Vanessa R Simmering

Biographic Data

ID4412312
NAMEVanessa R Simmering
GIVEN NAMESVanessa R
FAMILY NAMESimmering
SIGNATURESIMMERING V R
AFFILIATIONSUniversity of Wisconsin–Madison
ORCID0000-0002-7559-1736
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS2
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Learning Maps as Cognitive Models for Instruction and Assessment

    Open AccessRussell Swinburne Romine, Jonathan Schuster et al.ARTICLEEducation Sciences2025

    This paper describes large, fine-grained, intentionally inclusive, research-based cognitive models called learning maps. Learning maps are the product of an intensive research synthesis process to develop formal learning models that better reflect the diversity of how learners can learn and be assessed on academic content. Students begin at different places and learn at different rates, and they may have cognitive disabilities or may face a varie…

  • Cognitive biases and research miscitations

    Open AccessMarcia J Simmering, Christie M Fuller et al.ARTICLEApplied Psychology2024References: 3

    Prior research on miscitations in academic literatures have painted a dismal picture of high rates of inaccuracy. While this issue and the problems that stem from inaccurate citations have been reviewed, the attention given to the causes of such inaccuracies has so far been narrow. The primary rationale given for citation errors is author lack of motivation. In the current manuscript, we suggest that examining the potential for cognitive biases t…

  • A Dynamical Reconceptualization of Executive-Function Development

    Open AccessSammy Perone, Vanessa R Simmering et al.ARTICLEPerspectives on Psychological…2021

    Executive function plays a foundational role in everyday behaviors across the life span. The theoretical understanding of executive-function development, however, is still a work in progress. Doebel proposed that executive-function development reflects skills using control in the service of behavior—using mental content such as knowledge and beliefs to guide behavior in a context-specific fashion. This liberating view contrasts with modular views…

  • Using eye-tracking to understand relations between visual attention and language in children’s spatial skills

    Open AccessHilary E Miller-Goldwater, Heather Kirkorian et al.ARTICLECognitive Psychology2020

  • Speech and Gesture Production Provide Unique Insights Into Young Children’s Spatial Reasoning

    Open AccessHilary E Miller-Goldwater, Chelsea A Andrews et al.ARTICLEChild Development2020

    This study took a novel approach to understanding the role of language in spatial development by combining approaches from spatial language and gesture research. It analyzed forty-three 4.5- to 6-year-old’s speech and gesture production during explanations of reasoning behind performance on Spatial Analogies and Children’s Mental Transformation Tasks. Results showed that speech and gesture relevant for solving the trials (disambiguating correct c…

  • The development of real-time stability supports visual working memory performance

    Open AccessVanessa R Simmering, Chelsey M WoodARTICLEDevelopmental Psychology2017Cited by: 2References: 4

    Working memory is a basic cognitive process that predicts higher-level skills. A central question in theories of working memory development is the generality of the mechanisms proposed to explain improvements in performance. Prior theories have been closely tied to particular tasks and/or age groups, limiting their generalizability. The cognitive dynamics theory of visual working memory development has been proposed to overcome this limitation. F…