| Why is learning fraction and decimal arithmetic so difficult? H Lortie-Forgues, J Tian, RS Siegler Developmental Review 38, 201-221, 2015 | 243 | 2015 |
| An integrative theory of numerical development RS Siegler, H Lortie‐Forgues Child Development Perspectives 8 (3), 144-150, 2014 | 228 | 2014 |
| Conceptual knowledge of fraction arithmetic. RS Siegler, H Lortie-Forgues Journal of Educational Psychology 107 (3), 909, 2015 | 139 | 2015 |
| Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? H Lortie-Forgues, M Inglis Educational Researcher 48 (3), 158-166, 2019 | 133 | 2019 |
| 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 | 59 | 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 | 52 | 2011 |
| More evidence for a dual-process model of conditional reasoning H Markovits, HL Forgues, ML Brunet Memory & Cognition 40 (5), 736-747, 2012 | 40 | 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 | 38 | 2010 |
| Conceptual knowledge of decimal arithmetic. H Lortie-Forgues, RS Siegler Journal of Educational Psychology 109 (3), 374, 2017 | 21 | 2017 |
| 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 | 17 | 2014 |
| How should educational effects be communicated to teachers? H Lortie-Forgues, UN Sio, M Inglis Educational Researcher, 0013189X20987856, 2021 | 9 | 2021 |
| Conditional reasoning under time constraint: Information retrieval and inhibition HL Forgues, H Markovits Thinking & reasoning 16 (3), 221-232, 2010 | 9 | 2010 |
| 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 | 8 | 2009 |
| Quantifying ‘promising trials bias’ in randomized controlled trials in education S Sims, J Anders, M Inglis, H Lortie-Forgues EdArXiv, 2020 | 3 | 2020 |
| Hedges, mottes, and baileys: Causally ambiguous statistical language can increase perceived study quality and policy relevance D Alvarez-Vargas, D Braithwaite, H Lortie-Forgues, MM Moore, M Castro, ... PsyArXiv, 2020 | 3 | 2020 |
| On the practicality of extremely large educational RCTs H Lortie-Forgues, M Inglis Educational Researcher 49 (4), 291-292, 2020 | 2 | 2020 |
| Quantifying ‘promising trials bias’ in randomised controlled trials in education S Sims, J Anders, M Inglis, H Lortie-Forgues Unpublished manuscript, 2020 | 1 | 2020 |
| The value of consensus priors: A response to Simpson H Lortie-Forgues, M Inglis Educational Researcher 48 (6), 385-387, 2019 | 1 | 2019 |
| In search of the elusive initial model. HL Forgues, H Markovits Experimental psychology 59 (6), 322, 2012 | 1 | 2012 |
| 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, 2022 | | 2022 |
Matthew InglisLoughborough UniversityVerified email at lboro.ac.uk
