Clarissa A. Thompson
Clarissa A. Thompson
Associate Professor of Psychological Sciences, Kent State University
Verified email at kent.edu - Homepage
TitleCited byYear
An integrated theory of whole number and fractions development
RS Siegler, CA Thompson, M Schneider
Cognitive psychology 62 (4), 273-296, 2011
5292011
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
LK Fazio, DH Bailey, CA Thompson, RS Siegler
Journal of experimental child psychology 123, 53-72, 2014
3262014
How 15 hundred is like 15 cherries: Effect of progressive alignment on representational changes in numerical cognition
CA Thompson, JE Opfer
Child Development 81 (6), 1768-1786, 2010
1772010
The logarithmic‐to‐linear shift: One learning sequence, many tasks, many time scales
RS Siegler, CA Thompson, JE Opfer
Mind, Brain, and Education 3 (3), 143-150, 2009
1482009
Early development of spatial‐numeric associations: evidence from spatial and quantitative performance of preschoolers
JE Opfer, CA Thompson, EE Furlong
Developmental Science 13 (5), 761-771, 2010
1402010
Linear numerical-magnitude representations aid children’s memory for numbers
CA Thompson, RS Siegler
Psychological science 21 (9), 1274-1281, 2010
1082010
The trouble with transfer: Insights from microgenetic changes in the representation of numerical magnitude
JE Opfer, CA Thompson
Child Development 79 (3), 788-804, 2008
912008
Costs and benefits of representational change: Effects of context on age and sex differences in symbolic magnitude estimation
CA Thompson, JE Opfer
Journal of Experimental Child Psychology 101 (1), 20-51, 2008
902008
Children are not like older adults: A diffusion model analysis of developmental changes in speeded responses
R Ratcliff, J Love, CA Thompson, JE Opfer
Child development 83 (1), 367-381, 2012
822012
Modeling individual differences in response time and accuracy in numeracy
R Ratcliff, CA Thompson, G McKoon
Cognition 137, 115-136, 2015
502015
Even early representations of numerical magnitude are spatially organized: Evidence for a directional magnitude bias in pre-reading preschoolers
JE Opfer, CA Thompson
Proceedings of the Annual Meeting of the Cognitive Science Society 28 (28), 2006
392006
Free versus anchored numerical estimation: A unified approach
JE Opfer, CA Thompson, D Kim
Cognition 149, 11-17, 2016
362016
Numerical landmarks are useful—except when they’re not
RS Siegler, CA Thompson
Journal of experimental child psychology 120, 39-58, 2014
352014
Student perceptions of general education requirements at a large public university: No surprises?
CA Thompson, M Eodice, P Tran
The Journal of General Education 64 (4), 278-293, 2015
152015
Learning linear spatial-numeric associations improves accuracy of memory for numbers
CA Thompson, JE Opfer
Frontiers in psychology 7, 24, 2016
132016
Children’s mental representation when comparing fractions with common numerators
C Liu, Z Xin, C Lin, CA Thompson
Educational Psychology 33 (2), 175-191, 2013
132013
Industry survey on current practices in the assessment of palatability and swallowability in the development of pediatric oral dosage forms
CA Thompson, DP Lombardi, P Sjostedt, LA Squires
Therapeutic innovation & regulatory science 47 (5), 542-549, 2013
122013
Associations of magnitude comparison and number line estimation with mathematical competence: A comparative review
M Schneider, CA Thompson, B Rittle-Johnson
Cognitive Development from a Strategy Perspective, 118-137, 2017
112017
Individual differences in the components of children’s and adults’ information processing for simple symbolic and non-symbolic numeric decisions
CA Thompson, R Ratcliff, G McKoon
Journal of experimental child psychology 150, 48-71, 2016
112016
The STP guide to graduate training programs in the teaching of psychology
MJ Beers, JC Hill, CA Thompson
Society for the Teaching of Psychology, 2012
112012
The system can't perform the operation now. Try again later.
Articles 1–20