From poor performance to success under stress: working memory, strategy selection, and mathematical problem solving under pressure. SL Beilock, MS DeCaro Journal of Experimental Psychology: Learning, Memory, and Cognition 33 (6), 983, 2007 | 582 | 2007 |
Choking under pressure: multiple routes to skill failure. MS DeCaro, RD Thomas, NB Albert, SL Beilock Journal of experimental psychology: general 140 (3), 390, 2011 | 441 | 2011 |
Individual differences in category learning: Sometimes less working memory capacity is better than more MS DeCaro, RD Thomas, SL Beilock Cognition 107 (1), 284-294, 2008 | 248 | 2008 |
Exploring mathematics problems prepares children to learn from instruction MS DeCaro, B Rittle-Johnson Journal of experimental child psychology 113 (4), 552-568, 2012 | 220 | 2012 |
Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom DB Bellinger, MS DeCaro, PAS Ralston Consciousness and cognition 37, 123-132, 2015 | 209 | 2015 |
The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. ER Fyfe, B Rittle-Johnson, MS DeCaro Journal of educational psychology 104 (4), 1094, 2012 | 199 | 2012 |
When higher working memory capacity hinders insight. MS DeCaro, MB Wieth Journal of Experimental Psychology: Learning, Memory, and Cognition 42 (1), 39, 2016 | 112 | 2016 |
Diagnosing and alleviating the impact of performance pressure on mathematical problem solving MS DeCaro, KE Rotar, MS Kendra, SL Beilock Quarterly Journal of Experimental Psychology 63 (8), 1619-1630, 2010 | 112 | 2010 |
An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge ER Fyfe, MS DeCaro, B Rittle‐Johnson British journal of educational psychology 84 (3), 502-519, 2014 | 82 | 2014 |
When feedback is cognitively-demanding: the importance of working memory capacity ER Fyfe, MS DeCaro, B Rittle-Johnson Instructional Science 43, 73-91, 2015 | 81 | 2015 |
Reverse the routine: Problem solving before instruction improves conceptual knowledge in undergraduate physics JP Weaver, RJ Chastain, DA DeCaro, MS DeCaro Contemporary Educational Psychology 52, 36-47, 2018 | 79 | 2018 |
The benefits and perils of attentional control MS DeCaro, SL Beilock | 60 | 2010 |
Enclothed cognition and controlled attention during insight problem-solving MS DeCaro The Journal of Problem Solving 7 (1), 8, 2014 | 50 | 2014 |
Learning by exploring: How much guidance is optimal? PM Newman, MS DeCaro Learning and Instruction 62, 49-63, 2019 | 48 | 2019 |
Trait mindfulness and intrinsic exercise motivation uniquely contribute to exercise self-efficacy SM Neace, AM Hicks, MS DeCaro, PG Salmon Journal of American College Health 70 (1), 13-17, 2022 | 46 | 2022 |
When and how less is more: Reply to Tharp and Pickering MS DeCaro, KD Carlson, RD Thomas, SL Beilock Cognition 111 (3), 415-421, 2009 | 46 | 2009 |
Achievement motivation and knowledge development during exploratory learning DA DeCaro, MS DeCaro, B Rittle-Johnson Learning and Individual Differences 37, 13-26, 2015 | 43 | 2015 |
Inducing mental set constrains procedural flexibility and conceptual understanding in mathematics MS DeCaro Memory & cognition 44, 1138-1148, 2016 | 39 | 2016 |
The lure of seductive details during lecture learning. L Fries, MS DeCaro, G Ramirez Journal of Educational Psychology 111 (4), 736, 2019 | 34 | 2019 |
The role of contingency and contiguity in young and older adults’ causal learning SA Mutter, MS DeCaro, LF Plumlee Journals of Gerontology: Series B 64 (3), 315-323, 2009 | 24 | 2009 |