Publications

Medrano, J., & Miller-Cotto, D. (2025). Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy. British Journal of Educational Psychology, 00, 1–17. doi: 10.1111/bjep.12767 

Gesuelli, K., Miller-Cotto, D., & Barbieri, C.A. (accepted). Variability in math achievement growth for students with math learning difficulties and the role of school supports. Journal of Educational Psychology.

Miller-Cotto, D., & Gordon, R. (accepted). Revisiting working memory fifty years after Baddeley and Hitch: A review of field-specific conceptualizations, use and misuse, and paths forward for studying children. [Pre-Print] Quarterly Journal of Experimental Psychology. 

Miller-Cotto, D., Ahmed, S., Ribner, A.D., & Ellis, A.E. (accepted Stage 1 In Principle Acceptance of Registered Report). Examining ethnic/racial measurement invariance in fourth-grade executive function: A registered report of data from the ECLS-K. [Pre-Registration]. Provisionally accepted at Journal of Educational Psychology. 

Del Toro, J., Legette, K., Christophe, N.K., Pasco, M., Miller-Cotto, D., & Wang, M.T. (2024). When ethnic-racial discrimination spills over and predicts the school adjustment of non-discriminated adolescents: The mediating role of classroom climate. Developmental Psychology. doi:10.1037/dev0001833

Devlin, B. L., Zhang, H., Beliakoff, A., Miller-Cotto, D., Klein, A. & Jordan, N.C. (2024). Profiles of preschoolers’ numerical abilities across quantity representations. Canadian Journal of Experimental Psychology. doi:10.1037/cep0000339

Miller-Cotto, D., Ribner, A.D., & Smith, L.V. (2024). Understanding working memory and mathematics development for ethnically/racially minoritized children through an Integrative Theory lens. Behavioral Sciences, 14, 390. doi: 10.3390/bs14050390 

+ Clerjuste, S., Guang, C., Miller-Cotto, D., & McNeil, N.M. (2024). Unpacking the challenges and predictors of students’ use of the distributive property. Journal of Experimental Child Psychology, 244, 105. doi: 10.1016/j.jecp.2024.105922

^DeJoseph, M., ^Ellewood-Lowe, M., Miller-Cotto, D., Silverman, D., Shannon, K. A., Reyes, G., Rakesh, D., & Frankenhuis, W.E. (2024). The promise and pitfalls of a strengths-based approach to child poverty and neurocognitive development: Implications for policy. Developmental Cognitive Neuroscience, 66, 101. doi: 10.1016/j.dcn.2024.101375

Viegut, A. A., Resnick, I., Miller-Cotto, D., Newcombe, N.S., & Jordan, N.C. (2023). Tracking informal fraction knowledge and its correlates across first grade. Developmental Psychology, 59, 1739 – 1756. doi: 10.1037/dev0001581

Byrnes, J.P., & Miller-Cotto, D. (2023). A historical, methodological, and philosophical analysis of the working memory construct. American Journal of Psychology, 136, 193-208. doi: 10.5406/19398298.136.2.08

Ribner, A.D., Ahmed, S., Miller-Cotto, D., & Ellis, A.E. (2023). The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades. Early Childhood Research Quarterly, 64, 84-93. doi: 10.1016/j.ecresq.2023.02.004 

Barbieri, C.A., Miller-Cotto, D., + Chawla, K., & + Clerjuste, S. (2023). A meta-analysis of the worked example effect on mathematics performance. Educational Psychology Review, 35, 11.doi: 10.1007/s10648-023-09745-1 

+ Zhang, H., Miller-Cotto, D., & Jordan, N.C. (2023). Estimating the co-development of executive functions and math achievement using cross-lagged panel model with fixed effects. Contemporary Educational Psychology, 72, 102-126. doi: 10.1016/j.cedpsych.2022.102126 

Hall, G., Putzeys, S., & Miller-Cotto, D. (2022). Early experiences and school readiness: A within and between exploration of the Opportunity Propensity Model. Cognitive Development, 65, 101 – 226. doi: 10.1016/j.cogdev.2022.101226 

Prather, R.W., Benitez, V., Kendall Brooks, L.K., Dancy, C. L., Dilworth, D., Faison, M.O., Figueroa, M., Holden, L.T.R., Johnson, C., Medrano, J., Miller-Cotto, D., Matthews, P.G., Manly, J.J., & Thomas, A. (2022). What can cognitive science do for people? Cognitive Science, 46. doi: 10.1111/cogs.13167

Miller-Cotto, D., Booth, J. L., & Newcombe, N. S. (2022). Sketching and verbal self-explanation: Do they help middle school children solve science problems? Applied Cognitive Psychology, 40, 919-935. doi: 10.1002/acp.3980 

*Recognized by Wiley for being a Top Cited Article in 2023.

Miller-Cotto, D., Smith, L.V., Wang, A.H., & Ribner, A.D. (2022). Changing the conversation: A culturally responsive perspective on executive functions, minoritized children, and their families. Infant and Child Development. doi: 10.1002/icd.2286 

*Recognized by Wiley for being a Top Downloaded Article in 2022.

Miller-Cotto, D., & Schunn, C. (2022). Mind the gap: How a large-scale course re-design in economics reduced performance gaps. Journal of Experimental Education, 90, 783-796.doi: 10.1080/00220973.2020.1805717

Barbieri, C.A., & Miller-Cotto, D. (2021). The importance of adolescents’ sense of belonging to mathematics for algebra learning. Learning and Individual Differences, 87, 101993.   doi: 10.1016/j.lindif.2021.101993  

Miller-Cotto, D., & Auxter, A. E. (2021). Testing the ecological validity of faded worked examples in algebra. Educational Psychology, 41, 191-205. doi: 10.1080/01443410.2019.1646411  

Miller-Cotto, D., & Byrnes, J. P. (2020). What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. Journal of Educational Psychology, 112, 1074 –1084. doi: 10.1037/edu0000395

Wang, M.T., Smith, L.V., Miller-Cotto, D., & Huguley, J.P. (2020). Parental ethnic-racial socialization practices and children of color’s academic outcomes: A meta-analytic review. Child Development. doi: 10.1111/cdev.13254
*Recognized by Wiley for being a Top Cited Article in 2020-2021.

Byrnes, J.P., Wang, A. H., & Miller-Cotto, D. (2019). Children as mediators of their own cognitive development in kindergarten. Cognitive Development, 50, 80-97. doi: 10.1016/j.cogdev.2019.03.003 

Barbieri, C. A., Miller-Cotto, D., & Booth, J. L. (2019). Lessening the load of misconceptions: Design-based principles for algebra learning. Journal of the Learning Sciences, 28, 1-37. doi: 10.1080/10508406.2019.1573428 

Byrnes, J. P., Miller-Cotto, D., & Wang, A. H. (2018). Children as mediators of their own development: The case of learning science in kindergarten and first grade. Journal

of Cognition and Development, 19, 248 – 277. doi: 10.1080/15248372.2018.1470975

Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70. doi: 10.1016/j.dr.2016.06.003 

Byrnes, J. P., & Miller-Cotto, D. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database. Contemporary Educational Psychology, 46, 34-51. doi: 10.1016/j.cedpsych.2016.04.002