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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.

Replications

• Learning spurious associations from mathematics textbooks: A replication and extension study [Author Accepted Manuscript], Babari et al. (2026). 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. View paper

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