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CACR home > Jo-Anne LeFevre

Jo-Anne LeFevre, Ph.D.

 

Director - Centre for Applied Cognitive Research

Associate Editor, Journal of Experimental Child Psychology

Departments of Psychology and Cognitive Science

Telephone: 613-520-2600 x2693

Email Jo-Anne

 

 

Jo-Anne received her Ph.D. in Psychology in 1988 from the University of Alberta. She began her teaching and research career at Carleton University that same year, and became a full professor in 1997. With an extensive publication list, and speaking and book chapter invitations, Jo-Anne is an acknowledged expert in Mathematical Cognition.

 

Despite her active research roles, Jo-Anne devotes considerable time and effort to teaching and supervising graduate students. A nomination by her graduate students won Jo-Anne the honour of a National Capital Educators Award in 2004. She won a Carleton Research Award in 2006.

 

Current Projects

Mathematical Cognition: Individual and developmental differences in basic arithmetic processes and the role of working memory in mental arithmetic.  Funded by NSERC.

 

Eye Tracking in Mathematical Cognition: An NSERC Equipment grant has enabled us to set up an eye tracking system for research in mathematics. The first experiment, involving one and two-digit multiplication questions in horizontal and vertical formats, started in January, 2008.

Count Me In: Predictors of arithmetic achievement in young children. Count Me In is a SSHRC-funded 6 year longitudinal study, with over 400 children.

 

Who’s Counting?  Numeracy and Literacy Practices of Early Learning and Child Care Practitioners. Continued improvements in the numeracy skills of Canadians are crucial to both economic and social progress. The goal of this project is to conduct a survey of ELCC practitioners across Canada to allow a comprehensive description of their awareness, knowledge, and practices about children’s early numeracy and literacy. Funded by the Canadian Council for Learning and the Canadian Language and Literacy Research Network.

 

Completed Projects

Early Literacy : We explored the role of home experiences in the literacy and numeracy development of children in Core English and subsequently to children in Early French Immersion.

Distributed Modelling and Simulation : cognitive aspects of how situation awareness and workload influence performance in complex real-world tasks such as aviation and driving.

 

Sample of Recent Publications

Robinson, K., & LeFevre, J. (in press). The inverse relations between multiplication and division: Concepts, procedures, and a cognitive framework. Educational Studies in Mathematics. Accepted by the Editor on May 15, 2011.


Imbo, I., & LeFevre, J. (in press). Cultural differences in strategic behavior: A study in computational estimation. Journal of Experimental Psychology: Learning, Memory, & Cognition.  Accepted April 2, 2011.


Pyke, A. A., & LeFevre, J. (in press). Calculator use need not undermine direct-access ability: The roles of retrieval, calculation, and calculator use in the acquisition of arithmetic facts. Journal of Educational Psychology. Accepted February 2011.

 

Das, R., LeFevre, J., & Penner-Wilger, M. (2010). Negative numbers in simple arithmetic.  Quarterly Journal of Experimental Psychology, 63(10), 1943-1952.


LeFevre, J., Polyzoi, E., Skwarchuk, S. L., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of Kindergarten children? International Journal of Early Years Education, 18(1), 55-70. 


Imbo, I., & LeFevre, J. (2010). The role of phonological and visuo-spatial working memory
in complex arithmetic problem solving. Memory & Cognition, 38, 176-185.

 

 

 

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