Stephanie A. Malone
| Contact category | Researcher (past) |
|---|
Research outputs
Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development
Malone, Stephanie A., Pritchard, Verena E. and Hulme, Charles. (2021). Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development. Journal of Experimental Child Psychology. 208, p. 105120. https://doi.org/10.1016/j.jecp.2021.105120Journal article
Number knowledge and the approximate number system are two critical foundations for early arithmetic development
Malone, Stephanie A., Burgoyne, Kelly and Hulme, Charles. (2020). Number knowledge and the approximate number system are two critical foundations for early arithmetic development. Journal of Educational Psychology. 112(6), pp. 1167 - 1182. https://doi.org/10.1037/edu0000426Journal article
Early handwriting ability predicts the growth of children's spelling, but not reading, skills
Pritchard, Verena E., Malone, Stephanie A. and Hulme, Charles. (2020). Early handwriting ability predicts the growth of children's spelling, but not reading, skills. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2020.1778705Journal article
The production effect improves memory in 7- to 10-year-old children
Pritchard, Verena E., Heron-Delaney, Michelle, Malone, Stephanie A. and MacLeod, Colin M.. (2020). The production effect improves memory in 7- to 10-year-old children. Child Development. 91(3), pp. 901-913. https://doi.org/10.1111/cdev.13247Journal article
Stage 2 registered report: There is no appreciable relationship between strength of hand preference and language ability in 6-to 7-year-old children
Pritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, Delaney, Michelle, Bishop, Dorothy V. M. and Hulme, Charles. (2019). Stage 2 registered report: There is no appreciable relationship between strength of hand preference and language ability in 6-to 7-year-old children. Wellcome Open Research. 4(81), pp. 1 - 18. https://doi.org/10.12688/wellcomeopenres.15254.1Journal article
The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control
Malone, Stephanie A., Pritchard, Verena E., Delaney, Michelle, Burgoyne, Kelly, Lervåg, Arne and Hulme, Charles. (2019). The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control. Journal of Experimental Child Psychology. 184, pp. 220 - 231. https://doi.org/10.1016/j.jecp.2019.02.009Journal article
Speech difficulties at school entry are a significant risk factor for later reading difficulties
Burgoyne, Kelly, Lervag, Arne, Malone, Stephanie and Hulme, Charles. (2019). Speech difficulties at school entry are a significant risk factor for later reading difficulties. Early Childhood Research Quarterly. 49, pp. 40 - 48. https://doi.org/10.1016/j.ecresq.2019.06.005Journal article
The relationship between handedness and language ability in children
Pritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, Delaney, Michelle, Bishop, Dorothy V. M. and Hulme, Charles. (2019). The relationship between handedness and language ability in children. Wellcome Open Research. 4(30), pp. 1 - 11. https://doi.org/10.12688/wellcomeopenres.15077.1Journal article
Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development
Malone, Stephanie, Delaney, Michelle, Burgoyne, Kelly and Hulme, Charles. (2019). Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development. Cognition. 187, pp. 1 - 9. https://doi.org/10.1016/j.cognition.2018.11.016Journal article
Pattern understanding is a predictor of early reading and arithmetic skills
Burgoyne, Kelly, Malone, Stephanie, Lervag, Arne and Hulme, Charles. (2019). Pattern understanding is a predictor of early reading and arithmetic skills. Early Childhood Research Quarterly. 49, pp. 69 - 80. https://doi.org/10.1016/j.ecresq.2019.06.006Journal article
Emojis: insights, affordances, and possibilities for psychological science
Kaye, Linda K., Malone, Stephanie and Wall, Helen J.. (2017). Emojis: insights, affordances, and possibilities for psychological science. Trends in Cognitive Sciences. 21(2), pp. 66 - 68. https://doi.org/10.1016/j.tics.2016.10.007Journal article
Pattern understanding: relationships with arithmetic and reading development
Burgoyne, Kelly, Witteveen, Kate Margaret, Tolan, Georgina Anne, Malone, Stephanie and Hulme, Charles. (2017). Pattern understanding: relationships with arithmetic and reading development. Child Development Perspectives. 11(4), pp. 239 - 244. https://doi.org/10.1111/cdep.12240Journal article
An exploration of psychological factors on emoticon usage and implications for judgement accuracy
Wall, Helen J., Kaye, Linda K. and Malone, Stephanie. (2016). An exploration of psychological factors on emoticon usage and implications for judgement accuracy. Computers in Human Behavior. 62, pp. 70 - 78. https://doi.org/10.1016/j.chb.2016.03.040Journal article
The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count
Long, Imogen, Malone, Stephanie, Tolan, Georgina Anne, Burgoyne, Kelly, Heron-Delaney, Michelle Ann, Witteveen, Kate Margaret and Hulme, Charles. (2016). The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count. Journal of Experimental Child Psychology. 152, pp. 327 - 334. https://doi.org/10.1016/j.jecp.2016.08.005Journal article
Is it a name or a fact? Disambiguation of reference via exclusivity and pragmatic reasoning
Malone, Stephanie, Kalashnikova, Marina and Davis, Erin Margaret. (2016). Is it a name or a fact? Disambiguation of reference via exclusivity and pragmatic reasoning. Cognitive Science. 40, pp. 2095 - 2107. https://doi.org/10.1111/cogs.12321Journal article
"Turn that frown upside-down": A contextual account of emoticon usage on different virtual platforms
Kaye, Linda K., Wall, Helen J. and Malone, Stephanie. (2016). "Turn that frown upside-down": A contextual account of emoticon usage on different virtual platforms. Computers in Human Behavior. 60, pp. 463 - 467. https://doi.org/10.1016/j.chb.2016.02.088Journal article
Brief report : Are children with autism proficient word learners?
Franken, Tessa, Lewis, Charlie and Malone, Stephanie. (2010). Brief report : Are children with autism proficient word learners? Journal of Autism and Developmental Disorders. 40(2), pp. 255 - 259. https://doi.org/10.1007/s10803-009-0847-8Journal article
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