Publications
Refereed Journal Articles
2023
Ribner, A.D., Ahmed, S., Miller-Cotto, D., & Ellis, A.E. (in press). The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades. Early Childhood Research Quarterly. [here]
Barbieri, C.A., Miller-Cotto, D., Chawla, K., & Clerjuste, S. (in press). A meta-analysis of the worked example effect on mathematics performance. Educational Psychology Review. [here]
Zhang, H., Miller-Cotto, D., & Jordan, N.C. (2023). Estimating the co-development of executive functions and math achievement using cross-lagged panel model with fixed effects. Contemporary Educational Psychology. [here].
2022
Hall, G., Putzeys, S., & Miller-Cotto, D. (2022). Early experiences and school readiness: A within and between exploration of the Opportunity Propensity Model. Cognitive Development. [here]
Miller-Cotto, D., Booth, J. L., & Newcombe, N. S. (in press). Sketching and verbal self- explanation: Do they help middle school children solve science problems? Applied Cognitive Psychology. [here]
Prather, R.W., Benitez, V., Kendall Brooks, L.K., Dancy, C. L., Dilworth, D., Faison, M.O., Figueroa, M., Holden, L.T.R., Johnson, C., Medrano, J., Miller-Cotto, D., Matthews, P.G., Manly, J.J., & Thomas, A. (in press). What can cognitive science do for people? Cognitive Science. [here]
2021
Miller-Cotto, D., Smith, L.V., Wang, A.H., & Ribner, A.D. (2021). Changing the Conversation: A Culturally Responsive Perspective on Executive Functions, Minoritized Children and Their Families. Infant and Child Development. [here]
Barbieri, C.A., & Miller-Cotto, D. (2021). The importance of adolescents' sense of belonging to mathematics for algebra learning. Learning and Individual Differences.
2020
Miller-Cotto, D., & Schunn, C.D. (2020). Mind the gap: How a large scale course re-design in economics reduced performance gaps. Journal of Experimental Education. [here].
Wang, M.T., Smith, L.V., Miller-Cotto, D., & Huguley, J.P. (2020). Parent racial-ethnic socialization practices and and children of color's academic outcomes. Child Development. [here].
Miller-Cotto, D., & Byrnes, J. P. (2020). What's the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. Journal of Educational Psychology. [here]
2019
Miller-Cotto, D., & Auxter, A. E. (2019). Testing the ecological validity of faded worked examples in algebra. Educational Psychology. [here].
Byrnes, J.P., Wang, A.H., Miller-Cotto, D. (2019). Children as mediators of their own cognitive development in kindergarten. Cognitive
Development, 50, 80-97. [here]
Barbieri, C.A., Miller-Cotto, D., Booth, J.L. (2019). Lessening the load of misconceptions: Design based principles for algebra learning. Journal of the Learning Sciences. [here]
2018
Byrnes, J.P., Miller-Cotto, D., & Wang, A. (2018). Children as mediators of their own cognitive development: The case of learning science in kindergarten and first grade. Journal of Cognition and Development, 19, 248-277. [here]
2017
Booth, J. L., McGinn, K. M., Barbieri, C., Begolli, K. N., Chang, B., Miller-Cotto, D., Young, L. K., & Davenport, J. L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D. C. Geary, D. B. Berch, R. J. Ochsendorf & K. M. Koepke (Eds.), Acquisition of complex arithmetic skills and higher-order mathematics concepts Vol 3 (pp. 297–325). London: Academic Press. [here]
2016
Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70. [here]
Byrnes, J. P., & Miller-Cotto, D. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database. Contemporary Educational Psychology, 46, 34-51. [here]
2023
Ribner, A.D., Ahmed, S., Miller-Cotto, D., & Ellis, A.E. (in press). The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades. Early Childhood Research Quarterly. [here]
Barbieri, C.A., Miller-Cotto, D., Chawla, K., & Clerjuste, S. (in press). A meta-analysis of the worked example effect on mathematics performance. Educational Psychology Review. [here]
Zhang, H., Miller-Cotto, D., & Jordan, N.C. (2023). Estimating the co-development of executive functions and math achievement using cross-lagged panel model with fixed effects. Contemporary Educational Psychology. [here].
2022
Hall, G., Putzeys, S., & Miller-Cotto, D. (2022). Early experiences and school readiness: A within and between exploration of the Opportunity Propensity Model. Cognitive Development. [here]
Miller-Cotto, D., Booth, J. L., & Newcombe, N. S. (in press). Sketching and verbal self- explanation: Do they help middle school children solve science problems? Applied Cognitive Psychology. [here]
Prather, R.W., Benitez, V., Kendall Brooks, L.K., Dancy, C. L., Dilworth, D., Faison, M.O., Figueroa, M., Holden, L.T.R., Johnson, C., Medrano, J., Miller-Cotto, D., Matthews, P.G., Manly, J.J., & Thomas, A. (in press). What can cognitive science do for people? Cognitive Science. [here]
2021
Miller-Cotto, D., Smith, L.V., Wang, A.H., & Ribner, A.D. (2021). Changing the Conversation: A Culturally Responsive Perspective on Executive Functions, Minoritized Children and Their Families. Infant and Child Development. [here]
Barbieri, C.A., & Miller-Cotto, D. (2021). The importance of adolescents' sense of belonging to mathematics for algebra learning. Learning and Individual Differences.
2020
Miller-Cotto, D., & Schunn, C.D. (2020). Mind the gap: How a large scale course re-design in economics reduced performance gaps. Journal of Experimental Education. [here].
Wang, M.T., Smith, L.V., Miller-Cotto, D., & Huguley, J.P. (2020). Parent racial-ethnic socialization practices and and children of color's academic outcomes. Child Development. [here].
Miller-Cotto, D., & Byrnes, J. P. (2020). What's the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. Journal of Educational Psychology. [here]
2019
Miller-Cotto, D., & Auxter, A. E. (2019). Testing the ecological validity of faded worked examples in algebra. Educational Psychology. [here].
Byrnes, J.P., Wang, A.H., Miller-Cotto, D. (2019). Children as mediators of their own cognitive development in kindergarten. Cognitive
Development, 50, 80-97. [here]
Barbieri, C.A., Miller-Cotto, D., Booth, J.L. (2019). Lessening the load of misconceptions: Design based principles for algebra learning. Journal of the Learning Sciences. [here]
2018
Byrnes, J.P., Miller-Cotto, D., & Wang, A. (2018). Children as mediators of their own cognitive development: The case of learning science in kindergarten and first grade. Journal of Cognition and Development, 19, 248-277. [here]
2017
Booth, J. L., McGinn, K. M., Barbieri, C., Begolli, K. N., Chang, B., Miller-Cotto, D., Young, L. K., & Davenport, J. L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D. C. Geary, D. B. Berch, R. J. Ochsendorf & K. M. Koepke (Eds.), Acquisition of complex arithmetic skills and higher-order mathematics concepts Vol 3 (pp. 297–325). London: Academic Press. [here]
2016
Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70. [here]
Byrnes, J. P., & Miller-Cotto, D. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database. Contemporary Educational Psychology, 46, 34-51. [here]