{"id":181,"date":"2020-07-23T04:12:29","date_gmt":"2020-07-23T04:12:29","guid":{"rendered":"https:\/\/wordpress.clarku.edu\/aesposito\/?page_id=181"},"modified":"2025-10-24T17:48:43","modified_gmt":"2025-10-24T17:48:43","slug":"publications","status":"publish","type":"page","link":"https:\/\/wordpress.clarku.edu\/aesposito\/publications\/","title":{"rendered":"PUBLICATIONS"},"content":{"rendered":"
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Select Publications<\/h2>\n

*denotes student author, + denotes graduate student or postdoctoral collaborator, \u2020denotes joint first authorship<\/p>\n

Math Education<\/span><\/h3>\n

Esposito, A. G.<\/strong> (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<\/em>, 119<\/em>, 102655.<\/p>\n

+<\/sup>Park, S., & Esposito, A. G.<\/strong> (2025). Knowledge Organization of Discretized Non-Symbolic Fractions and Mathematics Achievement. Journal of Cognition and Development<\/em>, 1\u201324. https:\/\/doi.org\/10.1080\/15248372.2025.2456813<\/a><\/p>\n

Esposito, A. G<\/strong>., & Bauer, P. J. (2022). Determinants of elementary-school academic achievement: Component cognitive abilities and memory integration. Child Development<\/em>, 00, 1\u201316. https:\/\/ doi.org\/10.1111\/cdev.13819<\/p>\n

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Memory Integration and Knowledge Acquisition<\/span><\/h3>\n

Esposito, A. G<\/strong>., & Bauer, P. J. (2024). Self-derivation through memory integration predicts memory integration and academic performance one year later. Cognitive Development, <\/em>69, 101416.<\/p>\n

+<\/sup>Park, S., & Esposito, A. G.<\/strong> (2024). Rational Number Representation and Algebra Performance in College Students. Cognitive Development,<\/em>69, 101417.<\/p>\n

\u2020<\/sup>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<\/em>, 66<\/em>, 101271. [Link]<\/a><\/p>\n

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<\/em>, 187<\/em>, 104661. [Link]<\/a><\/p>\n

+<\/sup>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<\/em>, 148<\/em>(4), 739. [Link]<\/a><\/p>\n

Esposito, A. G., & Bauer, P. J. (2017). Going beyond the lesson: Self-generating new factual knowledge in the classroom. Journal of Experimental Child Psychology<\/em>, 153<\/em>, 110-125. doi: 10.1016\/j.jecp.2016.09.003. [Link]<\/a><\/p>\n

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Dual-Language and Bilingual Education<\/span><\/h3>\n

+<\/sup>Park, S., *Dotan, L., & Esposito, A. G.<\/strong>, (2023). Do executive functions gained through two-way dual-language education translate into math achievement?. International Journal of Bilingual Education and Bilingualism<\/em>, 26:4, 457-471, DOI: 10.1080\/13670050.2022.2116973<\/a><\/p>\n

Esposito, A. G.<\/span> (2021).<\/span> Executive functions in two-way dual-language education: A mechanism for academic performance.<\/span> Bilingual Research Journal<\/em>.<\/span> doi:10.1080\/15235882.2021.1874570. [Link<\/a>]<\/p>\n

Byers-Heinlein, K., Esposito, A. G.<\/strong>, Winsler, A., Marian, V., Castro, D. C., & Luk, G. (2019). The case for measuring and reporting bilingualism in developmental research. Collabra: Psychology<\/em>, 5<\/em>(1).<\/p>\n

Esposito, A. G., & Bauer, P. J. (2019). From bench to classroom: Collaborating within a dual-language education model. Journal of Cognition and Development<\/em>, 20<\/em>(2), 165-181. [Link]<\/a><\/p>\n

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.<\/em> Cognitive Development, <\/em>28, 354-363. doi: 10.1016\/j.cogdev.2013.09.002. [Link]<\/a><\/p>\n

Esposito, A. G., & Baker-Ward, L. (2013). Dual-language education for low-income children: Preliminary evidence of benefits for executive function. Bilingual Research Journal,<\/em> 36, 295-310. doi:10.1080\/15235882.2013.837848. [Link]<\/a><\/p>\n

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Executive Function and Educational Policy<\/span><\/h3>\n

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<\/em>, 203-210.<\/em> doi: 10.1177\/2372732216654718. [Link]<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

  Select Publications *denotes student author, + denotes graduate student or postdoctoral collaborator, \u2020denotes joint first authorship Math Education Esposito, A. G. (2025). Learning as retention; an examination of retention Read more about PUBLICATIONS<\/span>[…]<\/a><\/p>\n","protected":false},"author":1143,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-181","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/wordpress.clarku.edu\/aesposito\/wp-json\/wp\/v2\/pages\/181","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wordpress.clarku.edu\/aesposito\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wordpress.clarku.edu\/aesposito\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wordpress.clarku.edu\/aesposito\/wp-json\/wp\/v2\/users\/1143"}],"replies":[{"embeddable":true,"href":"https:\/\/wordpress.clarku.edu\/aesposito\/wp-json\/wp\/v2\/comments?post=181"}],"version-history":[{"count":0,"href":"https:\/\/wordpress.clarku.edu\/aesposito\/wp-json\/wp\/v2\/pages\/181\/revisions"}],"wp:attachment":[{"href":"https:\/\/wordpress.clarku.edu\/aesposito\/wp-json\/wp\/v2\/media?parent=181"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}