CIAE Universidad de Chile / Publicaciones académicas relacionadas con Pablo Dartnell

+56 22978 2762 contacto@ciae.uchile.cl

Publicaciones académicas relacionadas con Pablo Dartnell

~Lions, S.; Dartnell, P.; Toledo, Gabriela.; Ines Godoy, Maria.; Cordova, Nora.; Jimenez, Daniela.; Lemarie, Julie.

(2022).

Position of Correct Option and Distractors Impacts Responses to Multiple-Choice Items: Evidence From a National Test.

EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT,

(),

-.

https://doi.org/10.1177/00131644221132335

~Lions, S.; Monsalve, Carlos.; Dartnell, P.; Blanco, María Paz.; Ortega, Gabriel.; Lemarié, Julie.

(2022).

Does the Response Options Placement Provide Clues to the Correct Answers in Multiple-choice Tests? A Systematic Review.

Applied Measurement in Education,

(0),

1-20.

https://doi.org/10.1080/08957347.2022.2067539

~Lions, S.; Monsalve, Carlos.; Dartnell, P.; Godoy, María Inés.; Córdova, Nora.; Jiménez, Daniela.; Blanco, María Paz.; Ortega, Gabriel.; Lemarié, Julie.

(2021).

The Position of Distractors in Multiple-Choice Test Items: The Strongest Precede the Weakest.

Frontiers in Education,

(6),

0-0.

https://doi.org/10.3389/feduc.2021.731763

Castro Cañizares, Danilka.; Dartnell, P.; Estévez Pérez, Nancy.

(2021).

Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement.

Suma Psicológica,

(28),

0-0.

https://doi.org/10.14349/sumapsi.2021.v28.n1.1

Morales, Nicolás.; Dartnell, P.; Gómez, D.

(2020).

A Study on Congruency Effects and Numerical Distance in Fraction Comparison by Expert Undergraduate Students.

Frontiers in Psychology,

(11),

0-0.

https://doi.org/10.3389/fpsyg.2020.01190

Gómez, D.; Dartnell, P.

(2018).

Middle Schoolers’ Biases and Strategies in a Fraction Comparison Task.

International Journal of Science and Mathematics Education,

(on line),

on line-on line.

https://doi.org/10.1007/s10763-018-9913-z

Navarrete, Jairo A.; Gómez, D.; Dartnell, P.

(2018).

Promoting preschoolers' numerical knowledge through spatial analogies: Numbers’ spatial alignment influences its learning.

Contemporary Educational Psychology,

(54),

112-124.

https://doi.org/10.1016/j.cedpsych.2018.06.006

Castro, D.; Valeska Amor.; David Maximiliano Gómez.; Dartnell, P.

(2017).

Contribución de los Componentes de la Memoria de Trabajo a la Eficiencia en Aritmética Básica Durante la Edad Escolar.

Psykhe,

(26),

-.

https://doi.org/10.7764/psykhe.26.2.1141

Navarrete, JA.; Dartnell, P.

(2017).

Towards a category theory approach to analogy: Analyzing re-representation and acquisition of numerical knowledge.

PLOS COMPUTATIONAL BIOLOGY,

(13),

e1005683-.

https://doi.org/10.1371/journal.pcbi.1005683

Castro, D.; Estévez, Nancy.; Gómez, D.; Dartnell, P.

(2017).

Reliability and Validity of Nonsymbolic and Symbolic Comparison Tasks in School-Aged Children.

The Spanish journal of psychology,

(20),

-.

https://doi.org/10.1017/sjp.2017.68

Gómez, D.; Dartnell, P.

(2015).

Learning to compare ratios in second grade: A path to avoid the natural number bias?.

Revista de Psicología y Educación,

(10(2)),

127-138.

Gómez, D.; Jiménez Abelino.; Bobadilla, Roberto.; Reyes, C.; Dartnell, P.

(2015).

The effect of inhibitory control on general mathematics achievement and fraction comparison in middle school children.

ZDM - Mathematics Education,

(47),

801-811.

https://doi.org/10.1007/s11858-015-0685-4