Cognitive Science & Numeracy Lab

TECHNICAL REPORTS

LeFevre, J., Penner-Wilger, M., Pyke, A., Shanahan, T., Deslauriers, W. A., Trbovich, P., & Roberts, M. A. (2014). Putting two and two together: Declines in arithmetic fluency among young Canadian adults. Carleton University Cognitive Science Technical Report 2014-01. URL http://www.carleton.ca/ics/TechReports.

Penner-Wilger, M. (2008). Reading fluency: A bridge from decoding to comprehension. URL http://eps.schoolspecialty.com/downloads/research_papers/other/Fluency_Research.pdf.

Penner-Wilger, M. (2004). The hybrid model of arithmetic fact solution: The whole is more than the sum of its parts. Carleton University Cognitive Science Technical Report 2004-06. URL http://www.Carleton.ca/iis/TechReports.

Penner-Wilger, M. (2004). Just the facts: On the representation of arithmetic facts in the adult mind/brain. Carleton University Cognitive Science Technical Report 2004-05. URL http://www.Carleton.ca/iis/TechReports.

Penner-Wilger, M. (2002). Determining the locus of individual differences in mathematical skill: A tri-level hypothesis approach. Carleton University Cognitive Science Technical Report 2002-09. URL http://www.Carleton.ca/iis/TechReports.

Penner-Wilger, M., Leth-Steensen, C., Smith-Chant, B. L., & LeFevre, J. (2002). Decomposing the mean in the problem-size effect: An investigation of response time distributions for a multiplication production task. Carleton University Cognitive Science Technical Report 2002-04. URL http://www.Carleton.ca/iis/TechReports.