Judith Wylie
Biographic Data
| ID | 5706600 |
|---|---|
| NAME | Judith Wylie |
| GIVEN NAMES | Judith |
| FAMILY NAME | Wylie |
| SIGNATURE | WYLIE J |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0001-5599-7141 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
A longitudinal investigation of the codevelopment and bidirectional relations among whole number arithmetic and conceptual and procedural fraction knowledge
How do conceptual and procedural fraction knowledge influence the development of each other over time? Is their pattern of development a reflection of instruction? In the present study we conducted a four-wave longitudinal investigation of the co- and bidirectional development of whole number arithmetic, and conceptual and procedural fraction knowledge during a critical phase of fraction learning. Chinese students (N = 1,055, Mage = 9.8, SD = 0.7…
Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the m…
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners
Language skills play an important role in mathematics development. Students (7 to 10 years of age) learning school mathematics either in the same language used at home (first-language learners; n = 103) or in a different language (second-language learners; n = 57) participated in the study. Relations among cognitive skills (i.e., receptive vocabulary, working memory, quantitative skills), domain-specific language skills (i.e., mathematical vocabu…
Pathways to learning mathematics for students in French-immersion and English-instruction programs
Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (Mage = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation) and two that did not (i.e., arithmetic fluency and number line estimation). Students in both English-instruction (n…
Individual differences in the development of children’s arithmetic fluency from grades 2 to 3
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a…
Verbal and visuospatial working memory in immersion-educated bilingual children
Working memory (WM) is a recognised component of executive function and has undergone scrutiny in terms of bilingual and monolingual performance comparisons. Research to date, however, has not consistently replicated the presence of bilingual advantage. The present study examined short-term (STM) and WM in immersion-educated children and a matched group of English monolingual controls. One hundred and twenty-one children participated, and differe…
Changing levels of numeracy and other core mathematical skills among psychology undergraduates between 1992 and 2002
Teaching statistics and research methods to psychology undergraduates is a major pedagogic challenge. Knowledge of students' conceptual problems in mathematics is important in the current climate of widening access, a burgeoning interest in psychology, and fears about declining standards of numeracy and other quantitative skills. This study compared the mathematical knowledge of two cohorts of undergraduates who entered psychology a decade apart …
The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts
Background: Interest in the interactive effects of prior knowledge and text structure on learning from text is increasing but experimental manipulations of knowledge and structure variables often produce findings that do not help teachers to select expository texts for students. Aims: We aimed to extend the ecological validity of previous findings by asking students with a high or low level of discipline‐relevant knowledge to read texts character…
How Children Solve Environmental Problems
Two computer simulations were developed and used to investigate systems thinking and environmental problem solving in children. Ninety-two primary school children (aged 8 years and 11 years) interacted with computer simulation of either a deforestation problem or a water depletion problem. The children's task was to manipulate the simulation thereby enabling it to run for as long as possible before resources—water or trees—were exhausted. This co…
Children's Thinking about Air Pollution
A methodology for probing systems thinking was developed and used to investigate the way children think about the natural environment. Thirty five primary school children (aged 8 and 11 years) participated in semi‐structured interviews about air pollution. The analytical framework consisted of cycles (of inputs, processes and outputs), interventions, outcomes and links. Differences between the groups were found for the numbers of complete cycles,…
Individual differences in the development of children’s arithmetic fluency from grades 2 to 3
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a…
Children's Thinking about Air Pollution
A methodology for probing systems thinking was developed and used to investigate the way children think about the natural environment. Thirty five primary school children (aged 8 and 11 years) participated in semi‐structured interviews about air pollution. The analytical framework consisted of cycles (of inputs, processes and outputs), interventions, outcomes and links. Differences between the groups were found for the numbers of complete cycles,…
How Children Solve Environmental Problems
Two computer simulations were developed and used to investigate systems thinking and environmental problem solving in children. Ninety-two primary school children (aged 8 years and 11 years) interacted with computer simulation of either a deforestation problem or a water depletion problem. The children's task was to manipulate the simulation thereby enabling it to run for as long as possible before resources—water or trees—were exhausted. This co…
Children's Thinking about Air Pollution
A methodology for probing systems thinking was developed and used to investigate the way children think about the natural environment. Thirty five primary school children (aged 8 and 11 years) participated in semi‐structured interviews about air pollution. The analytical framework consisted of cycles (of inputs, processes and outputs), interventions, outcomes and links. Differences between the groups were found for the numbers of complete cycles,…
How Children Solve Environmental Problems
Two computer simulations were developed and used to investigate systems thinking and environmental problem solving in children. Ninety-two primary school children (aged 8 years and 11 years) interacted with computer simulation of either a deforestation problem or a water depletion problem. The children's task was to manipulate the simulation thereby enabling it to run for as long as possible before resources—water or trees—were exhausted. This co…
Changing levels of numeracy and other core mathematical skills among psychology undergraduates between 1992 and 2002
Teaching statistics and research methods to psychology undergraduates is a major pedagogic challenge. Knowledge of students' conceptual problems in mathematics is important in the current climate of widening access, a burgeoning interest in psychology, and fears about declining standards of numeracy and other quantitative skills. This study compared the mathematical knowledge of two cohorts of undergraduates who entered psychology a decade apart …
The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts
Background: Interest in the interactive effects of prior knowledge and text structure on learning from text is increasing but experimental manipulations of knowledge and structure variables often produce findings that do not help teachers to select expository texts for students. Aims: We aimed to extend the ecological validity of previous findings by asking students with a high or low level of discipline‐relevant knowledge to read texts character…
Verbal and visuospatial working memory in immersion-educated bilingual children
Working memory (WM) is a recognised component of executive function and has undergone scrutiny in terms of bilingual and monolingual performance comparisons. Research to date, however, has not consistently replicated the presence of bilingual advantage. The present study examined short-term (STM) and WM in immersion-educated children and a matched group of English monolingual controls. One hundred and twenty-one children participated, and differe…
Individual differences in the development of children’s arithmetic fluency from grades 2 to 3
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a…
Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the m…
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners
Language skills play an important role in mathematics development. Students (7 to 10 years of age) learning school mathematics either in the same language used at home (first-language learners; n = 103) or in a different language (second-language learners; n = 57) participated in the study. Relations among cognitive skills (i.e., receptive vocabulary, working memory, quantitative skills), domain-specific language skills (i.e., mathematical vocabu…
Pathways to learning mathematics for students in French-immersion and English-instruction programs
Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (Mage = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation) and two that did not (i.e., arithmetic fluency and number line estimation). Students in both English-instruction (n…
A longitudinal investigation of the codevelopment and bidirectional relations among whole number arithmetic and conceptual and procedural fraction knowledge
How do conceptual and procedural fraction knowledge influence the development of each other over time? Is their pattern of development a reflection of instruction? In the present study we conducted a four-wave longitudinal investigation of the co- and bidirectional development of whole number arithmetic, and conceptual and procedural fraction knowledge during a critical phase of fraction learning. Chinese students (N = 1,055, Mage = 9.8, SD = 0.7…
Psychology (10 works) · Developmental psychology (7 works) · Cognitive psychology (6 works) · Mathematics education (6 works) · Mathematics Education and Teaching Techniques (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Fluency (4 works) · Mathematics (4 works) · Pedagogy (4 works) · Reading and Literacy Development (4 works)