{"id":143,"date":"2014-06-13T17:28:44","date_gmt":"2014-06-13T17:28:44","guid":{"rendered":"http:\/\/carleton.ca\/cacr\/?page_id=143"},"modified":"2014-06-13T18:02:12","modified_gmt":"2014-06-13T18:02:12","slug":"master-honours-alumni-supervisor-jo-anne-lefevre","status":"publish","type":"page","link":"https:\/\/carleton.ca\/cacr\/cacr-ph-d-alumni\/master-honours-alumni-supervisor-jo-anne-lefevre\/","title":{"rendered":"Master &#038; Honours Alumni, Supervisor: Jo-Anne LeFevre"},"content":{"rendered":"<ul>\n<li><a href=\"#MasterAlum\">Master of Arts<\/a><\/li>\n<li><a href=\"#HonoursAlum\">Honours Student Alumni<\/a><\/li>\n<\/ul>\n<h2><a id=\"MasterAlum\"><\/a>Master of Arts<\/h2>\n<h3>05-11<\/h3>\n<p>Wendy Ann Deslauriers<br \/>\n<em>Calculators and Computations among Young Adults<\/em><\/p>\n<h3>07-09<\/h3>\n<p>Nicole Robert<br \/>\n<em>How do you take away more than you have? Evaluating adults\u2019 performance on simple subtraction problems<\/em><\/p>\n<p>Carla Sowinski<br \/>\n<em>Are the Characteristics of Mothers and Child Care Practitioners Predictive of their Early Literacy and Numeracy Practices?<\/em><\/p>\n<h3>05-08<\/h3>\n<p>Michael Henighan<br \/>\n<em>The Role of Phonological Working Memory in Subtraction and Multiplication in Chinese and Canadian students<\/em><\/p>\n<h3>01-05<\/h3>\n<p>Catherine Lovelace<br \/>\n<em>Working Memory in Multiplication and Subtraction<\/em><\/p>\n<h3>02-04<\/h3>\n<p>Darren Kalaman<br \/>\n<em>Orientation and skill effects in exact and approximate addition<\/em><\/p>\n<h3>99-01<\/h3>\n<p>Patricia Trbovich<br \/>\n<em>The Roles of Phonological and Spatial Working Memory in Mental Addition<\/em><\/p>\n<h3>98-00<\/h3>\n<p>Alex Stringer<br \/>\n<em>Language and Mathematics: The relation between English-French bilingualism and simple arithmetic<\/em><\/p>\n<h3>96-98<\/h3>\n<p>Qingwen Lei<br \/>\n<em>Effects of Input Format on Simple Multiplication for English- and Chinese-speaking adults<\/em><\/p>\n<h3>94-96<\/h3>\n<p>Brenda Smith<br \/>\n<em>The Effects of Instructions on Simple Multiplication: Implications of Speeded Response and Self-Report Methods<\/em><\/p>\n<h3>93-95<\/h3>\n<p>Karen Hubbard<br \/>\n<em>The Development of Numeracy: Relations between Children&#8217;s Counting and Simple Arithmetic<\/em><\/p>\n<h3>92-95<\/h3>\n<p>Sheila Chapman<br \/>\n<em>Use of Declarative and Procedural Knowledge in Text Recall<\/em><\/p>\n<h3>91-93<\/h3>\n<p>Karen Hiscock<br \/>\n<em>The Effect of Context on Estimation Word Problems in Children<\/em><\/p>\n<h3>90-92<\/h3>\n<p>Stephanie Fortin<br \/>\n<em>Effects of Familiarity on Inferential Comprehension: Evidence for Strategy Differences between Good and Poor Comprehenders<\/em><\/p>\n<h2><a id=\"HonoursAlum\"><\/a>Honours Student Alumni<\/h2>\n<h3>10-11<\/h3>\n<p>Claire Xu<br \/>\n<em>Cultural Differences in Computational Estimation: Strategy Selection and Implementation<\/em><\/p>\n<p>Emma Wells<br \/>\n<em>Cultural Differences in Computational Estimation: Adaptivity Differences between Chinese- and Canadian-Educated Students in a Choice-No Choice Paradigm<\/em><\/p>\n<h3>08-09<\/h3>\n<p>Candice Jensen<br \/>\n<em>Adults\u2019 Mental Representations of Simple Fractions: Are There Individual Differences?<\/em><\/p>\n<p>Elyse Ford<br \/>\n<em>Calculator Use and the Recall of Arithmetic Facts<\/em><\/p>\n<h3>07-08<\/h3>\n<p>Shardae Fortier<br \/>\n<em>Representation of multi-digit multiplication problems and operand order in memory<\/em><\/p>\n<p>William Boudreau<br \/>\n<em>Are calculators efficient? Calculators and matrix algebra<\/em><\/p>\n<p>Melanie Broekma<br \/>\n<em>Should teachers use children\u2019s literature to teach mathematics?<\/em><\/p>\n<p>Ruby Isaacs<br \/>\n<em>Learning new facts: Memories of alphabet arithmetic<\/em><\/p>\n<h3>06-07<\/h3>\n<p>Chelsea Brescanin<br \/>\n<em>Informal Mathematical Practices in the Home: The Predictability of Formal Mathematical Achievement in Kindergarten Students.<\/em> <a href=\"http:\/\/carleton.ca\/cacr\/wp-content\/uploads\/Brescacin_2007_Abstract.pdf\">Link to abstract<\/a><\/p>\n<p>Erin Schryer<br \/>\n<em>Children\u2019s Conceptual and Procedural Knowledge of Counting: Kindergarten to Grade 4<\/em><\/p>\n<p>Valerie Grant<br \/>\n<em>Children\u2019s Home Activities: An Examination of the Relation between Home Activities and Math Performance for Children in Grades Two and Three<\/em> <a href=\"http:\/\/carleton.ca\/cacr\/wp-content\/uploads\/Grant_2007_Abstract.pdf\">Link to abstract<\/a><\/p>\n<h3>05-06<\/h3>\n<p>Sarah Bannoff<br \/>\n<em>The Corsi Block-Tapping Task in Children: Exploring Performance, Stimulus Variations, and Relations to Early Mathematical Ability.<\/em> <a href=\"http:\/\/carleton.ca\/cacr\/wp-content\/uploads\/Bannoff_2006_Abstract.pdf\">Link to abstract<\/a><\/p>\n<p>Arianna Merritt<br \/>\n<em>Adults\u2019 Use of Procedures in Mental Arithmetic with Multi-Digit Numbers<\/em><\/p>\n<p>Erin Joy<br \/>\n<em>Number Knowledge and Language as a Function of Numerical Production: Children in Early French Immersion<\/em><\/p>\n<p>Adam Petrashek<br \/>\n<em>The tie effect in simple arithmetic: Skills and strategies in an access-based account<\/em><\/p>\n<p>Runa Das<br \/>\n<em>Mental arithmetic and negative numbers: Assessing the unknown<\/em><\/p>\n<h3>04-05<\/h3>\n<p>Michael Henighan<br \/>\n<em>Working Memory and Arithmetic<\/em><\/p>\n<p>Erin Sargla<br \/>\n<em>Understanding Children\u2019s Conceptual Knowledge of Counting<\/em><\/p>\n<h3>02-03<\/h3>\n<p>Robin Hicks<br \/>\n<em>Investigating the Home Literacy Experiences of Children with Autism Spectrum Disorders<\/em><\/p>\n<p>Marcie Penner-Wilger<br \/>\n<em>Evidence for Tau as an Objective Index of Procedure Use in Single-Digit Arithmetic<\/em><\/p>\n<h3>00-01<\/h3>\n<p>Meaghan Beirne<br \/>\n<em>Home Literacy Experiences of Children in Early French Immersion<\/em><\/p>\n<p>Catherine Lovelace<br \/>\n<em>Individual Differences in Complex Mental Subtraction: Solution Procedures, Speed of Processing, Error Rate, and Arithmetic Ability<\/em><\/p>\n<h3>99-00<\/h3>\n<p>Roxanne Lemire<br \/>\n<em>Home literacy experiences and their influence on language skill outcomes in kindergarten children.<\/em><\/p>\n<p>Lauren Figueredo<br \/>\n<em>Direct and mediated effects of home literacy experiences on<\/em><br \/>\n<em> Kindergarteners\u2019 oral &amp; written language skills<\/em><\/p>\n<p>Laura Tejeda<br \/>\n<em>Effect of instructions on the performance of basic<\/em><br \/>\n<em> multiplication: Self-report vs. no report.<\/em><\/p>\n<p>Elaine Ho<br \/>\n<em>Adult strategy use in easy and difficult addition problems<\/em><\/p>\n<p>Michael Caspi<br \/>\n<em>Simple mental arithmetic: Manipulation of stimulus format and response mode<\/em><\/p>\n<h3>98-99<\/h3>\n<p>Amanda Germain<br \/>\n<em>Current Research on and Remedies for Math Anxiety<\/em><\/p>\n<p>Dan Mauro<br \/>\n<em>On the Relation between Simple Division and Multiplication: More Evidence for Recasting<\/em><\/p>\n<p>Dawn Mullins<br \/>\n<em>Input Format Effects on Simple Arithmetic<\/em><\/p>\n<h3>97-98<\/h3>\n<p>Lili Senman<br \/>\n<em>Automatic Activation of Multiplication Facts<\/em><\/p>\n<p>Karl Suuronen<br \/>\n<em>Solving Simple Arithmetic Problems in English and French<\/em><\/p>\n<p>Jason Morris<br \/>\n<em>Format Effects in Multiplication and Division<\/em><\/p>\n<p>Tamara Chomiak<br \/>\n<em>Acquisition of Counting in English- and French-speaking Preschoolers<\/em><\/p>\n<p>Rebecca Comfort<br \/>\n<em>Input Format Effects in Multiplication Performance<\/em><\/p>\n<p>Jennifer O\u2019Brien<br \/>\n<em>Teaching and Remediating Basic Math Facts for Children with Mathematical Disabilities<\/em><\/p>\n<h3>93-94<\/h3>\n<p>Juliette Sandwell<br \/>\n<em>Automatic Retrieval of Multiplication Facts in Grade Nine Students<\/em><\/p>\n<p>Connie Gallant<br \/>\n<em>Adults&#8217; Strategy Selection for Simple and Complex Subtraction Problems<\/em><\/p>\n<p>Lisa Buffone<br \/>\n<em>How Do Adults Solve Simple Multiplication Problems?<\/em><\/p>\n<p>John Kerekes<br \/>\n<em>Math Performance and Affect under Fluorescent, Incandescent and Full Spectrum Lighting<\/em><\/p>\n<h3>92-93<\/h3>\n<p>Anita Raman<br \/>\n<em>Math and Reading Disability: Relative Rates of Referral<\/em><\/p>\n<h3>91-92<\/h3>\n<p>Kara Casey<br \/>\n<em>Effects of Visual Memory and Arithmetic Fluency on Number-Series Completion<\/em><\/p>\n<p>Catherine Overvelde<br \/>\n<em>Is Working Memory Domain Specific?<\/em><\/p>\n<h3>90-91<\/h3>\n<p>Julie Colterman<br \/>\n<em>The Influences of Parents and Teachers on Children\u2019s Feelings about Math and Reading<\/em><\/p>\n<p>Mike Thibodeau<br \/>\n<em>Automaticity of Addition and Multiplication Facts: A test of the Network-Interference and Network-Retrieval Models<\/em><\/p>\n<p>Catherine Yarymowich<br \/>\n<em>An Examination of Natural Fiction and Nonfiction Texts: Differential Effects on Reading Speed and Comprehension<\/em><\/p>\n<p>Margaret Stephenson<br \/>\n<em>Automaticity of Arithmetic Facts and Mathematical Achievement<\/em><\/p>\n<h3>89-90<\/h3>\n<p>Stephanie Heymans<br \/>\n<em>Development of Computational Estimation Skills and Strategies in Multiplication<\/em><\/p>\n<p>Nausheen Waheed<br \/>\n<em>Development of Estimation Skills and Strategies for Word Problems in Multiplication<\/em><\/p>\n<p>Brian Beckett<br \/>\n<em>Effects of Individual Differences in Arithmetic Fluency on Number-Series Solution Strategies<\/em><\/p>\n<p>Lesley Nesbitt<br \/>\n<em>Children\u2019s Feelings about Math and Reading<\/em><\/p>\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Master of Arts Honours Student Alumni Master of Arts 05-11 Wendy Ann Deslauriers Calculators and Computations among Young Adults 07-09 Nicole Robert How do you take away more than you have? Evaluating adults\u2019 performance on simple subtraction problems Carla Sowinski Are the Characteristics of Mothers and Child Care Practitioners Predictive of their Early Literacy and [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":138,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Master &amp; 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