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Begolli, K. N., Booth, J. L., Holmes, C., Newcombe, N. S. (2020). How many apples make a quarter? The challenge of discrete fraction formats. Journal of Experimental Child Psychology,  192, 104774.
 
Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M, Shahidi, N., Zonji, S., Riesen, C., Evans, N., & Hirsh-Pasek, K. (2020). More than Just a Game: Transforming Social Interaction and STEM play with Parkopolis. Developmental Psychology, 56(6), 1041–1056.
 
Begolli, K. N., Richland, L. E., Lyons, E., Jaeggi, S. & Matlen, B. (2018). Executive functions in learning mathematics by comparing representations: Incorporating everyday classrooms into the science of learning. Thinking and Reasoning. 1-34.
 
Lyons, E., Simms, N., Frausel, R., Begolli, K. N., & Richland, L. E. (2017). Stereotype threat effects on learning from a cognitively taxing mathematics lesson. Cognitive Science. 1-13.
 
Begolli, K.N., & Richland, L. E. (2017). Bridging cognitive science and real classrooms: A video methodology for experimental research. Journal of Experimental Education. 1-19.
 
Begolli, K. N., & Richland, L. E. (2016). Teaching mathematics by comparison: Analog visibility as a double-edged Sword. Journal of Educational Psychology, 108(2), 194–213.

Richland, L. E., & Begolli, K. N. (2016). Analogy and higher order thinking: Learning mathematics as an example. Policy Insights from the Behavioral and Brain Sciences (PIBBS). Vol. 3(2) 160–168.

Richland, L. E., Begolli, K. N., Simms, N., Frausel, R. R., & Lyons, E. A. (2016). Supporting mathematical discussions: The roles of comparison and cognitive load. Educational Psychology Review, 1–13.