John E. Opfer

The Ohio State University — United States

Mathematics · Physical Sciences

28h-index4.1kcitations91works1.42yr avg
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Research Topics

Cognitive and developmental aspects of mathematical skills(58), Mathematics Education and Teaching Techniques(45), Child and Animal Learning Development(19), Reading and Literacy Development(16), Education Methods and Practices(8)

Publications91 total

Sources of error in numerical estimation: Insights from the wisdom of crowds effect
Journal of Experimental Child Psychology·2025
Language and the algebraic mind
Memory & Cognition·2025· 1 cited
Cognitive support for political partisans’ understanding of policy data
PLoS ONE·2024Open Access
Varieties of Number-Line Estimation: Systematic Review, Models, and Data
Developmental Review·2024· 3 cited
From integers to fractions: The role of analogy in transfer and long-term learning
Journal of Experimental Child Psychology·2024· 3 citedOpen Access
Number, not uncertainty, drives logarithmic compression of numerosity estimates
Journal of Vision·2022Open Access
From integers to fractions: The role of analogy in developing a coherent understanding of proportional magnitude.
Developmental Psychology·2022· 12 citedOpen Access
Comments regarding Numerical Estimation Strategies Are Correlated with Math Ability in School-Age Children
Cognitive Development·2022· 4 cited
A number-line task with a Bayesian active learning algorithm provides insights into the development of non-symbolic number estimation
Psychonomic Bulletin & Review·2021· 8 cited
Dynamics Versus Development in Numerosity Estimation: A Computational Model Accurately Predicts a Developmental Reversal
Cognitive Science·2021· 1 citedOpen Access
Cognitive mediators of US—China differences in early symbolic arithmetic
PLoS ONE·2021· 6 citedOpen Access
Unwarranted philosophical assumptions in research on ANS
Behavioral and Brain Sciences·2021· 2 cited
Cognitive Supports for Objective Numeracy
eScholarship (California Digital Library)·2021Open Access
Compression is evident in children’s unbounded and bounded numerical estimation: Reply to Cohen and Ray (2020).
Developmental Psychology·2020· 7 citedOpen Access
Left posterior prefrontal regions support domain‐general executive processes needed for both reading and math
Journal of Neuropsychology·2020· 25 cited
From Integers to Fractions: Developing a Coherent Understanding of Proportional Magnitude.
Cognitive Science·2020· 5 cited
Machine Learning Optimizes Assessment: New Insights for the Development of Numerosity Estimation.
Cognitive Science·2020
Characterizing and decomposing the neural correlates of individual differences in reading ability among adolescents with task-based fMRI
Developmental Cognitive Neuroscience·2019· 15 citedOpen Access
Development of Fraction Understanding
Cambridge University Press eBooks·2019· 5 cited
Linear Spatial–Numeric Associations Aid Memory for Single Numbers
Frontiers in Psychology·2019· 3 citedOpen Access
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Frequent Co-authors

Clarissa A. Thompson(14), Robert S. Siegler(6), Stephen A. Petrill(5), Dan Kim(5), Lee A. Thompson(4), Ross H. Nehm(3), Susan A. Gelman(3), Ellen E. Furlong(3), Christopher J. Young(3), Dan Kim(3), Frank J. Kanayet(3), Charles J. Fitzsimmons(3), Marta K. Mielicki(3), Robert S. Siegler(2), Minsu Ha(2), Megan J. Bulloch(2), Maria Grazia Tosto(2), Sergey Malykh(2), Karim Malki(2), Michèle M. M. Mazzocco(2)