Selected Publications:
For a full list please see Google Scholar.
LeFevre, J.-A., Skwarchuk, S.-L., Sowinski, C., & Cankaya, O. (in press) Linking quantities and symbols in early numeracy learning. Journal of Numerical Cognition. Accepted July 2021.
Xu, C.*, Lafay A*., Douglas H., Di Lonardo Burr, S., LeFevre, J.-A., Osana H., Skwarchuk S., Wylie, J., Simms, V., & Maloney, E. A. (2021). The role of domain-specific math language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology. DOI: 10.1037/edu0000673 *co-first authors
Di Lonardo Burr, S., & LeFevre, J. (2021). Fixated in more familiar territory: Providing an explicit midpoint for typical and atypical number lines. Quarterly Journal of Experimental Psychology, 73(3), 523-535. DOI: 10.1177/1747021820967618
Song, S. C, Xu, C., Skwarchuk, S., Maloney, E., Di Lonardo Burr, S., Lafay A, Wylie, J., & Osana, H. & LeFevre, J.-A. (2021). Arithmetic skill predicts growth in math anxiety from grade 2 to grade 3. Cognitive Development, 59(7), 1-15. DOI: 10.1016/j.cogdev.2021.101078
Xu, C., LeFevre, J., Skwarchuk, S.-L., Di Lonardo Burr, S., Lafay, A., Wylie, J., Osana, H. P., Douglas, H., Maloney, E., & Simms, V. (2021). Individual differences in the development of children’s arithmetic fluency from Grades 2 to 3. Developmental Psychology, 57(7), 1067-1079. DOI: 10.1037/dev0001220
Di Lonardo Burr, S. M., & LeFevre, J.-A. (2021). The subject matters: relations among types of anxiety, ADHD symptoms, math performance, and literacy performance. Cognition and Emotion, 0(0), 1–16. DOI: 10.1080/02699931.2021.1955243
Susperreguy, M. I., Di Lonardo, S., Xu, C., Douglas, H., & LeFevre, J. (2020). Children’s home numeracy environment predicts growth of their early mathematical skills in kindergarten. Child Development, 91(5), 1663-1680. DOI: 10.1111/cdev.13353
Silinkas, G., Di Lonardo Burr, S., Douglas, H., Xu, C., LeFevre, J., Garckija, R., Gabrialaviciute, I., & Raiziene, S. (2020). Responsive home numeracy as children progress from kindergarten through Grade 1. Learning and Individual Differences, 53, 484-495. DOI:10.1016/j.ecresq.2020.06.003
Pyke, A. A., LeFevre, J., & Bourque, G. (2019). Expediting arithmetic automaticity: Do inconvenient computation strategies induce spontaneous testing effects? Journal of Cognitive Psychology, 31, 104-115. DOI: 10.1080/20445911.2018.1557664
Xu, C., & LeFevre, J. (2020). Children’s knowledge of symbolic number in grades 1 and 2: Integration of associations. Child Development, 92(3), 1099-1117. DOI: 10.1111/cdev.13473
Douglas, H. P., & LeFevre, J. (2017). Exploring the influence of basic cognitive skills on the relation between math performance and math anxiety. Journal of Numerical Cognition, 3(3), 642-666. DOI:10.5964/jnc.v3i3.113
Jiménez Lira, C., Carver, M., Douglas, H. P., & LeFevre, J. (2017). The integration of symbolic and non-symbolic representations of exact quantity in preschool children. Cognition, 166, 382-397. DOI: 10.1016/j.cognition.2017.05.033
Xu, C., & LeFevre, J. (2016). Training young children on sequential relations among numbers and spatial decomposition: Differential transfer to number line and mental transformation tasks. Developmental Psychology, 52(6), 854-886. DOI:10.1037/dev0000124
Hawes, Z., LeFevre, J., Xu, C., & Bruce, C. (2015). Mental rotation with tangible three-dimensional objects: A new measure sensitive to developmental differences in 4- to 8-year-old children. Mind, Brain, and Education, 9, 10-18. DOI: 10.1111/mbe.12051
Xu, C., Wells, E., Imbo, I., & LeFevre, J. (2014). Strategic flexibility in computational estimation for Chinese- and Canadian-educated adults. Journal of Experimental Psychology: Learning, Memory, & Cognition, 40(5), 1481-1497. DOI: 10.1037/a0037346
Sénéchal, M., & LeFevre, J. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 73, 445-460. DOI: 10.1111/cdev.12222
Cankaya, O. Z., LeFevre, J., & Dunbar, K. (2014). The role of number naming systems and numeracy experience in children’s rote counting: Evidence from Turkish and Canadian children. Learning and Individual Differences, 32, 238-245.
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84.
Watchorn, R. P. D., Bisanz, J., Fast, L., LeFevre, J., Skwarchuk, S. L., & Smith-Chant, B. L. (2014). Development of mathematical knowledge in young children: Attentional skill and the use of inversion. Journal of Cognition and Development, 15, 161-180.
Lukie, I., Skwarchuk, S. L., LeFevre, J., & Sowinski, C. (2013). Relating child interests and collaborative parent-child interactions to the home learning environment. Early Childhood Education Journal. DOI:10.1007/s10643-013-0604-7
LeFevre, J., Jiménez Lira, C., Sowinski, C., Cankaya, O., Kamawar, D., & Skwarchuk, S. L. (2013). Charting the role of the number line in mathematical development. Frontiers in Psychology, 4, 1-9. DOI: 10.3389/fpsyg.2013.00641
Robert, N. D., & LeFevre, J. (2013). Ending up with less: The role of working memory in solving simple subtraction problems. Research in Mathematics Education, 15(2), 165-176.
Berrigan, L., LeFevre, J., Rees, L. M., Walker, L. A. S., Berard, J., & Freedman, M. S. (2013). Cognition in early relapsing-remitting multiple sclerosis: Consequences may be relative to working memory. Journal of the International Neuropsychological Society, 19, 1-12.
LeFevre, J., Berrigan, L., Vendetti, C., Kamawar, D., Bisanz, J., Skwarchuk, S.-L., & Smith-Chant, B. L. (2013). The role of executive attention in the acquisition of mathematical skills for children in grades two through four. Journal of Experimental Child Psychology, 114, 243-261.
Robinson, K., & LeFevre, J. (2011). The inverse relations between multiplication and division: Concepts, procedures, and a cognitive framework. Educational Studies in Mathematics. Published online 26 May 2011. DOI: 10.1007/s10649-011-9330-5
Imbo, I., & LeFevre, J. (2011). Cultural differences in strategic behavior: A study in computational estimation. Journal of Experimental Psychology: Learning, Memory, & Cognition, 37(5), 1294-1301.
Pyke, A. A., & LeFevre, J. (2011). 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, 103(3), 607-616.
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. DOI: 10.3758/MC.38.2.176
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.