2026 Bethany Rittle-Johnson: Psychology Researcher – H-Index, Publications & Awards

Discipline name	D-Index	World Ranking	Current World Ranking	National Ranking	Current National Ranking	Publications	Citations
Psychology	45	6559	6105	3558	3228	118	12583

Overview

Bethany Rittle-Johnson is affiliated with Vanderbilt University in the United States. Their primary fields of study include Social Sciences and Mathematics, with a particular focus on Education and Statistics and Probability as subfields. Their research explores various dimensions of educational psychology and mathematics learning, emphasizing cognitive and developmental aspects.

The main topics addressed in their work cover cognitive and developmental aspects of mathematical skills, mathematics education and teaching techniques, parental involvement in education, school choice and performance, science education and pedagogy, early childhood education and development, and education and technology integration.

Recent papers authored or co-authored by Bethany Rittle-Johnson include:

The relation between conceptual and procedural knowledge in learning mathematics: A review, 2021, Psychology Press eBooks
Finding patterns in objects and numbers: Repeating patterning in pre-K predicts kindergarten mathematics knowledge, 2020, Journal of Experimental Child Psychology
Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction, 2021, The Journal of Experimental Education
Helping preschoolers learn math: The impact of emphasizing the patterns in objects and numbers, 2021, Journal of Educational Psychology
How Can Cognitive-Science Research Help Improve Education? The Case of Comparing Multiple Strategies to Improve Mathematics Learning and Teaching, 2020, Current Directions in Psychological Science

Frequent co-authors collaborating with Bethany Rittle-Johnson include:

Ashli-Ann Douglas
Kelley Durkin
Camille Msall
Erica L. Zippert
Jon R. Star

They have published multiple works in notable academic venues, including:

Journal of Experimental Child Psychology
The Journal of Experimental Education
British Journal of Educational Psychology
PsycTESTS Dataset
Proceedings of the 2020 AERA Annual Meeting

Best Publications

Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.

Bethany Rittle-Johnson;Robert S. Siegler;Martha Wagner Alibali

1650
Citations
Conceptual and procedural knowledge of mathematics: Does one lead to the other?

Bethany Rittle-Johnson;Martha Wagner Alibali

980
Citations
Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.

Bethany Rittle-Johnson;Jon R. Star

751
Citations
Promoting Transfer: Effects of Self-Explanation and Direct Instruction

Bethany Rittle-Johnson

567
Citations
Developing Conceptual and Procedural Knowledge of Mathematics

Bethany Rittle-Johnson;Michael Schneider

508
Citations
The relation between conceptual and procedural knowledge in learning mathematics: A review.

Bethany Rittle-Johnson;Robert S. Siegler

462
Citations
Compared with What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving.

Bethany Rittle-Johnson;Jon R. Star

387
Citations
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

Bethany Rittle-Johnson;Michael Schneider;Jon R. Star

384
Citations
Learning to Spell: Variability, Choice, and Change in Children's Strategy Use

Bethany Rittle-Johnson;Robert S. Siegler

349
Citations
The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving

Bethany Rittle-Johnson;Jon R. Star;Kelley Durkin

343
Citations
The effectiveness of using incorrect examples to support learning about decimal magnitude.

Kelley Durkin;Bethany Rittle-Johnson

341
Citations
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.

Michael Schneider;Bethany Rittle-Johnson;Jon R. Star

325
Citations
Flexibility in Problem Solving: The Case of Equation Solving.

Jon R. Star;Bethany Rittle-Johnson

321
Citations
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach.

Bethany Rittle-Johnson;Percival G. Matthews;Roger S. Taylor;Katherine L. McEldoon

233
Citations
It pays to compare: an experimental study on computational estimation.

Jon R. Star;Bethany Rittle-Johnson

231
Citations
Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Ages 4 to 11.

Bethany Rittle-Johnson;Emily R. Fyfe;Kerry G. Hofer;Dale Clark Farran

219
Citations
Designing Knowledge Scaffolds to Support Mathematical Problem Solving

Bethany Rittle-Johnson;Kenneth R. Koedinger

216
Citations
Exploring mathematics problems prepares children to learn from instruction.

Marci S. DeCaro;Bethany Rittle-Johnson

212
Citations
The Roles of Patterning and Spatial Skills in Early Mathematics Development.

Bethany Rittle-Johnson;Erica L. Zippert;Katherine L. Boice

211
Citations
The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters

Emily R. Fyfe;Bethany Rittle-Johnson;Marci S. DeCaro

189
Citations

Frequent Co-Authors

Jon R. Star Harvard University

Richard E. Mayer University of California, Santa Barbara

Dale C. Farran Vanderbilt University

Robert S. Siegler Columbia University

Nicole M. McNeil University of Notre Dame

Martha W. Alibali University of Wisconsin–Madison

Vladimir M. Sloutsky The Ohio State University

David H. Uttal Northwestern University

Judy S. DeLoache University of Virginia

Robert L. Goldstone Indiana University

External Links

Personal website of Bethany Rittle-Johnson Google Scholar page

If you think any of the details on this page are incorrect, let us know.

Related Online Degrees & Career Pathways

As interest in psychology continues to grow, many students seek flexible pathways to careers in mental health and counseling. Online psychology degrees can be a smart starting point, offering convenience, accreditation, and pathways to further graduate study or licensure.

Becoming a licensed therapist in the United States typically requires a master’s degree in counseling, clinical experience, and meeting specific state requirements. Different cities and states have unique standards for education and supervised hours. For example, you can learn more about how to become a licensed therapist in Pittsburgh or discover the licensed therapist requirements in Plano, Texas.

Additionally, understanding local regulations is vital for proper licensure. For those interested in moving south, see the Port St. Lucie licensed therapist education requirements. If the Pacific Northwest interests you, explore how to become a licensed therapist in Portland.

Online degrees can help launch your journey, but be sure to research licensure details in your area. Each pathway requires careful planning to ensure career success.