2025

Schmitt, S.A., Devlin, B. L., Geer, E. G., Palos, S., Zehner, T. M., Serban-Dragan, F. B., Brown Campbell, K. A., Jiang, Y., Callendar, A., Wilke, E., Purpura, D. J. (2025). Executive function, math, and spatial skills in English Learners and English speakers. Journal of Applied Developmental Psychology, 101,  101880. https://doi.org/10.1016/j.appdev.2025.101880

Nelson, G., Boedeker, P., Devlin, B. L., Lesner, T. D., Sutherland, M., Wilke, E., Cook, M. Schmitt, S.A. (2025). Main effects and moderators of linear number board games: A meta-analytic review. Review of Educational Research.

Jiang, Y., Zhang, Y., Brown Campbell, K.A., Zhong, T., Zehner, T. James, V., Devlin, B. L., Geer, E. A., Shire, S., Schmitt, S. A. (2025). Untangling conceptual clutter: A systematic review of adult-reported self-regulation measurement in children aged 0-8 years. Educational Psychology Review, 37, 90. https://doi.org/10.1007/s10648-025-10066-8

Geer, E.A., Devlin, B. L., Zehner, T.M., Korucu, I., Bryant, L. M., Purpura, D. J., Duncan, R. J., Schmitt, S.A. (2025). Predictors of mathematical skills in preschoolers: Does executive function moderate the spatial-math link? Journal of Experimental Child Psychology, 258, 106296. https://doi.org/10.1016/j.jecp.2025.106296

Schmitt, S.A., Purpura, D. J., Duncan, R. J., Bryant L. M., Zehner, T. M., Devlin, B. L., Geer, E.A., & Paes, T. M. (2025). Testing block play as an effective mechanism for promoting early math and executive function. Early Childhood Research Quarterly, 71, 163-173.https://doi.org/10.1016/j.ecresq.2024.12.011

Beliakoff, A., Jordan, N.C., Klein, A, Devlin, B. L., Huang C. (2025). Stability of early number sense competencies for predicting mathematics difficulties. Learning and Individual Differences,118, 102633. https://doi.org/10.1016/j.lindif.2025.102633

2024

Devlin, B. L., Geer, E. A., Finders, J., Zehner, T. M., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2024). Patterns of individual differences in executive functions for preschoolers from low-income backgrounds: Associations with pre-academic skills. Learning and Individual Differences, 114, 102498. https://doi.org/10.1016/j.lindif.2024.102498

Devlin, B. L., Zhang, H., Beliakoff, A., Miller-Cotto, D., Klein, A., & Jordan, N. C. (2024). Profiles of preschoolers’ numerical abilities across quantity representations. Canadian Journal of Experimental Psychology, 79(2), 221–227. https://doi.org/10.1037/cep0000339

Bryant, L., Westerberg, L., Devlin, B. L., Paes, T. M., Geer, E. A., Katyayan, A., Morse, K., O’Brien, G., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2024). Capturing math language use during block play: creation of the Spatial and Quantitative Mathematical Language Coding System. Journal of Numerical Cognition, 10, e11589. https://doi.org/10.5964/jnc.11589

Zehner, T., Paes, T. M., Devlin, B. L., Geer, E. A., Posada, G. E., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2024). Social-emotional competence as a predictor of early numeracy skills. Early Education and Development 35(8),1695–1711. https://doi.org/10.1080/10409289.2024.2360878

Devlin, B. L., Ellis, A., Zehner, T. M., Duncan, R. J., Elicker, J. G., Purpura, D. J., & Schmitt, S. A. (2024). Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge. Journal of Experimental Child Psychology, 241, 105867. https://doi.org/10.1016/j.jecp.2024.105867

2023

Barbieri, C. A. & Devlin, B. L. (2023). Targeting fraction misconceptions and reducing high confidence errors: Effects of worked example types and problem-solving with corrective feedback. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12877

Devlin, B. L., Hornburg, C. B., & McNeil, N. M. (2023). Kindergarten predictors of formal understanding of mathematical equivalence in second grade. Developmental Psychology, 59(8) 1426-1439. https://doi.org/10.1037/dev0001559

Devlin, B. L., Paes, T. M., Geer, E. A., Bryant, L. M., Zehner, T. M., Korocu, I., Morse, K., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2023). Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of implementation fidelity of social-emotional learning interventions. Frontiers in Psychology, 13, 1-15. https://doi.org/10.3389/fpsyg.2022.1014713

2022

Jordan, N. C., Devlin, B. L., & Botello, M. (2022). Core foundations of early mathematics: Refining the number sense framework. Current Opinions in Behavioral Sciences, 46, 1-7. https://doi.org/10.1016/j.cobeha.2022.101181

Devlin, B. L., Jordan, N. C., & Klein, A. (2022). Predicting mathematics achievement from subdomains of early number competence: Differences by grade and achievement level. Journal of Experimental Child Psychology, 21, 105354. https://doi.org/10.1016/j.jecp.2021.105354

2021

Hornburg, C. B., Devlin, B. L., &McNeil, N. M. (2021). Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school. Journal of Educational Psychology, 114(3),540-559. https://doi.org/10.1037/edu0000683

2019

McNeil, N. M., Hornburg, C. B., Devlin, B. L., Carrazza, C., & McKeever, M. O. (2019). Consequences of individual differences in children’s formal understanding of mathematical equivalence. Child Development. 90, 940-956. https://doi.org/10.1111/cdev.129482024