Loughborough University
Leicestershire, UK
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Loughborough University

Loughborough University Research Publications

Publications for Hugues Lortie-Forgues

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Journal Articles

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, 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, 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.


Lortie-Forgues, H (2017) Studying the understanding of arithmetic with rational numbers. In Cognitive Development from a Strategy Perspective: A Festschrift for Robert Siegler, pp.183-193, ISBN: 9781138711365. DOI: 10.4324/9781315200446.

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