Selected Publications:
For a full list please see Google Scholar.
Yu, S., Sidney, P., Kim, D., Thompson, C. A., & Opfer, J. E. (2024). From integers to fractions: The role of analogy in transfer and long-term learning. Journal of Experimental Child Psychology, 243, 105918. https://doi.org/10.1016/j.jecp.2024.105918
Susperreguy, M. I., Di Lonardo Burr, S. M., Xu, C., Douglas, H., Bourque, T., del Río, M.F., Salinas, V., LeFevre, J-A. (2024). The Role of Mathematical Vocabulary in the Development of Mathematical Skills for Spanish-Speaking Students. Cognitive Development, 70, https://doi.org/10.1016/j.cogdev.2024.101441
Lafay, A., Adrien, E., Lonardo Burr, S. D., Douglas, H., Provost-Larocque, K., Xu, C., LeFevre, J.-A., Maloney, E. A., Osana, H. P., Skwarchuk, S.-L., & Wylie, J. (2023). Transcoding of French numbers for first- and second-language learners in third grade. Quarterly Journal of Experimental Psychology, 0(0). https://doi.org/10.1177/17470218231174339
Xu, C., Di Lonardo Burr, S., LeFevre, J.-A., Skwarchuk, S.-L., Osana, H. P., Maloney, E. A., Wylie, J., Simms, V., Susperreguy, M. I., Douglas, H., & Lafay, A. (2023). Development of children’s number line estimation in primary school: Regional and curricular influences. Cognitive Development, 67, 101355. https://doi.org/10.1016/j.cogdev.2023.101355
Xu, C., Di Lonardo Burr, S., & LeFevre, J-A. (Accepted/In press). The hierarchical relations among mathematical competencies: from fundamental numeracy to complex mathematical skills. Canadian Journal of Experimental Psychology. https://doi.org/10.1037/cep0000311
DiStefano, M., Retanal, F., Bureau, J.-F., Hunt, T. E., Lafay, A., Osana, H. P., Skwarchuk, S.-L., Trepiak, P., Xu, C., LeFevre, J.-A., & Maloney, E. A. (2023). Relations between math achievement, math anxiety, and the quality of parent–child interactions while solving math problems. Education Sciences, 13(3), 307. https://doi.org/10.3390/educsci13030307
Tomasetto, C., LeFevre, J.-A., Passolunghi, M. C., De Vita, C., Guardabassi, V., Brunelli, A., Ciotti, F., & Biasini, G. (2022). With a little help from our pediatrician: An intervention to promote mathematics-related home activities through regular well-child visits. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1051822
Berrigan, L. I., LeFevre, J.-A., Rees, L. M., Berard, J. A., Francis, A., Freedman, M. S., & Walker, L. A. S. (2022). The symbol digit modalities test and the paced auditory serial addition test involve more than processing speed. Multiple Sclerosis and Related Disorders, 68, 104229. https://doi.org/10.1016/j.msard.2022.104229
Di Lonardo Burr, S. M., Xu, C., Li, H., Si, J., LeFevre, J., & Wang, Y. (2022). Fraction mapping and fraction comparison skills among grade 4 Chinese students: An error analysis. British Journal of Educational Psychology, 92(4), 1335–1353. https://doi.org/10.1111/bjep.12503
Di Lonardo Burr, S. M., Xu, C., Douglas, H., LeFevre, J.-A., & Susperreguy, M. I. (2022). Walking another pathway: The inclusion of patterning in the pathways to mathematics model. Journal of Experimental Child Psychology, 222, 105478. https://doi.org/10.1016/j.jecp.2022.105478
Di Lonardo Burr, S. M., LeFevre, J., Arnold, L. E., Epstein, J. N., Hinshaw, S. P., Molina, B. S., Hechtman, L., Hoza, B., Jensen, P. S., Vitiello, B., Pelham, W. E., & Howard, A. L. (2022). Paths to postsecondary education enrollment among adolescents with and without childhood attention‐deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories. Child Development, 93(5). https://doi.org/10.1111/cdev.13807
Xu, C., Di Lonardo Burr, S., Skwarchuk, S.-L., Douglas, H., Lafay, A., Osana, H. P., Simms, V., Wylie, J., Maloney, E. A., & LeFevre, J.-A. (2022). Pathways to learning mathematics for students in French-immersion and English-instruction programs. Journal of Educational Psychology, 114(6), 1321–1342. https://doi.org/10.1037/edu0000722
Skwarchuk, S.-L., Douglas, H., Cahoon, A., LeFevre, J.-A., Xu, C., Roy, E., Simms, V., Wylie, J., Maloney, E. A., Osana, H. P., & Susperreguy, M. I. (2022a). Relations between the Home Learning Environment and the literacy and mathematics skills of eight-year-old Canadian children. Education Sciences, 12(8), 513. https://doi.org/10.3390/educsci12080513
Xu, C., Li, H., Di Lonardo Burr, S., Si, J., LeFevre, J.-A., & Huang, B. (2022). Divide and conquer: Relations among arithmetic operations and emerging knowledge of fraction notation for Chinese students in grade 4. Journal of Experimental Child Psychology, 217, 105371. https://doi.org/10.1016/j.jecp.2021.105371
Susperreguy, M. I., Di Lonardo Burr, S., Douglas, H., Xu, C., LeFevre, J.-A., del Río, M. F., & Salinas, V. (2022). Home mathematics environment and math performance of Chilean students in kindergarten and grades 1 to 3. Early Childhood Research Quarterly, 59, 84–95. https://doi.org/10.1016/j.ecresq.2021.11.004
Xu, C., Lafay, A., Douglas, H., Di Lonardo Burr, S., LeFevre, J.-A., Osana, H. P., Skwarchuk, S.-L., Wylie, J., Simms, V., & Maloney, E. A. (2022). The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology, 114(3), 513–539. https://doi.org/10.1037/edu0000673
Skwarchuk, S.-L., Douglas, H., Cahoon, A., LeFevre, J.-A., Xu, C., Roy, E., Simms, V., Wylie, J., Maloney, E. A., Osana, H. P., & Susperreguy, M. I. (2022b). Relations between the Home Learning Environment and the literacy and mathematics skills of eight-year-old Canadian children. Education Sciences, 12(8), 513. https://doi.org/10.3390/educsci12080513
Susperreguy, M. I., Jiménez Lira, C., & LeFevre, J.-A. (2022). Cross-cultural comparisons of home numeracy and Literacy Environments: Canada, Mexico, and Chile. Education Sciences, 12(2), 62. https://doi.org/10.3390/educsci12020062
LeFevre, J.-A., Skwarchuk, S.-L., Sowinski, C., & Cankaya, O. (2022). Linking quantities and symbols in early numeracy learning. Journal of Numerical Cognition, 8(1), 1–23. https://doi.org/10.5964/jnc.7249
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.