For copies of these publications, please go to Clarissa Thompson’s ResearchGate profile or send her an email.
Fitzsimmons, C. J., Scheibe, D. A., Sidney, P. G., Schiller, L., Yu, S., Rodrigues, J., Opfer, J. E., & Thompson, C. A. (Stage 1 Registered Report in-principle acceptance). Using number lines and analogies to support integrated rational number sense: A Digital Rational Number Intervention (DRUM). Journal of Educational Psychology.
Abreu-Mendoza, R. … Thompson, C. A., … Gunderson, E. A. (Stage 1 Registered Report in-principle acceptance). ManyNumbers 1: A multi-lab international study of early number knowledge. Developmental Science.
Scheibe, D. A., Was, C., Sidney, P., & Thompson, C. A. (in press). How does math anxiety affect math performance? An experimental two-study investigation into the mechanism driving math anxiety interventions. Journal of Experimental Psychology: General.
Schiller, L., Abreu-Mendoza, R., Fitzsimmons, C. J., Siegler, R. S., Thompson, C. A., & Rosenberg-Lee, M. (2025). Lack of integrated number sense among college students: Evidence from rational number cross-notation comparison. Journal of Experimental Psychology: Human Perception and Performance, 70-91.
Sidney, P. G., Scheibe, D. A., Zahrn, L., Brown, K. G. I., & Thompson, C.A. (2024). Developing effective interventions for math anxiety. Current Directions in Psychological Science, 34(1), 57-63.
Disabato, D., Foust, J. L., Taber, J. M., Thompson, C. A., Sidney, P. G., & Coifman, K. G. (2024). What drives preventative health behaviors one year into a pandemic? A replication and extension. Psychology & Health, 1-24.
Meanor, A., Scheibe, D. A., Fitzsimmons, C. J., Taber, J. M., Woodbury, L., & Thompson, C. A. (2024). Parental math anxiety is associated with negative emotional activation during hypothetical health decision making. Journal of Numerical Cognition, 10, 1-16.
Mitchell, B., Baugher, B., Gawlik, E., Richmond, J.*, Sidney, P., Taber, J.,Thompson, C. A., & Coifman, K. (2024). How are you feeling today? Dynamic and static indices of daily affect during a global pandemic predict psychological adjustment one year later in a multi-cohort, longitudinal investigation. Cognitive Therapy and Research, 48, 610-627.
Scheibe, D. A., Wyatt, L., Fitzsimmons, C. J., Mielicki, M. K., Schiller, L. K., & Thompson, C. A. (2024). Worked examples including visual displays can bolster caregivers’ fraction understanding. Journal of Experimental Child Psychology, 246.
Schiller, L., Abreu-Mendoza, R., Siegler, R. S., Rosenberg-Lee, M., & Thompson, C. A. (2024). Building an integrated number sense in adults and children: Comparing fraction-only training to cross-notation number line training. Journal of Experimental Child Psychology, 246.
Schiller, L. Abreu-Mendoza, R., Thompson, C. A., & Rosenberg-Lee, M. (2024). Children’s estimates of equivalent rational number magnitudes are not equal: Evidence from whole numbers, percentages, decimals, and fractions.Journal of Experimental Child Psychology, 247.
Yu, S., Sidney, P. G., 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.
Cheng, I., Taber, J., Simonovic, N., Coifman, K. G., Sidney, P. G., & Thompson, C. A. (2023). The associations of cultural worldviews, political orientation, and trust with COVID-19 risk beliefs in the U.S. Social and Personality Psychology Compass.
Fitzsimmons, C. J., Sidney, P. G., Mielicki, M., Schiller, L. K. Scheibe, D. A., Taber, J. M., Matthews, P. G., Waters, E. A., Coifman, K. G., & Thompson, C. A. (2023). Worked examples and number lines improve adults’ understanding of health risks as ratios. Journal of Applied Memory and Cognition.
Fitzsimmons, C. J. & Thompson, C. A. (2023). Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability. Metacognition and Learning.
Fitzsimmons, C. J., Woodbury, L., Taber, J. M., Schiller, L., Mielicki, M., Sidney, P. G., Coifman, K., & Thompson, C. A. (2023). How do visual displays impact health-risk estimates? It depends on display size, shape, and prior knowledge. Journal of Behavioral Decision Making.
Godwin, K., Thompson, C. A., Kaur, F., Iwai, Y., Fitzsimmons, C. J., & Taber, J. M. (2023). Attending to what’s important: What heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance. Frontiers in Psychology, Cognitive Science.
Mielicki, M., Wilkey, E., Scheibe, D., Fitzsimmons, C. J., Sidney, P. G., Soltanlou, M., Alves, I., Coolen, I., Ansari, D., & Thompson, C. A. (2023). Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies. Journal of Experimental Psychology: General. Preprint DOI:10.31219/osf.io/wvezm
Mitchell, B., Taber, J. M., Thompson, C. A., Sidney, P. G., & Coifman, K. (2023). What activates the behavioral immune system during a global pandemic? Perceived, but not objective, risk. Evolutionary Psychological Science.
Scheibe, D. A., Fitzsimmons, C. J., & Thompson, C. A. (2023). Number lines influence grade calculations, and grading scales influence perceptions and misconceptions. Scholarship of Teaching and Learning in Psychology.
Scheibe, D. A., Was, C., Dunlosky, J., & Thompson, C. A. (2023). Metacognitive cues, working memory, and math anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) framework. Journal of Intelligence.
Disabato, D., Aurora, P., Sidney, P., Taber, J., Thompson, C. A., & Coifman, K. (2022). Taking care with self-care during COVID-19: Affect-behavior associations during early stages of the pandemic. Health Psychology, 41(11), 833–842.
Fitzsimmons, C. J. & Thompson, C. A. (2022). Is there whole-number bias in children’s and adults’ monitoring of magnitude estimation? The differential role of familiarity when monitoring whole-number and fraction estimates. Cognitive Development.
Mielicki, M., Schiller, L., Fitzsimmons, C. J., Scheibe, D., Taber, J. M., Sidney, P. G., Matthews, P., Waters, E. A., Coifman, K., & Thompson, C. A. (2022). Number lines can be more effective at facilitating adults’ performance on health-related ratio problems than risk ladders and icon arrays. Journal of Experimental Psychology: Applied.
Nurnberger-Haag, J. & Thompson, C. A. (2022). Simplest shapes first! But let’s use cognitive science to reconceive and specify what “simple” means. Mind, Brain, & Education.
Scheibe, D. A., Fitzsimmons, C. J., Mielicki, M., Taber, J., Sidney, P., Coifman, K., & Thompson, C. A. (2022). Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention? Metacognition & Learning.
Seah, T. S., Sidney, P. G., Taber, J. M., Thompson, C. A., & Coifman, K. G. (2022). Emotional complexity under high stress: Do protective associations for risk behaviors persist even during a pandemic? Emotion.
Sidney, P. G., Shirah, J. F., Zahrn, L., & Thompson, C. A. (2022). Diagrams support spontaneous transfer across whole number and fraction concepts. Contemporary Educational Psychology.
Taber, J. M., Updegraff, J., Sidney, P. G., O’Brien, A., & Thompson, C. A. (2022). Experimental tests of how hypothetical monetary lottery incentives influence vaccine-hesitant U.S. adults’ intentions to vaccinate. Health Psychology.
Thompson, C. A., Mielicki, M., Rivera, F., Fitzsimmons, C. J., Scheibe, D. A., Sidney, P. G., Schiller, L. K., Taber, J. M., & Waters, E. A. (2022). Leveraging math cognition to combat health innumeracy. Perspectives on Psychological Science.
Thompson, C. A., Sidney, P. G., Fitzsimmons, C. J., Mielicki, M., Schiller, L. K., Scheibe, D. A., Opfer, J. E., & Siegler, R. S. (2022). Comments regarding Numerical estimation strategies are correlated with math ability in school-age children. Cognitive Development.
Yu, S., Kim, D., Fitzsimmons, C. J., Mielicki, M., Thompson, C. A., & Opfer, J.E. (2022). From integers to fractions: Developing a coherent understanding of proportional magnitude. Developmental Psychology.
Coifman, K.G., Disabato, D.J., Aurora, P., Seah, T.H.S., Simonovic, N., Foust, J.L., Sidney, P.G., Thompson, C.A., & Taber, J.M. (2021). What drives preventive health behavior during a global pandemic? Emotion and worry. Annals of Behavioral Medicine, 55(8), 791-804.
Fitzsimmons, C., Morehead, K., Thompson, C. A., Buerke, M., & Dunlosky, J. (2021). Can feedback, correct, and incorrect examples improve numerical estimation precision? Journal of Experimental Education.
Lau, N.T.T., Wilkey, E.D., Soltanlou, M., Lagacé Cusiac, R., Peters, L., Tremblay, P., Goffin, C., Starling-Alves, I., Ribner, A.D., Thompson, C., Van Hoof, J., Bahnmueller, J., Alvarez, A., Bellon, E., Coolen, I., Ollivier, F. & Ansari D. (2021). Numeracy and COVID-19: Examining interrelationships between numeracy, health numeracy, and behaviour. Royal Society Open Science, 9, 201303.
Mielicki, M., Fitzsimmons, C., Woodbury, H., Marshal, H., Zhang, D., Rivera, F., & Thompson, C. A. (2021). Effects of figural and numerical presentation formats on growing pattern performance. Journal of Numerical Cognition, 7(2). https://doi.org/10.5964/jnc.6945
Mielicki, M. K., Schiller, L. K., Fitzsimmons, C. J., Scheibe, D., & Thompson, C. A. (2021). Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes. British Journal of Educational Psychology, e12472. DOI: 10.1111/bjep.12472.
Thompson, C.A., Fitzsimmons, C. J., & Scheibe, D. A. (2021). Students’ ability to calculate their final course grade may not be as easy as you think: Insights from mathematical cognition. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000276
Thompson, C. A., Taber, J. M., Fitzsimmons, C., & Sidney, P. (2021). Strategy reports involving attention to math are associated with accurate responses on a numeric health decision-making problem. Journal of Numerical Cognition, 7(2).
Thompson, C. A., Taber, J. Sidney, P. G., Fitzsimmons, C. J., Mielicki, M., Matthews, P., Schemmel, E., Simonovic, N., Foust, J., Aurora, P., Stanley Seah, T. H., Disabato, D., Schiller, L. K., Coifman, K. (2021). Math matters during a pandemic: A novel, brief educational intervention combats whole number bias to improve health decision-making and predicts COVID-19 risk perceptions and worry across 10 days. Journal of Experimental Psychology: Applied.
Choi, S., Taber, J., Thompson, C. A., & Sidney, P. (2020). Experimentally-induced incidental stress does not influence objective or subjective numeracy. Journal of Experimental Psychology: Applied.
Fitzsimmons, C., Thompson, C. A., & Sidney, P. (2020). Do adults treat equivalent fractions equally? Adults’ strategies and errors during fraction reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Rivers, M., Fitzsimmons, C., Fisk, S., Dunlosky, J., & Thompson, C. A. (2020). Gender differences in confidence during number-line estimation. Metacognition & Learning.
Yu, S., Kim, D., Mielicki, M., Fitzsimmons, C., Thompson, C. A., & Opfer, J. E. (2020). From integers to fractions: Developing a coherent understanding of proportional magnitude. Proceedings of the 42nd Annual Conference of the Cognitive Science Society.
Fitzsimmons, C., Thompson, C. A., & Sidney, P. (2019). Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes. Proceedings of the 41st Annual Psychology of Mathematics Education-North America Conference. St. Louis, MO.
Sidney, P., & Thompson, C. A. (2019). Supporting children’s analogical learning by “warming up” with relevant prior knowledge. Current Directions in Psychological Science, 28, 619-625.
Sidney, P., Thompson, C. A., Fitzsimmons, C., & Taber, J. (2019). Children’s and adults’ math attitudes are differentiated by number type. Journal of Experimental Education.
Sidney, P., Thompson, C. A., & Rivera, F. (2019). Number lines, but not area models, support children’s accuracy and conceptual models of fraction division. Contemporary Educational Psychology, 58, 288-298.
Sidney, P., Thalluri, R., Buerke, M., & Thompson, C. A. (2018). Who uses more strategies? Linking mathematics anxiety to adults’ strategy variability and performance on fraction magnitude tasks. Thinking & Reasoning.
Sidney, P., Thompson, C. A., & Opfer, J. E. (2018). Development of fraction understanding. In J. Dunlosky & K. Rawson (Ed), Cambridge University Handbook on Cognition and Education.
Sidney, P., Thompson, C. A., & Rivera, F. (2018). Using visual models in fraction division. Number lines support children’s accuracy and conceptual understanding. Proceedings of the 40th Annual Psychology of Mathematics Education-North America Conference. Greenville, SC.
Stewart, S., Thompson, C. A., & Brady, N. (2018). Examining a mathematician’s goals and beliefs about course handouts. Paper submitted to the 21st Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.
Freberg, L., & Thompson, C. A. (2017). Research Methods in Psychological Science. (Editors). Top Hat textbook. https://app.tophat.com/e/426535/assigned
Schneider, M., Thompson, C. A., & Rittle-Johnson, B. (2017). Associations of magnitude comparison and number line estimation with mathematical competence: A comparative review. In P. Lemaire (Ed.) Cognitive development from a strategy perspective: A festschrift for Robert Siegler.
Sidney, P. G., Thompson, C. A., Matthews, P., & Hubbard, E. (2017). From continuous magnitudes to symbolic numbers: The centrality of ratio. Behavioral and Brain Sciences, 40, 42-43.
Stewart, S., Thompson, C. A., & Brady, N. (2017). Navigating through the mathematical world: Uncovering a geometer’s thought processes through his handouts and teaching journals. 10th Congress of European Research in Mathematics Education Conference Proceedings.
Thompson, C. A., Morris, B., & Sidney, P. (2017). Are books like number lines? Children spontaneously encode spatial-numeric relationships in a novel spatial estimation task. Frontiers in Psychology, Developmental, 8, 1-10.
Morris, B., & Thompson, C. A. (2016). The myth of stages. Deans for Impact Blog: http://deansforimpact.org/post_Development_is_not_a_single_path.html
Opfer, J. E., Thompson, C. A., & Kim, D. (2016). Free versus anchored numerical estimation: A unified approach. Cognition, 149, 11-17.
Thompson, C. A., & Opfer, J. E. (2016). Learning linear spatial-numeric associations improves accuracy of memory for numbers. Frontiers in Psychology, Developmental, 7, 1-9.
Thompson, C. A., Ratcliff, R., & McKoon, G. (2016). Individual differences in the components of children’s and adults’ information processing for simple symbolic and non-symbolic numeric decisions. Journal of Experimental Child Psychology, 150, 48-71.
Thompson, C. A., Stewart, S., & Mason, B. (2016). Physics: Bridging the embodied and symbolic worlds of mathematical thinking. Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education.
Wall, J., Thompson, C. A., Dunlosky, J., Merriman, W. (2016). Children can accurately monitor and control their number-line estimation performance. Developmental Psychology, 52, 1493-1502.
Beers, M., Hill, J., & Thompson, C. A. (2015). Plunging into pedagogy: Some practical advice for graduate teacher training. In W. Altman, L. Stein, & J. R. Stowell (Eds.), Essays from E-xcellence in Teaching (Vol. 14, pp. 9-13). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/ebooks/eit2014/index.php
Nevid, J. S., Cheney, B., & Thompson, C. A. (2015). “But I thought I knew that!“ Student confidence judgments on course examinations in introductory psychology. Teaching of Psychology, 42, 330-334.
Ratcliff, R., Thompson, C. A., & McKoon, G. (2015). A diffusion model analysis of three numeracy tasks. Cognition, 137, 115-136.
Stewart, S., Thompson, C. A., Kornelson, K., Lifschitz, L., & Brady, N. (2015). Balancing formal, symbolic, and embodied world thinking in first year Calculus lectures. Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education.
Thompson, C. A., Eodice, M., & Tran, P. (2015). Student perceptions of general education requirements at a large public university: No surprises? Journal of General Education, 64(4), 278-293.
Thompson, C. A., & Martin, A. A. (2015). How cognitive science informed best practices in a flipped introductory classroom at the University of Oklahoma. In J. B. Waldrop & M. A. Bowdon (Eds.) Best Practices for Flipping the College Classroom. New York: Routledge.
Wall, J., Thompson, C. A., & Morris, B. (2015). Confidence judgments and eye fixations reveal adults’ fractions knowledge. Proceedings of the 37th Annual Conference of the Cognitive Development Society.
Beers, M., Hill, J., Thompson, C. A., & Tran, P. (2014). Graduate training in the teaching of psychology: How and why it matters. Pratiques Psycholgiques, 20, 181-196.
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathemematics achievement. Journal of Experimental Child Psychology, 123, 53-72.
Opfer, J. E., & Thompson, C. A. (2014). Numerical estimation under supervision. In M. Bello P., Guarini M., McShane M. & Scassellati B. (Eds.) Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin TX: Cognitive Science Society.
Siegler, R. S., & Thompson, C. A. (2014). Numerical landmarks are useful—except when they’re not. Journal of Experimental Child Psychology, 120, 39-58.
Thompson, C. A., & Opfer, J. E. (2014). Affective constraints on acquisition of musical concepts: Children’s and adults’ development of the major-minor distinction. Psychology of Music, 42, 3-28. doi: 10.1177/0305735612453365
Beers, M. J., Hill, J. C., & Thompson, C. A. (2012). The STP guide to graduate training programs in the teaching of psychology (2nd ed.). Retrieved from the Society for the Teaching of Psychology Web Site: http://teachpsych.org/ebooks/gst2012/index.php
Liu, C., Xin, Z., Lin, C., & Thompson, C. A. (2012). Children’s mental representation when comparing fractions with common numerators. Educational Psychology. doi: 10.1080/01443410.2012.730324
Ratcliff, R., Love, J., Thompson, C. A., & Opfer, J. E. (2012). Children are not like older adults: A diffusion model analysis of developmental changes in speeded responses. Child Development, 83, 367-381.
Thompson, C. A., & Opfer, J. E. (2012). Trouble with transfer: Insights from the study of learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 3347-3350). Springer Reference.
Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62, 273-296.
Thompson, C. A., & Opfer, J. E. (2011). Learning linear spatial-numeric associations improves memory for numbers. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1503-1508). Austin, TX: Cognitive Science Society.
Opfer, J. E., Thompson, C. A., & Furlong, E. (2010). Early development of spatial-numeric associations: Evidence from spatial and quantitative performance of preschoolers. Developmental Science, 13, 761-771.
Thompson, C. A., & Opfer, J. E. (2010). How 15 hundred is like 15 cherries: Effect of progressive alignment on representational changes in numerical cognition. Child Development, 81, 1768-1786.
Thompson, C. A., & Siegler, R. S. (2010). Linear numerical magnitude representations aid children’s memory for numbers. Psychological Science, 21, 1274-1281.
Siegler, R. S., Thompson, C. A., & Opfer, J. E. (2009). The logarithmic-to-linear shift: One learning sequence, many tasks, many time scales. Mind, Brain, & Education, 3, 143-150.
Opfer, J. E., & Thompson, C. A. (2008). The trouble with transfer: Insights from microgenetic changes in the representation of numerical magnitude. Child Development, 79, 790-806.
Thompson, C. A., & Opfer, J. E. (2008). Costs and benefits of representational change: Effects of context on age and sex differences in magnitude estimation. Journal of Experimental Child Psychology, 101, 20-51.
Thompson, C. A., & Opfer, J. E. (2008). Representational change and numerical estimation: Effect of progressive alignment on the breadth of transfer. In V. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the 30th Annual Cognitive Science Society (pp. 669-674). Austin, TX: Cognitive Science Society.
Opfer, J. E., & Thompson, C. A. (2007). What is the trouble with transfer? In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 545-550). Austin, TX: Cognitive Science Society.
Opfer, J. E., Thompson, C. A., & DeVries, J. M. (2007). Why children make “better” estimates of fractional magnitude than adults. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 1361-1366). Austin, TX: Cognitive Science Society.
Opfer, J. E., & Thompson, C. A. (2006). Even early representations of numerical magnitude are spatially organized: Evidence from a directional magnitude bias in pre-reading preschoolers. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Cognitive Science Society (pp. 639-644). Mahwah, NJ: Erlbaum.
Thompson, C. A., & Opfer, J.E. (2005). Everyday constraints on learning: Children’s and adults’ development of the major/minor distinction. In B. G. Bara, L. W. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Cognitive Science Society (pp. 2184-2189). Mahwah, NJ: Erlbaum.