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Children learn spurious associations in their math textbooks: Examples from fraction arithmetic

David W. Braithwaite, Robert S. Siegler

Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018. DOI 10.1037/xlm0000546

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2026.

Replications

• Learning spurious associations from mathematics textbooks: A replication and extension study [Author Accepted Manuscript], Babari et al. (2026). PsychArchives. Outcome recorded: successful. Overall, these results complement the findings of Braithwaite and Siegler (2018), suggesting that children learn spurious association from their textbook fraction arithmetic problem distributions. Outcome read from the abstract. View paper

Cite this record

Braithwaite, D. W., & Siegler, R. S. (2018). Children learn spurious associations in their math textbooks: Examples from fraction arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(11), 1765–1777. https://doi.org/10.1037/xlm0000546

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