Rcdmc

Fitzpatrck, C. L., Hallett, D., Morrissey, K. R., Yildiz, N. R., Wynes, R. & Ayesu, F. (under review). The Relation Between Academic Abilities and Performance in Realistic Word Problems. Journal for Research in Mathematics Education.

Fitzpatrck, C. L., Hallett, D., Morrissey, K. R., Yildiz, N. R., Wynes, R. & Ayesu, F. (in press). Response sentences, examples, and authenticity do not help children solve real wor(l)d problems. Learning and Instruction. [PDF]

Morrissey, K. R., & Hallett, D. (In press). Cardinal and ordinal aspects of finger-counting habits predict different individual differences in embodied numerosity. Journal of Numerical Cognition. [Abstract]

Morrissey, K. R., Hallett, D., Wynes, R., Kang, J. & Han, M. (2018). Finger counting habits, not finger movements, predict simple arithmetic problem solving. Psychological Research. Advance Online Publication. doi: 10.1007/s0042 [Abstract]

O’Leary, K., Fitzpatrck, C. L., & Hallett, D. (2017). Math anxiety is related to some, but not all, experiences with math. Frontiers in Psychology, 8:2067. doi:10.3389/fpsyg.2017.02067 [PDF]

Peterson, C., Hallett, D., & Compton-Gillingham, C. (2017). Childhood Amnesia in Children: A Prospective Study Across 8 Years. Child Development, 89: e520-e534. doi: 10.1111/cdev.12972 [PDF]

Drover, J. R., Cornick, S. L., Hallett, D., Drover, A., Mayo, D., & Kielly, N. (2017). Normative Pediatric Data for Three Tests of Functional Vision. Canadian Journal of Opthamology, 52(2), 198-202. doi:10.1016/j.jcjo.2016.08.016 [PDF]

Morrissey, K., Liu, M., Kang, J., Hallett, D., & Wang, Q. (2016). Cross-cultural and intra-cultural differences in finger counting habits and number magnitude processing: Embodied numerosity in Canadian and Chinese university students. Journal of Numerical Cognition, 2(1), 1-19.  doi:10.5964/jnc.v2i1.14 [PDF]

Courage, M. L., Bakhitar, A., Fitzpatrick, C., Kenny, S., & Brandeau, K. (2015). Growing up multitasking: The cost benefits for cognitive development. Developmental Review, 35, 5-41. [PDF]

Nunes, T., Bryant, P., Evans, D., Bell, D., & Hallett, D. (2013). Promovendo a compreensão da composição aditiva em crianças surdas (Promoting the comprehension of additive composition by deaf children). Cadernos CEDES, Campinas (CEDES Notebook), 33(91), 319-332. [Abstract]

Hallett, D., Nunes, T., Bryant, P., & Thorpe C. M. (2012). Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience. Journal of Experimental Psychology, 113(4), 469-486. [PDF]

Thorpe, C. M., Hallett, D., Murphy, M., Fitzpatrick, C. L. & Bakhtiar, A. (2012). Interval time-place learning in young children. Behavioral Processes, 9(2), 198-201. [PDF]

Neath, I., Earle, A., Hallett, D., & Surprenant, A. M. (2011). Response time accuracy in Apple Macintosh computers.  Behavior Research Methods, 43(2), 353-362. [Abstract]

Hallett, D., Nunes, T., & Bryant, P. (2010). Individual differences in conceptual and procedural knowledge when learning fractions. Journal of Educational Psychology, 102(2), 395-406. [Abstract]

Nunes, T., Bryant, P., Hallett, D., Bell, D., & Evans, D. (2009). Teaching Children about the Inverse Relation between Addition and Subtraction. Mathematical Thinking and Learning, 11(1-2), 61-78. [Abstract]

Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., & Hallett, D. (2009). Deaf children’s informal knowledge of multiplicative reasoning. Journal of Deaf Studies and Deaf Education, 14(2), 260-277. [Abstract]

Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., Hallett, D., & Montgomery, L. (2008). Deaf children’s understanding of inverse relations. In M. Marschark & P. Hauser (Eds.), Deaf Cognition: Foundations and Outcomes. Oxford: Oxford University Press.

Conference Presentations

Hallett, D., Smith, P., White, M., Snow, C., & Ayesu, F. (2018, July). Longitudinal patterns in individual differences in conceptual and procedural knowledge of fractions. Paper presented at the 28th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, St. John’s, Canada.

Fitzpatrick, C. L., Hallett, D., Morrissey, K. R., Fawcett, J., & Slaney, B. (2018, July). Do you see what I see: What information do students attend to when solving realistic math word problems? Paper presented at the 28th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, St. John’s, Canada.

Yildiz, N., Murphy, J., Hallett, D., Aung, K., Fitzpatrick, C. F., & Ayesu, F. (2018, July). Using a classroom-based Mindfulness intervention to ameliorate math anxiety. Paper presented at the 28th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, St. John’s, Canada.

Ayesu, F., Hallett, D., & Fitzpatrick, C. L. (2018, April). “Knowing how” versus “knowing that”: the relative contribution of conceptual and procedural knowledge to overall fraction and algebra performance.  Paper presented at the 1st annual meeting of the Math Cognition and Learning Society, Oxford, UK.

Hallett, D., Adams, J. D., & Morrissey, K. R. (2018, April). Simple fractions may not be represented componentially: A rejoinder to Bonato et al (2007).  Paper presented at the 1st annual meeting of the Math Cognition and Learning Society, Oxford, UK.

Fitzpatrick, C. L., Hallett, D., Morrissey, K. R., Yildiz, N. R., & Ayesu, F. (2017, June). When a half and a half don’t equal a whole: Putting word problems into context.  Paper presented at the 27th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Regina, Canada.

Ayesu, F., Hallett, D., & Fitzpatrick, C. L. (2017, June). Unmasking the differences: Profiles of conceptual and procedural understanding of algebra.  Paper presented at the 27th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Regina, Canada.

Morrissey, K. R., Hallett, D., & Wynes, R. (2017, June). Finger-counting and adult arithmetic fluency: Fingers may help, calculators may not.  Paper presented at the 27th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Regina, Canada.

Morrissey, K. R., Liu, M., Kang, J., Hallett, D., & Wang, Q. (2015, June). Embodied Numerosity in Chinese and Canadian University Students.  Paper presented at the 25th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Ottawa, Canada.

Fitzpatrick, C., Hallett, D., Pelley, N., Morrissey, K. (2015, June). Doing What they Want Instead of What They are Taught: Methods of Division Used by Fourth and Fifth Grade Students.  Paper presented at the 25th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Ottawa, Canada.

Hallett, D., Nunes, T., Bryant, P., & Thorpe, C. (2014, May). Finding individual differences in conceptual and procedural knowledge: The use of residuals in cluster analysis.  Paper presented at the Development 2014 Conference, Ottawa, Canada.

Bakhtiar, A., Hallett, D., & Fitzpatrick, C. L. (2013, June). Motivational characteristic differences between procedural and conceptual fraction learners.  Paper presented at the 23rd annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Calgary, Canada.

Hallett, D., Payne, S., Bakhtiar, A., & Fitzpatrick, C. (2012, June). The varying relations between mathematical ability and working memory.  Paper presented at the 22nd annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Kingston, Canada.

Hallett, D., Smith, P., White, M., Snow, C., & Fitzpatrck, C. (2011, March). Profiles of Conceptual and Procedural Knowledge of Fractions in Grade 8 Students. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.

Hallett, D. (2010, June). The relations between non-symbolic and symbolic processing in whole numbers and fractions.  Paper presented at the 20th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Halifax, Canada.

Conference Posters

Rodrigues, M., & Hallett, D. (2018, April). The Effects of Online Math Fact Training.  Poster presented at the 1st annual meeting of the Math Cognition and Learning Society, Oxford, UK. [PDF]

Cornick, S. L., Hallett, D., Higgins, J., & Drover, J. R. (2017, May). A Comparison of the Developmental Rates of Three Visual Functions. Poster presented at the 17th annual meeting of the Vision Sciences Society, St. Pete Beach, FL, USA.

Ayesu, F., Hallett, D. (2016, June). Differences in question answering style and motivational variables across profiles of conceptual and procedural understanding of fractions. Poster presented at the 26th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Ottawa, Canada. [PDF]

Morrissey, K., Hallett, D., & Kang, J. (June, 2016). Handedness does not modulate embodied numerical cognition, except when it does: An investigation of cross-cultural and individual differences in finger-counting habits. Poster presented at the 26th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Ottawa, Canada. [PDF]

Fitzpatrick, C. L., Hallett, D., & Ayesu, F. (2016, June). Improving the use of real world information when solving math word problems. Poster presented at the 26th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Ottawa, Canada. [PDF]

Yildiz, N. R., Hallett, D., Morrissey, K., & Fitzpatrick, C. L. (2016, June). The effects of mathematics automaticity training on math anxiety. Poster presented at the 26th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Ottawa, Canada.

Fitzpatrick, C., Pelley, N., & Hallett, D. (2014, June). Methods of division: What works best for fourth grade students?  Poster presented at the 24th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Toronto, Canada. [PDF]

Morrissey, K., Bakhtiar, A., Hallett, D., & Lenehan, C. (2014, June). A differential contribution of Math and Language-gender stereotype to adolescents’ academic performance. Poster presented at the 24th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Toronto, Canada. [PDF]

Thorpe, C. M., Hallett, D., Brown, A. R., Skinner, D., & Quinlan, J. A. (2014, June). Developmental Changes in Interval Time-Place Learning.  Poster presented at the 24th annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Toronto, Canada. [PDF]

Seaward, D., Hallett, D., Brace, J., Bakhtiar, A. & Fitzpatrick, C. L. (2013, April). The effectiveness of online math facts training in ninth grade students’ fractions aptitude. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, Washington. [PDF]

Brace, J., Penney, C., Hallett, D., Seaward, D., & Lehr, A. (2013, April). Evaluation of computer-delivered spelling training: Do effects generalize to reading fluency? Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, Washington. [PDF]

Thorpe, C. M., Hallett, D., Crocker, J., & Carter, E. (2012, July). Children’s Understanding of Time of Day Through Time-Place Learning. Poster presented at the biennial meeting of the International Society for the Study of Behavioral Development, Edmonton, Canada. [PDF]

Thorpe, C. M., Hallett, D., Murphy, M. (2012, July). Find the Moving Toy: Children’s Ability to Conjointly Learn Spatial and Temporal Information. Poster presented at the biennial meeting of the International Society for the Study of Behavioral Development, Edmonton, Canada. [PDF]

O’Leary, K., Hallett, D., & Fitzpatrck, C. L. (2011, June). Dispositional and Experiential Factors in Math Anxiety. Poster presented at the annual meeting of the Canadian Psychological Association, Toronto, Canada. [PDF]