Scott H Fraundorf
Biographic Data
| ID | 1659817 |
|---|---|
| NAME | Scott H Fraundorf |
| GIVEN NAMES | Scott H |
| FAMILY NAME | Fraundorf |
| SIGNATURE | FRAUNDORF S H |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0002-0738-476X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Hair Today, Gone Tomorrow
A family math intervention fosters linear growth in parent–child math talk across four time points
Family math engagement interventions can effectively encourage parent-child math talk, yet no known studies have modeled the shape of this growth. Modeling growth demonstrates how change occurs, not just that it occurred, and is especially valuable in intervention studies to account for growth in families not exposed to the intervention. The present study examined the shape of growth in parent and child math talk across four time points in a pilo…
Do differences in topic knowledge matter? An experimental investigation into topic knowledge as a possible moderator of the testing effect
A large body of research indicates that testing results in better long-term retention compared to restudying. Given the relevance of such effects for education, there is interest in the conditions and learner differences that may moderate the utility of testing, like background knowledge. It is possible that the testing effect is stronger for those who are more novice, stronger for those who are more experienced, or works equally well for everyon…
Do L1-L2 Differences in Discourse Processing Reflect Processing Demands or Difficulty of Form-Function Mapping
We examined what causes L1-L2 differences in sensitivity to prominence cues in discourse processing. Participants listened to recorded stories in segment-by-segment fashion at their own pace. Each story established a pair of contrasting items, and one item from the pair was rementioned and manipulated to carry either a contrastive or presentational pitch accent. By directly comparing the current self-paced listening data to previously obtained ex…
Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6
Aging and recognition memory
Recognizing a stimulus as previously encountered is a crucial everyday life skill and a critical task motivating theoretical development in models of human memory. Although there are clear age-related memory deficits in tasks requiring recall or memory for context, the existence and nature of age differences in recognition memory remain unclear. The nature of any such deficits is critical to understanding the effects of age on memory because reco…
Aging and recognition memory
Recognizing a stimulus as previously encountered is a crucial everyday life skill and a critical task motivating theoretical development in models of human memory. Although there are clear age-related memory deficits in tasks requiring recall or memory for context, the existence and nature of age differences in recognition memory remain unclear. The nature of any such deficits is critical to understanding the effects of age on memory because reco…
Aging and recognition memory
Recognizing a stimulus as previously encountered is a crucial everyday life skill and a critical task motivating theoretical development in models of human memory. Although there are clear age-related memory deficits in tasks requiring recall or memory for context, the existence and nature of age differences in recognition memory remain unclear. The nature of any such deficits is critical to understanding the effects of age on memory because reco…
Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6
Do L1-L2 Differences in Discourse Processing Reflect Processing Demands or Difficulty of Form-Function Mapping
We examined what causes L1-L2 differences in sensitivity to prominence cues in discourse processing. Participants listened to recorded stories in segment-by-segment fashion at their own pace. Each story established a pair of contrasting items, and one item from the pair was rementioned and manipulated to carry either a contrastive or presentational pitch accent. By directly comparing the current self-paced listening data to previously obtained ex…
Hair Today, Gone Tomorrow
A family math intervention fosters linear growth in parent–child math talk across four time points
Family math engagement interventions can effectively encourage parent-child math talk, yet no known studies have modeled the shape of this growth. Modeling growth demonstrates how change occurs, not just that it occurred, and is especially valuable in intervention studies to account for growth in families not exposed to the intervention. The present study examined the shape of growth in parent and child math talk across four time points in a pilo…
Do differences in topic knowledge matter? An experimental investigation into topic knowledge as a possible moderator of the testing effect
A large body of research indicates that testing results in better long-term retention compared to restudying. Given the relevance of such effects for education, there is interest in the conditions and learner differences that may moderate the utility of testing, like background knowledge. It is possible that the testing effect is stronger for those who are more novice, stronger for those who are more experienced, or works equally well for everyon…
Psychology (5 works) · Cognitive psychology (4 works) · Artificial Intelligence (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Linguistics (2 works) · Memory Processes and Influences (2 works) · Social Psychology (2 works) · Active listening (1 work)