Patterning is the ability to understand and utilize rules and regularities in predictable sequences such as A-B-B-A-B-B. Children's early patterning skill robustly predicts future academic achievements and other cognitive outcomes. Why?
Zhang, T., Borriello, G. A., James, K. H., & Fyfe, E. R. (2025). The role of patterning skill in cognitive development and learning: A critical review. Developmental Review, 76, 101202. link
Zhang, T., & Fyfe, E. R. (2024). High variability in learning materials benefits children’s pattern practice. Journal of Experimental Child Psychology, 239, 105829. link
Borriello, G. A., Zhang, T., Wang, W., Peng, P., & Fyfe, E. R. A meta-analytic review of the associations between patterning and academic achievement. In press in Psychological Bulletin.
Zhang, T., & Fyfe, E. R. The effect of combined patterning and numeracy instruction on children’s mathematics learning. Under revision. Preprint available upon request.
Zhang, T., & Fyfe, E. R. Promoting abstract thinking with symbolic labels in pattern practice. Under review. Preprint available upon request.
Zhang, T., & Fyfe, E. R. Tuned to focus on structure: The connection between patterning and reasoning. In preparation. Draft available upon request. preregistration
Students often learn more effectively from a combination of text and visualizations than from text alone. This effect is especially pronounced when combined with active practice and feedback.
Gök*, S., Zhang*, T., Goldstone, R. L., & Fyfe, E. R. (2025). Multimedia effects in initial instruction and feedback on problem solving. Journal of Educational Psychology, 117(7), 1077–1094. link (*Shared first authorship)
Zhang*, T., Gök*, S., Gold, G., Carvalho, P. F., & Fyfe, E. R. (2025). Effectiveness and Efficiency of Multimedia Worked Examples vs. Practice with Feedback on Learning Problem Solving. In preparation. Draft available upon request. preregistration (*Shared first authorship)
Students are using AI tools in their daily learning activities more than ever. What does this mean for educational design? How does this affect the learning experiences of students from disadvantaged backgrounds? How can educational researchers answer these questions?
With Dr. Motz, I am using Terracotta to develop a series of ongoing studies similar to the ManyClasses projects. We are building a network of instructor-collaborators across many institutions to create a testbed for large-scale experiments on AI use in higher education and, more broadly, on learning and instructional design.