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Data from the Effects of Congruent and Incongruent Perceptual Cues on Middle Schoolers’ Mathematical Performance, Learning, and Retention Study Cover

Data from the Effects of Congruent and Incongruent Perceptual Cues on Middle Schoolers’ Mathematical Performance, Learning, and Retention Study

Journal of Open Psychology Data
Volume 13 (2025): Issue 1
By: Erin Ottmar,  Puyuan Zhang,  Ji-Eun Lee,  Jeffrey K. Bye,  Maegan A. Colbert,  Alena Egorova,  Shuqi Yu,  Avery H. Closser and  Caroline Byrd Hornburg  
Open Access
|Aug 2025

Authors

Erin Ottmar

erottmar@wpi.edu

Department of Social Science and Policy Studies, Worcester Polytechnic Institute

Puyuan Zhang

pzhang7@wpi.edu

Department of Social Science and Policy Studies, Worcester Polytechnic Institute

Ji-Eun Lee

jlee13@wpi.edu

Department of Social Science and Policy Studies, Worcester Polytechnic Institute

Jeffrey K. Bye

jkbye@csudh.edu

Department of Psychology, California State University, Dominguez Hills

Maegan A. Colbert

maegan@vt.edu

Department of Human Development and Family Science, Virginia Tech

Alena Egorova

aegorova@wpi.edu

Department of Social Science and Policy Studies, Worcester Polytechnic Institute

Shuqi Yu

shuqi@vt.edu

Department of Human Development and Family Science, Virginia Tech

Avery H. Closser

avery.closser@ufl.edu

School of Teaching and Learning, University of Florida

Caroline Byrd Hornburg

chornburg@vt.edu

Department of Human Development and Family Science, Virginia Tech
DOI: https://doi.org/10.5334/jopd.139 | Journal eISSN: 2050-9863
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Language: English
Submitted on: May 28, 2025
Accepted on: Aug 1, 2025
Published on: Aug 13, 2025
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Perceptual cues,
Mathematics learning,
Middle school,
Randomized controlled trial,
Problem solving

© 2025 Erin Ottmar, Puyuan Zhang, Ji-Eun Lee, Jeffrey K. Bye, Maegan A. Colbert, Alena Egorova, Shuqi Yu, Avery H. Closser, Caroline Byrd Hornburg, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.

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