| Why is learning fraction and decimal arithmetic so difficult? H Lortie-Forgues, J Tian, RS Siegler Developmental Review 38, 201-221, 2015 | 411 | 2015 |
| An integrative theory of numerical development RS Siegler, H Lortie‐Forgues Child Development Perspectives 8 (3), 144-150, 2014 | 318 | 2014 |
| Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? H Lortie-Forgues, M Inglis Educational Researcher 48 (3), 158-166, 2019 | 258 | 2019 |
| Conceptual knowledge of fraction arithmetic. RS Siegler, H Lortie-Forgues Journal of Educational Psychology 107 (3), 909, 2015 | 223 | 2015 |
| Hard lessons: Why rational number arithmetic is so difficult for so many people RS Siegler, H Lortie-Forgues Current Directions in Psychological Science 26 (4), 346-351, 2017 | 125 | 2017 |
| Conditional reasoning with false premises facilitates the transition between familiar and abstract reasoning H Markovits, H Lortie‐Forgues Child Development 82 (2), 646-660, 2011 | 56 | 2011 |
| More evidence for a dual-process model of conditional reasoning H Markovits, HL Forgues, ML Brunet Memory & Cognition 40, 736-747, 2012 | 52 | 2012 |
| Conditional reasoning, frequency of counterexamples, and the effect of response modality H Markovits, HL Forgues, ML Brunet Memory & Cognition 38 (4), 485-492, 2010 | 43 | 2010 |
| Conceptual knowledge of decimal arithmetic. H Lortie-Forgues, RS Siegler Journal of Educational Psychology 109 (3), 374, 2017 | 41 | 2017 |
| An evaluation of the impact of flipped‐classroom teaching on mathematics proficiency and self‐efficacy in Saudi Arabia B Algarni, H Lortie‐Forgues British Journal of Educational Technology 54 (1), 414-435, 2023 | 34 | 2023 |
| How should educational effects be communicated to teachers? H Lortie-Forgues, UN Sio, M Inglis Educational Researcher, 0013189X20987856, 2021 | 31 | 2021 |
| Quantifying “promising trials bias” in randomized controlled trials in education S Sims, J Anders, M Inglis, H Lortie-Forgues Journal of Research on Educational Effectiveness 16 (4), 663-680, 2023 | 26 | 2023 |
| Belief bias is stronger when reasoning is more difficult J Brisson, PL de Chantal, HL Forgues, H Markovits Thinking & Reasoning 20 (3), 385-403, 2014 | 21 | 2014 |
| Hedges, mottes, and baileys: causally ambiguous statistical language can increase perceived study quality and policy relevance D Alvarez-Vargas, D Braithwaite, H Lortie-Forgues, M Moore, S Wan, ... Plos one 18 (10), e0286403, 2023 | 11 | 2023 |
| Conditional reasoning under time constraint: Information retrieval and inhibition HL Forgues, H Markovits Thinking & reasoning 16 (3), 221-232, 2010 | 11 | 2010 |
| The impact of creativity training on creative performance: A meta-analytic review and critical evaluation of 5 decades of creativity training studies. UN Sio, H Lortie-Forgues Psychological bulletin, 2024 | 9 | 2024 |
| An inverse belief–bias effect: More evidence for the role of inhibitory processes in logical reasoning. H Markovits, C Saelen, HL Forgues Experimental psychology 56 (2), 112, 2009 | 9 | 2009 |
| Review of EEF Projects. Evaluation Report. S Demack, B Maxwell, M Coldwell, A Stevens, C Wolstenholme, ... Education Endowment Foundation, 2021 | 7* | 2021 |
| Experimental education research: rethinking why, how and when to use random assignment S Sims, J Anders, M Inglis, H Lortie-Forgues, B Styles, B Weidmann CEPEO Working Paper Series, 2023 | 5 | 2023 |
| EEF Implementation and Process Evaluation (IPE) Quality Pilot. B Maxwell, A Stevens, S Demack, M Coldwell, C Wolstenholme, ... Education Endowment Foundation, 2021 | 3 | 2021 |
Matthew InglisLoughborough University確認したメール アドレス: lboro.ac.uk