, J.,
Daley, K. E., Buffone, L., Greenham, S. L., & Sadesky, G. (1996). Multiple routes to solution of single‑digit
multiplication problems. Journal of
Experimental Psychology: General, 125, 284‑306.
LeFevre, J., Sadesky, G.
S., & Bisanz, J. (1996). Selection
of procedures in mental addition:
Reassessing the problem‑size effect in adults. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 22, 216‑230.
Gierl, M. J., & Bisanz,
J. (1995). Anxieties and attitudes
related to mathematics in grades 3 and 6.
Journal of Experimental Education, 63, 139‑158.
Bisanz, J., Morrison, F.
J., & Dunn, M. (1995). Effects of
age and schooling on the acquisition of elementary quantitative skills. Developmental Psychology, 31,
221‑236.
Bisanz, G. L., &
Bisanz, J. (1994). Studying the
development of academic skills in the 1990s:
Implications for assessment. Alberta
Journal of Educational Research, 40, 127‑146.
Bisanz, J. (1993). Lessons from arithmetic: Influences on the selection of problem‑solving
procedures. (Synopsis from the 1992
Banff Annual Seminar in Cognitive Science.)
Canadian Psychology, 34, 153‑154.
Bisanz, J., & LeFevre,
J. (1992). Understanding elementary mathematics. In J. Campbell (Ed.), The nature and
origins of mathematical skills (pp. 113‑136). Amsterdam:
North Holland, Elsevier Science Publishers.
LeFevre, J., Kulak, A.,
& Bisanz, J. (1991). Individual
differences and developmental change in the associative relations among
numbers. Journal of Experimental
Child Psychology, 52, 256‑274.
Bisanz, J., & LeFevre,
J. (1990). Strategic and nonstrategic
processing in the development of mathematical cognition. In D. F. Bjorklund (Ed.), Children's
strategies: Contemporary views of
cognitive development (pp. 213‑244).
Hillsdale, NJ: Lawrence Erlbaum
Associates.
LeFevre, J., Bisanz, J.,
& Mrkonjic, L. (1988). Cognitive
arithmetic: Evidence for obligatory activation of arithmetic facts. Memory & Cognition, 16, 45‑53.
LeFevre, J., & Bisanz,
J. (1986). A cognitive analysis of
number‑series problems: Sources of
individual differences in performance. Memory
& Cognition, 14, 287‑298.
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