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Hugues (Hugo) Lortie-Forgues
Hugues (Hugo) Lortie-Forgues
Verified email at lboro.ac.uk - Homepage
Title
Cited by
Cited by
Year
Why is learning fraction and decimal arithmetic so difficult?
H Lortie-Forgues, J Tian, RS Siegler
Developmental Review 38, 201-221, 2015
2432015
An integrative theory of numerical development
RS Siegler, H Lortie‐Forgues
Child Development Perspectives 8 (3), 144-150, 2014
2282014
Conceptual knowledge of fraction arithmetic.
RS Siegler, H Lortie-Forgues
Journal of Educational Psychology 107 (3), 909, 2015
1392015
Rigorous large-scale educational RCTs are often uninformative: Should we be concerned?
H Lortie-Forgues, M Inglis
Educational Researcher 48 (3), 158-166, 2019
1332019
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
592017
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
522011
More evidence for a dual-process model of conditional reasoning
H Markovits, HL Forgues, ML Brunet
Memory & Cognition 40 (5), 736-747, 2012
402012
Conditional reasoning, frequency of counterexamples, and the effect of response modality
H Markovits, HL Forgues, ML Brunet
Memory & Cognition 38 (4), 485-492, 2010
382010
Conceptual knowledge of decimal arithmetic.
H Lortie-Forgues, RS Siegler
Journal of Educational Psychology 109 (3), 374, 2017
212017
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
172014
How should educational effects be communicated to teachers?
H Lortie-Forgues, UN Sio, M Inglis
Educational Researcher, 0013189X20987856, 2021
92021
Conditional reasoning under time constraint: Information retrieval and inhibition
HL Forgues, H Markovits
Thinking & reasoning 16 (3), 221-232, 2010
92010
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
82009
Quantifying ‘promising trials bias’ in randomized controlled trials in education
S Sims, J Anders, M Inglis, H Lortie-Forgues
EdArXiv, 2020
32020
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
32020
On the practicality of extremely large educational RCTs
H Lortie-Forgues, M Inglis
Educational Researcher 49 (4), 291-292, 2020
22020
Quantifying ‘promising trials bias’ in randomised controlled trials in education
S Sims, J Anders, M Inglis, H Lortie-Forgues
Unpublished manuscript, 2020
12020
The value of consensus priors: A response to Simpson
H Lortie-Forgues, M Inglis
Educational Researcher 48 (6), 385-387, 2019
12019
In search of the elusive initial model.
HL Forgues, H Markovits
Experimental psychology 59 (6), 322, 2012
12012
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
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