Select Publications
*denotes student author, + denotes graduate student or postdoctoral collaborator, †denotes joint first authorship
Math Education
Esposito, A. G. (2025). Learning as retention; an examination of retention of self-derived knowledge through memory integration in a diverse sample of elementary students. Learning and Individual Differences, 119, 102655.
+Park, S., & Esposito, A. G. (2025). Knowledge Organization of Discretized Non-Symbolic Fractions and Mathematics Achievement. Journal of Cognition and Development, 1–24. https://doi.org/10.1080/15248372.2025.2456813
Esposito, A. G., & Bauer, P. J. (2022). Determinants of elementary-school academic achievement: Component cognitive abilities and memory integration. Child Development, 00, 1–16. https:// doi.org/10.1111/cdev.13819
Memory Integration and Knowledge Acquisition
Esposito, A. G., & Bauer, P. J. (2024). Self-derivation through memory integration predicts memory integration and academic performance one year later. Cognitive Development, 69, 101416.
+Park, S., & Esposito, A. G. (2024). Rational Number Representation and Algebra Performance in College Students. Cognitive Development,69, 101417.
†Bauer, P. J., Esposito, A. G., & Daly, J. J. (2020). Self-derivation through memory integration: A model for accumulation of semantic knowledge. Learning and Instruction, 66, 101271. [Link]
Esposito, A. G., & Bauer, P. J. (2019). Self-derivation through memory integration under low surface similarity conditions: The case of multiple languages. Journal of Experimental Child Psychology, 187, 104661. [Link]
+Varga, N. L., Esposito, A. G., & Bauer, P. J. (2019). Cognitive correlates of memory integration across development: Explaining variability in an educationally relevant phenomenon. Journal of Experimental Psychology: General, 148(4), 739. [Link]
Esposito, A. G., & Bauer, P. J. (2017). Going beyond the lesson: Self-generating new factual knowledge in the classroom. Journal of Experimental Child Psychology, 153, 110-125. doi: 10.1016/j.jecp.2016.09.003. [Link]
Dual-Language and Bilingual Education
+Park, S., *Dotan, L., & Esposito, A. G., (2023). Do executive functions gained through two-way dual-language education translate into math achievement?. International Journal of Bilingual Education and Bilingualism, 26:4, 457-471, DOI: 10.1080/13670050.2022.2116973
(2021). Executive functions in two-way dual-language education: A mechanism for academic performance. Bilingual Research Journal. doi:10.1080/15235882.2021.1874570. [Link]
Byers-Heinlein, K., Esposito, A. G., Winsler, A., Marian, V., Castro, D. C., & Luk, G. (2019). The case for measuring and reporting bilingualism in developmental research. Collabra: Psychology, 5(1).
Esposito, A. G., & Bauer, P. J. (2019). From bench to classroom: Collaborating within a dual-language education model. Journal of Cognition and Development, 20(2), 165-181. [Link]
Esposito, A. G., Baker-Ward, L., & Mueller, S. T. (2013). Interference suppression vs. response inhibition: Preschoolers demonstrate a bilingual advantage with a new Stroop task. Cognitive Development, 28, 354-363. doi: 10.1016/j.cogdev.2013.09.002. [Link]
Esposito, A. G., & Baker-Ward, L. (2013). Dual-language education for low-income children: Preliminary evidence of benefits for executive function. Bilingual Research Journal, 36, 295-310. doi:10.1080/15235882.2013.837848. [Link]
Executive Function and Educational Policy
Serpell, Z. N., & Esposito, A. G. (2016). Development of executive functions: Implications for educational policy and practice. Policy Insights from the Behavioral and Brain Sciences, 3, 203-210. doi: 10.1177/2372732216654718. [Link]