Giulia Alexandra Borriello

Indiana University Bloomington | IUB

This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; Mage = 79.5 months; 55% female; 88% White) and adults (N = 93; Mage = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged: (1) repeating pattern ta...

Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (∼ages 3–11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effe...

We focused on how children and adults in the U.S. solved pattern tasks and whether strategies and errors changed with age. In Study 1, 90 children (Mage = 5.4 years; 52% female; 88% White) solved a series of pattern abstraction tasks with repeating patterns that varied on 2 dimensions (shape and size). A subset of children (n = 30) also completed a...

Despite the well-documented negative implications of math anxiety on math learning, a scarcity of theory-guided, long-term longitudinal research limits knowledge about how math anxiety develops over time. Guided by the Control-Value Theory of Achievement Emotions (Pekrun, 2006), the present study addresses this gap by examining (1) how math anxiety...

This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actiona...

In the current study, we utilized latent profile analysis to investigate patterns of heterogeneity within children's executive function (EF) skills – as measured through direct assessments and as rated by teachers – that emerged within a large, national sample of kindergarten children (N = 10,770; Mage = 66.48 months, SD = 4.15). We then investigat...

Students who are highly anxious about mathematics-related activities generally exhibit lower mathematics achievement and motivation compared to their less anxious counterparts. Despite negative implications of mathematics anxiety (MA) on mathematics learning, there is a paucity of research examining how MA develops over time. Using the Longitudinal...

The present study uses a parent‐offspring adoption design to examine the dual roles of heritable and environmental influences on children’s mathematics achievement. Linked sets (N = 195) of adopted children, adoptive parents, and birth parents each completed a measure of mathematics fluency (i.e., simple computational operations). Birth parent math...

The transition from primary to secondary education is one of the most stressful events in a young person's life (Zeedyk et al., 2003) and can have a negative impact on psychological well-being and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain p...