Publications

2014

  • Van Stockum, C. A. Jr., & DeCaro, M. S. (2014). Enclothed cognition and controlled attention during insight problem-solving. The Journal of Problem Solving, 7(1), Article 8.
  • Fyfe, E. R., DeCaro, M. S., & Rittle-Johnson, B. (2014). An alternative time for telling: When conceptual instruction prior to exploration improves mathematical knowledge. British Journal of Educational Psychology. doi:10.1111/bjep.12035
  • Fyfe, E. R., DeCaro, M. S., & Rittle-Johnson, B. (2014). When feedback during problem-solving is cognitively-demanding: The importance of working memory capacity.Instructional Science. doi:10.1007/s11251-014-9323-8.

2013

  • DeCaro, D. A., DeCaro, M. S., & Rittle-Johnson, B. (2013). Achievement motivation and strategy selection during exploratory learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 370-375). Berlin, Germany: Cognitive Science Society.
  • Van Stockum, C., & DeCaro, M. S. (2013). The path less taken: When working memory capacity constrains insight. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3633-3638). Berlin, Germany: Cognitive Science Society.

2012

  • DeCaro, M. S., & Rittle-Johnson, B. (2012). Exploring mathematics problems prepares children to learn from instruction.Journal of Experimental Child Psychology, 113, 552-568.
  • Fyfe, E. R., Rittle-Johnson, B., & DeCaro, M. S. (2012). The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. Journal of Educational Psychology. doi: 10.1037/a0028389.

2011

2010

2009

2008

2007