Publications

CHAPTERS IN EDITED BOOKS OR SERIALS

  • LeFevre, J., DeStefano, D., Coleman, B., & Shanahan, T. (2005). Mathematical cognition and working memory. In J. I. D. Campbell (Ed.) Handbook of Mathematical Cognition (pp. 361-377). New York: Psychology Press.
  • LeFevre, J., Smith-Chant, B. L., Hiscock, K., Daley, K. E., & Morris, J. (2003). Young adults’ strategic choices in simple arithmetic: Implications for the development of mathematical representations. In A. J. Baroody & A. Dowker (Eds.). The Development of Arithmetic Concepts and Skills: Constructing Adaptive Expertise (pp. 203-228). Mahwah, NJ: Erlbaum.
  • Herdman, C. M., Johannsdottir, K. R., Armstrong, J., Jarmasz, J., LeFevre, J., & Lichacz, F. (2001). Mixed-up by flyable: HMDs with aircraft- and head-referenced symbology. In D. Harris (Ed.), Engineering psychology and cognitive ergonomics: Aerospace and transportation systems (Vol. 5, pp. 73-70). Burlington, VT: Ashgate Publishing Company.
  • Sénéchal, M., & LeFevre, J. (2001). Storybook reading and parent teaching: Links to language and literacy development. In P. R. Britto & J. Brooks-Gunn (Eds.), The Role of Family Literacy Environments in Promoting Young Children’s Emerging Literacy Skills: New Directions for Child and Adolescent Development, 92, 39-52.
  • Bisanz, J., & LeFevre, J. (1992). Understanding elementary mathematics. In J. I. D. Campbell (Ed.), The Nature and Origins of Mathematical Skills, (pp. 113-136). Amsterdam: North-Holland Elsevier Science Publishers.
  • 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: Erlbaum.

ARTICLES IN REFEREED JOURNALS

  • Robinson, K., & LeFevre, J. (in press). The inverse relations between multiplication and division: Concepts, procedures, and a cognitive framework. Educational Studies in Mathematics. Accepted by the Editor on May 15, 2011.
  • Imbo, I., & LeFevre, J. (in press). Cultural differences in strategic behavior: A study in computational estimation. Journal of Experimental Psychology: Learning, Memory, & Cognition. Accepted April 2, 2011.
  • Pyke, A. A., & LeFevre, J. (in press). Calculator use need not undermine direct-access ability: The roles of retrieval, calculation, and calculator use in the acquisition of arithmetic facts. Journal of Educational Psychology. Accepted February 2011.
  • LeFevre, J., Fast, L., Skwarchuk, S. L., Smith-Chant, B.L., Bisanz, J., Kamawar, D., & Penner-Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81(6), 1753-1767.
  • Das, R., LeFevre, J., & Penner-Wilger, M. (2010). Negative numbers in simple arithmetic. Quarterly Journal of Experimental Psychology, 63(10), 1943-1952.
  • LeFevre, J., Polyzoi, E., Skwarchuk, S. L., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of Kindergarten children? International Journal of Early Years Education, 18(1), 55-70.
  • Imbo, I., & LeFevre, J. (2010). The role of phonological and visuo-spatial working memory in complex arithmetic problem solving. Memory & Cognition, 38, 176-185.
  • Kamawar, D., LeFevre, J., Bisanz, J., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., & Penner-Wilger, M. (2010). Knowledge of counting principles: How relevant is order irrelevance? Journal of Experimental Child Psychology, 105, 138-145.
  • Imbo, I., & LeFevre, J. (2009). Cultural differences in complex addition: Efficient Chinese versus adaptive Belgians and Canadians. Journal of Experimental Psychology: Learning, Memory, & Cognition, 35, 1465-1476.
  • LeFevre, J., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41, 55-66.
  • Kalaman, D. A., & LeFevre, J. (2007). Working memory demands of exact and approximate addition. European Journal of Cognitive Psychology, 19, 187-212.
  • DeStefano, D., & LeFevre, J. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23, 1616-1641.
  • LeFevre, J., DeStefano, D., Penner-Wilger, M., & Daley, K. E. (2006). Selection of procedures for mental subtraction. Canadian Journal of Experimental Psychology, 60, 209-220.
  • LeFevre, J., Smith-Chant, B. L., Fast, L., Skwarchuk, S., 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 to Grade 2. Journal of Experimental Child Psychology, 93, 285-303.
  • LeFevre, J., Shanahan, T., & DeStefano, D. (2004). The tie effect in simple arithmetic: An access-based account. Memory & Cognition, 32,1019-1031.
  • DeStefano, D., & LeFevre, J. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16, 353-386.
  • Trbovich, P., & LeFevre, J. (2003). Phonological and visual working memory in mental addition. Memory & Cognition, 31, 738-745.
  • Smith-Chant, B. L., & LeFevre, J. (2003). Telling it like it is and doing as they are told: Self-reports in mental arithmetic. Memory & Cognition, 31, 516-528.
  • Mauro, D. G., LeFevre, J., & Morris, J. (2003). Effects of problem format on division and multiplication performance: Evidence for mediation of division by multiplication. Journal of Experimental Psychology: Learning, Memory, & Cognition, 29, 163-170.
  • Penner-Wilger, M., Leth-Steensen, C., & LeFevre, J. (2002). Decomposing the problem-size effect: A comparison of response time distributions across cultures. Memory & Cognition, 30, 1160-1167.
  • LeFevre, J., Clarke, T., & Stringer, A. P. (2002). Influences of language and parental involvement on the development of counting skills: Comparisons of French- and English-speaking Canadian children. Early Child Development and Care, 172, 283-300.
  • Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A 5-year longitudinal study. Child Development, 73, 445-460.
  • LeFevre, J., Lei, Q., Smith-Chant, B., & Mullins, D. (2001). Multiplication by eye and by ear for Chinese-speaking and English-speaking adults. Canadian Journal of Experimental Psychology, 55, 227-284.
  • Sénéchal, M., LeFevre, J., Smith-Chant, B. L., & Colton, K. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology, 39, 439-460.
  • LeFevre, J., & Morris, J. (1999). More on the relation between division and multiplication in simple arithmetic: Evidence for mediation of division solutions via multiplication. Memory & Cognition, 27, 803-812.
  • Lichacz, F. M., Herdman, C. M., LeFevre, J., & Baird, B. (1999). Polysemy effects in word naming. Canadian Journal of Experimental Psychology, 53, 189-193.
  • LeFevre, J. (1998). Interactions among encoding, calculation, and production processes in the multiplication performance of Chinese-speaking adults. Mathematical Cognition, 4, 47-65.
  • Sénéchal, M., LeFevre, J., Thomas, E., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
  • LeFevre, J., & Liu, J. (1997). The role of experience in numerical skill: Multiplication performance in adults from Canada and China. Mathematical Cognition, 3, 31-62.
  • LeFevre, J., Bisanz, J., Daley, K. E., Buffone, L., Greenham, S. L., & Sadesky, G. S. (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.
  • Thibodeau, M. H., LeFevre, J., & Bisanz, J. (1996). The extension of the interference effect to multiplication. Canadian Journal of Experimental Psychology, 50, 393-396.
  • Herdman, C. M., LeFevre, J., & Greenham, S. L. (1996). Base-word frequency and pseudohomophone naming. Quarterly Journal of Experimental Psychology, 49A, 1044-1061.
  • Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520-536.
  • LeFevre, J., & Kulak, A. G. (1994). Individual differences in the obligatory activation of addition facts. Memory & Cognition, 22, 188-200.
  • Herdman, C. M., LeFevre, J., & Greenham, S. L. (1994). Implicating the lexicon: Base-word frequency effects on pseudohomophone naming. Journal of Experimental Psychology: Human Perception and Performance, 20, 575-590.
  • LeFevre, J., Greenham, S. L., & Waheed, N. (1993). Development of procedural and conceptual knowledge in computational estimation. Cognition & Instruction, 11, 95-132.
  • LeFevre, J., Kulak, A. G., & Heymans, S. L. (1992). Factors influencing the selection of university majors varying in mathematical content. Canadian Journal of Behavioural Science, 24, 276-289.
  • Herdman, C. M., & LeFevre, J. (1992). Individual differences in the efficiency of lexical access. Journal of Educational Psychology, 84, 95-102.
  • LeFevre, J., Kulak, A. G., & Bisanz, J. (1991). Individual differences and developmental change in the associative relations among numbers. Journal of Experimental Child Psychology, 52, 256-274.
  • Dixon, P., LeFevre, J., & Twilley, L. C. (1988). Word knowledge and working memory as predictors of reading skill. Journal of Educational Psychology, 80, 465-472.
  • LeFevre, J. (1988). Reading skill as a source of individual differences in the processing of instructional texts. Journal of Educational Psychology, 80, 312-314.
  • LeFevre, J., Bisanz, J., & Mrkonjic, L. (1988). Cognitive arithmetic: Evidence for obligatory activation of arithmetic facts. Memory & Cognition, 16, 45-53.
  • LeFevre, J. (1987). Processing instructional texts and examples. Canadian Journal of Psychology, 41, 351-364.
  • LeFevre, J., & Bisanz, J. (1986). A cognitive analysis of number series problems: Sources of individual differences in performance. Memory & Cognition, 14, 287-298.
  • LeFevre, J., & Dixon, P. (1986). Do written instructions need examples? Cognition & Instruction, 3, 1-30.
  • Bisanz, J., Bisanz, G. L., & LeFevre, J. (1984). Interpretation of instructions: A source of individual differences in analogical reasoning. Intelligence, 8, 161-177.

REFEREED CONFERENCE PROCEEDINGS

  • Van Benthem, K., Herdman, C. M., & LeFevre, J. (2011). Prospective Memory Tasks in Aviation: Effects of Age and Working Memory. Accepted for presentation at the 32nd Annual Conference of the Cognitive Science Society.
  • Pyke, A., & LeFevre, J. (2009). Effects of problem format in arithmetic: ‘3+9’ versus ‘three + nine’ versus ‘thrie + nyne’. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp.1988-1993). Austin, TX: Cognitive Science Society.
  • Penner-Wilger, M., Fast, L., LeFevre, J., Smith-Chant, B. L., Skwarchuk, S., Kamawar, D., & Bisanz, J. (2009). Precursors to the representation of number. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 520-525). Austin, TX: Cognitive Science Society.
  • LeFevre, J., Kamawar, D., Bisanz, J., Skwarchuk, S. L., Smith-Chant, B., Fast, L., Shanahan, T., Penner-Wilger, M., Deslauriers, W. A. & Watchorn, B. (2008). Conceptual knowledge of counting: How relevant is order irrelevance? Accepted for submission at the 30th Annual Meeting of the Cognitive Science Society, Washington, D.C.
  • Deslauriers, W. A., Ouellette, G. P., Barnes, M., & LeFevre, J. (2008). To see or not to see: The visual component of mental arithmetic. Accepted for submission the 30th Annual Meeting of the Cognitive Science Society, Washington, D.C.
  • Imbo, I., & LeFevre, J. (2008). Complex arithmetic problem solving: Differences among Belgian, Canadian, and Chinese participants. Accepted for submission the 30th Annual Meeting of the Cognitive Science Society, Washington, D.C.
  • Pyke, A. A., LeFevre, J., & Isaacs, R. (2008). Why do the math? The impact of calculator use on participants’ actual and perceived retention of arithmetic facts. Accepted for submission the 30th Annual Meeting of the Cognitive Science Society, Washington, D.C.
  • Pyke, A., West, R. L., & LeFevre, J. (2007a). On-line reference assignment for anaphoric and non-anaphoric nouns: A unified memory-based model in ACT-R. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 1403-1408). Nashville, TN: Cognitive Science Society.
  • Pyke, A. West, R. L., & LeFevre, J. (2007b). How readers retrieve referents for nouns in real time: A memory-based model of context effects on referent accessibility. In Proceedings of the 8th International Conference on Cognitive Modelling (pp. 7-12). New York, NY: Taylor & Francis/Psychology Press.
  • Penner-Wilger, M., Fast, L., LeFevre, J., Smith-Chant, B., 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 Meeting of the Cognitive Science Society (pp. 1385-1390). Nashville, TN: Cognitive Science Society.
  • Penner-Wilger, M., & LeFevre, J. (2006). Decomposing the Mean: Using Distributional Analyses to Provide a Detailed Description of Addition and Multiplication Latencies. Proceedings of the annual meeting of the Cognitive Science Society, Vancouver, BC.
  • DeStefano, D., Pyke, A., Rutledge-Taylor, M., & LeFevre, J. (2005). Effects of interruptions on readers’ actual and perceived reading performance in hypertext. Proceedings of ED-MEDIA 2005: World Conference on Educational Multimedia, Hypermedia, and Telecommunications (pp. 1694-1701).
  • Herdman, C. M., LeFevre, J., Jarmasz, J., Johannsdottir, J., Hagen, L. & Bleichman, D. (2005). Lowered situation awareness when using a helmet-mounted display in a simulated rotary-wing aircraft. Proceedings of the International Symposium on Aviation Psychology, 13.
  • Johannsdottir, K. R., Herdman, C. M., & LeFevre, J. & (2005). Working memory and situation awareness. Proceedings of the International Symposium on Aviation Psychology, 13.
  • Herdman, C. M. & Campbell, E., & LeFevre, J. (2003). Development and evaluation of prototyped new and advanced head-down displays for the CF188 Fighter: Part I. Proceedings of the International Symposium on Aviation Psychology, 12.
  • Johannsdottir, K. R., LeFevre, J. & Herdman, C. M. (2003). Cognitive systems engineering (CSE) framework for evaluating new cockpit interfaces. Proceedings of the International Symposium on Aviation Psychology, 12.

OTHER PUBLICATIONS

  • LeFevre, J. (2003). Postcards from the zone of current development. [Review of the book Microdevelopment: Transition Processes in Development and Learning. N. Granott & J. Parziale (Eds) (2002)]. International Journal of Behavioral Development, 27, 569-570.
  • LeFevre, J. (2000). The development of early academic skills: Introduction to the special issue on early literacy and early numeracy. Canadian Journal of Experimental Psychology, 54, 57-61.
  • LeFevre, J. (1995). Current views of mental representation in models of numerical cognition. [Review of the book Numerical Cognition]. Contemporary Psychology: A Journal of Reviews, 40, 26-27.

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