Journal Articles
Inglis, M, Foster, C,
Lortie-Forgues, H, Stokoe, E (2024)
British education research and its quality: An analysis of Research Excellence Framework submissions,
British Educational Research Journal, ISSN: 0141-1926.
Sio, UN and
Lortie-Forgues, H (2024)
The impact of creativity training on creative performance: a meta-analytic review and critical evaluation of 5 decades of creativity training studies,
Psychological Bulletin, ISSN: 0033-2909. DOI:
10.1037/bul0000432.
Sims, S, Anders, J, Inglis, M,
Lortie-Forgues, H (2022)
Quantifying “promising trials bias” in randomized controlled trials in education,
Journal of Research on Educational Effectiveness, 16(4), pp.663-680, ISSN: 1934-5747. DOI:
10.1080/19345747.2022.2090470.
Algarni, B and
Lortie-Forgues, H (2022)
An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia,
British Journal of Educational Technology, 54(1), pp.414-435, ISSN: 0007-1013. DOI:
10.1111/bjet.13250.
Lortie-Forgues, H, Sio, UN, Inglis, M (2021)
How should educational effects be communicated to teachers?,
Educational Researcher, 50(6), pp.345-354, ISSN: 0013-189X. DOI:
10.3102/0013189X20987856.
Lortie-Forgues, H and Inglis, M (2020)
On the practicality of extremely large educational RCTs [Article commentary],
Educational Researcher, 49(4), pp.291-292, ISSN: 0013-189X. DOI:
10.3102/0013189X20921896.
Lortie-Forgues, H and Inglis, M (2019)
The value of consensus priors: A response to Simpson,
Educational Researcher, 48(6), pp.385-387, ISSN: 0013-189X. DOI:
10.3102/0013189X19863426.
Lortie-Forgues, H and Inglis, M (2019)
Rigorous large-scale educational RCTs are often uninformative: Should we be concerned?,
Educational Researcher, 48(3), pp.158-166, ISSN: 0013-189X. DOI:
10.3102/0013189X19832850.
Siegler, RS and
Lortie-Forgues, H (2017)
Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People,
Current Directions in Psychological Science, 26(4), pp.346-351, ISSN: 0963-7214. DOI:
10.1177/0963721417700129.
Lortie-Forgues, H and Siegler, RS (2017)
Conceptual knowledge of decimal arithmetic,
Journal of Educational Psychology, 109(3), pp.374-386, ISSN: 0022-0663. DOI:
10.1037/edu0000148.
Siegler, RS and
Lortie-Forgues, H (2015)
Conceptual knowledge of fraction arithmetic,
Journal of Educational Psychology, 107(3), pp.909-918, ISSN: 0022-0663. DOI:
10.1037/edu0000025.
Siegler, RS and
Lortie-Forgues, H (2015)
Conceptual Knowledge of Fraction Arithmetic (vol 107, pg 909, 2015),
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 107(3), pp.918-918, ISSN: 0022-0663. DOI:
10.1037/edu0000037.
Lortie-Forgues, H, Tian, J, Siegler, RS (2015)
Why is learning fraction and decimal arithmetic so difficult?,
Developmental Review, 38, pp.201-221, ISSN: 0273-2297. DOI:
10.1016/j.dr.2015.07.008.
Siegler, RS and
Lortie-Forgues, H (2014)
An integrative theory of numerical development,
Child Development Perspectives, 8(3), pp.144-150, ISSN: 1750-8592. DOI:
10.1111/cdep.12077.
Markovits, H and
Lortie-Forgues, H (2011)
Conditional Reasoning With False Premises Facilitates the Transition Between Familiar and Abstract Reasoning,
Child Development, 82(2), pp.646-660, ISSN: 0009-3920. DOI:
10.1111/j.1467-8624.2010.01526.x.
