Dr. Reyna • Dr. Brainerd


Publications

Dr. Reyna's Publications

Dr. Brainerd's Publications

  • Submitted Articles

    • Brainerd, C. J., Payne, D. G., Wright, R., & Reyna, V. F. Phantom recall. Under editorial review by Journal of Memory and Language.
    • Brainerd, C. J., Reyna, V. F., Wright, R., & Mojardin, A. H. Recollection rejection: False-memory editing in children and adults. Under editorial review by Psychological Review.
  • Journal Articles and Chapters

    • Brainerd, C. J. (in press). Jean Piaget and American education. In B. J. Zimmerman (Ed.), Educational Psychology: A Century of Contributions. Mahwah, NJ: Erlbaum.
    • Brainerd, C. J., & Howe, M. L. (in press). Developmental Review in the new millennium. Developmental Review.
    • Brainerd, C. J., & Reyna, V. F. (in press). Recollection rejection: How children edit their false memories. Developmental Psychology.
    • Brained, C. J., Reyna, V. F., & Forrest, T. J. (in press). Are young children susceptible to the false-memory illusion? Child Development.
    • Brainerd, C. J., Reyna, V. F., Wright, R., & Payne, D. G. (in press). Dual-retrieval processes in recall. Journal of Memory and Language.
    • Reyna, V. F., Brainerd, C. J., Bootzin, R. R., Effken, J. A., & Lloyd, F. J. (in press). The psychology of human-computer mismatches. In C. Wolfe (Ed.), The psychology of the World Wide Web, San Diego, CA: Academic Press.
    • Reyna, V. F., Lloyd, F. J., & Brainerd, C. J. (in press). Memory, development, and rationality: An integrative theory of judgment and decision making. In S. Schneider & J. Shanteau (Eds.), Emerging perspectives on decision research. New York: Cambridge University Press.
    • Brainerd, C. J., & Reyna, V. F. (2001). Fuzzy-trace theory: Dual-processes in reasoning, memory, and cognitive neuroscience. Advances in Child Development and Behavior, 28, 49-100.
    • Brainerd, C. J., Wright, R., Reyna, V. F., & Mojardin, A. H. (2001). Conjoint recognition and phantom recollection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 307-327.
    • Brainerd, C. J., Reyna, V. F., & Poole, D. A. (2000). Fuzzy-trace theory and false memory: Memory theory in the courtroom. In D. F. Bjorklund (Ed.), False memory creation in children and adults (pp. 93-128). Mahwah, NJ: Erlbaum.
    • Brainerd, C. J., Reyna, V. F., & Mojardin, A. H. (1999). Conjoint recognition. Psychological Review, 106, 160-179.
    • Brainerd, C. J., & Mojardin, A. H. (1998). Children's spontaneous false memories for narrative statements: Long-term persistence and mere-testing effects. Child Development, 69, 1361-1377.
    • Brainerd, C. J., & Reyna, V. F. (1998). Fuzzy-trace theory and children's false memories. Journal of Experimental Child Psychology, 71, 81-129. [This article was featured in a special issue on fuzzy-trace theory. It was accompanied by commentaries from other investigators.]
    • Brainerd, C. J., & Reyna, V. F. (1998). When things that never happened are easier to remember than things that did. Psychological Science, 9, 484-489.
    • Brainerd, C. J., Stein, L., & Reyna, V. F. (1998). On the development of conscious and unconscious memory. Developmental Psychology, 34, 342-357..
    • Reyna, V. F., & Brainerd, C. J. (1998). Fuzzy-trace theory and false memory: New frontiers. Journal of Experimental Child Psychology, 71, 194-209.
    • Reyna, V. F., & Brainerd, C. J. (1997). Fuzzy-trace theory applied to the theory and practice of law. Journal of Contemporary Legal Issues.
    • Brainerd, C. J., & Dempster, F. N. (1997). Prolegomena to children's false memories. Learning and Individual Differences, 9, 89-94.
    • Brainerd, C. J., & Poole, D. A. (1997). Long-term survival of children's false memories: A review. Learning and Individual Differences, 9, 125-152.
    • Brainerd, C. J., & Hill, D. (1997). Voices of children. Contemporary Psychology, 42, 7-11.
    • Dempster, F. N., & Brainerd, C. J. (1997). Children’s false memories redux. Learning and Individual Differences, 9, 285-288.
    • Brainerd, C. J. (1996). Piaget: A centennial celebration. Psychological Science, 7, 191-195.
    • Brainerd, C. J. (1996). Development of forgetting, with implications for memory suggestibility. In Stein, N. L., Ornstein, P. A., Tversky, B., & Brainerd, C. J. (Eds.), Memory for everyday and emotional events (pp. 209-235). Hillsdale, NJ: Erlbaum.
    • Brainerd, C. J., & Reyna, V. F. (1996). Mere memory testing creates false memories in children. Developmental Psychology, 32, 467-476.
    • Brainerd, C. J., Reyna, V. F., & Brandse, E. (1995). Are children's false memories more persistent than their true memories? Psychological Science, 6, 359-364.
    • Brainerd, C. J. (1995). Interference processes in memory development: The case of cognitive triage. In F. N. Dempster & C. J. Brainerd (Eds.), Interference and inhibition in cognition. San Diego, CA: Academic Press.
    • Brainerd, C. J., & Reyna, V. F. (1995). Autosuggestibility in memory development. Cognitive Psychology, 28, 65-101.
    • Brainerd, C. J., & Reyna, V. F. (1995). Learning difficulty, learning opportunities and the development of forgetting. Developmental Psychology, 31, 251-263.
    • Brainerd, C. J., Reyna, V. F., & Kneer, R. (1995). False-recognition reversal: When similarity is distinctive. Journal of Memory and Language, 34, 157-185.
    • Dempster, F. N., & Brainerd, C. J. (1995). New perspectives on interference and inhibition in cognition: An integration. In F. N. Dempster & C. J. Brainerd (Eds.), Interference and inhibition in cognition. San Diego, CA: Academic Press.
    • Reyna, V. F., & Brainerd, C. J. (1995). Fuzzy-trace theory: An interim synthesis. Learning and Individual Differences, 7, 1-75.
    • Reyna, V. F., & Brainerd, C. J. (1995). Fuzzy-trace theory: Some foundational issues. Learning and Individual Differences, 7, 145-162. [This article was featured in two special issues on fuzzy-trace theory. It was accompanied by commentaries from other investigators.]
    • Brainerd, C. J. (1994). Children's conservation concepts. In R. J. Sternberg (Ed.), Encyclopedia of intelligence. New York: Macmillan.
    • Brainerd, C. J. (1994). Conceptions of child and adolescent intelligence. In R. J. Sternberg (Ed.), Encyclopedia of intelligence. New York: Macmillan.
    • Brainerd, C. J. (1994). Stages of cognitive development. In R. J. Sternberg (Ed.), Encyclopedia of intelligence. New York: Macmillan.
    • Brainerd, C. J. (1994). The reliability of children's testimony. Child and Adolescent Behavior Newsletter.
    • Brainerd, C. J., & Gordon, L. L. (1994). Development of verbatim and gist memory for numbers. Developmental Psychology, 30, 163-177.
    • Harnishfeger, K. K., & Brainerd, C. J. (1994). Nonstrategic facilitation of children's recall: Evidence of triage with semantically related information. Journal of Experimental Child Psychology, 58, 259-280.
    • Reyna, V. F., & Brainerd, C. J. (1994). The origins of probability judgment: A review of data and theories. In G. Wright & P. Ayton (Eds.), Subjective Probability (pp. 239-272). New York: Wiley.
    • Brainerd, C. J., Olney, C. A., & Reyna, V. F. (1993). Optimization versus effortful processing in children's cognitive triage: Criticisms, reanalyses, and new data. Journal of Experimental Child Psychology, 55, 353-373.
    • Brainerd, C. J., & Reyna, V. F. (1993). Domains of fuzzy-trace theory. In M. L. Howe & R. Pasnak (Eds.), Emerging themes in cognitive development (Vol. 1, pp. 50-94). New York: Springer-Verlag.
    • Brainerd. C. J., & Reyna, V. F. (1993). Memory independence and memory interference in cognitive development. Psychological Review, 100, 42-67.
    • Brainerd, C. J., Reyna, V. F., Harnishfeger, K. K., & Howe, M. L. (1993). Is retrievability grouping good for recall? Journal of Experimental Psychology: General, 122, 249-268.
    • Reyna, V. F., & Brainerd, C. J. (1993). Fuzzy memory and mathematics in the classroom. In R. Logie & G. Davies (Eds.), Everyday memory. Amsterdam: North-Holland.
    • Brainerd, C. J., & Reyna, V. F. (1992). Explaining "memory free" reasoning. Psychological Science, 3, 332-339. Brainerd, C. J., & Reyna, V. F. (1992). The memory independence effect: What do the data show? What do the theories claim? Developmental Review, 12, 164-186.
    • Reyna, V. F., & Brainerd, C. J. (1992). A fuzzy-trace theory of reasoning and remembering: Patterns, paradoxes, and parallelism. In A. Healy, S. Kosslyn, R. Shiffrin (Eds.), From learning processes to cognitive processes: Essays in honor of William K. Estes. Hillsdale, NJ: Erlbaum.
    • Brainerd, C. J., & Ornstein, P. A. (1991). Children's memory for witnessed events: The developmental backdrop. In J. Doris (Ed.), The suggestibility of children's recollections. Washington, D.C.: American Psychological Association.
    • Brainerd, C. J., & Reyna, V. F. (1991). Forgetting in normal and learning disabled children: A disintegration/redintegration theory. In J. Obrzut & G. Hynd (Eds.), Advances in the neuropsychology of learning disabilities (pp. 147-178). New York: Academic Press.
    • Brainerd, C. J., Reyna, V. F., Howe, M. L., & Kevershan, J. (1991). Fuzzy-trace theory and cognitive triage in memory development. Developmental Psychology, 27, 351-369.
    • Reyna, V. F., & Brainerd, C. J. (1991). Fuzzy-trace theory and framing effects in choice: Gist extraction, truncation, and conversion. Journal of Behavioral Decision Making, 4, 249-262.
    • Reyna, V. F., & Brainerd, C. J. (1991). Fuzzy-trace theory and the acquisition of scientific and mathematical concepts. Learning and Individual Differences, 3, 27-60.
    • Brainerd, C. J., & Reyna, V. F. (1990). Gist is the grist: Fuzzy-trace theory and the new intuitionism. Developmental Review, 10, 3-47.
    • Brainerd, C. J., & Reyna, V. F. (1990). Can age x learnability interactions explain the development of forgetting? Developmental Psychology, 26, 194-203.
    • Brainerd, C. J., & Reyna, V. F. (1990). Inclusion illusions: Fuzzy-trace theory and perceptual salience effects in cognitive development. Developmental Review, 10, 365-403.
    • Brainerd, C. J., Reyna, V. F., & Howe, M. L. (1990). Children's cognitive triage: Optimal retrieval or effortful processing? Journal of Experimental Child Psychology, 49, 428-447.
    • Brainerd, C. J., Reyna, V. F., Howe, M. L., & Kevershan, J. (1990). The last shall be first: How memory strength affects children's retrieval. Psychological Science, 1, 247-252 .
    • Reyna, V. F., Brainerd, C. J. (1990). Fuzzy processing in transitivity development. Annals of Operations Research, 23, 37-63.
    • Brainerd, C. J., & Reyna, V. F. (1989). Output-interference theory of dual-task deficits in memory development. Journal of Experimental Child Psychology, 47, 1-18.
    • Howe, M. L., & Brainerd , C. J. (1989). Development of children's long-term retention. Developmental Review, 9, 301-340.
    • Howe, M. L., O'Sullivan, J. T., Brainerd, C. J., & Kingma, J. (1989). Localized development of ability differences in organized memory. Contemporary Educational Psychology, 14, 336-356.
    • Reyna, V. F., & Brainerd, C. J. (1989). Output interference, generic resources, and cognitive development. Journal of Experimental Child Psychology, 47, 42-46.
    • Brainerd, C. J., & Reyna, V. F. (1988). Generic resources, reconstructive processing, and children's mental arithmetic. Developmental Psychology, 24, 324-334.
    • Brainerd, C. J. (1987). Sources of working-memory error in children's mental arithmetic. In G. DeLoche & X. Seron (Eds.), Mathematical Disabilities: A Cognitive Neuropsychological Perspective. Hillsdale, N.J.: Erlbaum.
    • Brainerd, C. J. (1987). Structural measurement theory and cognitive development. In J. Bisanz, C.J. Brainerd, & R.V. Kail (Eds.), Formal models in Developmental Psychology. New York: Springer-Verlag.
    • Brainerd, C. J., Kingma, J., & Howe, M. L. (1986). Long-term memory development and learning disability: Storage and retrieval loci of disabled/nondisabled differences. In S. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities. Hillsdale, N.J.: Erlbaum.
    • Brainerd, C. J., Kingma, J., & Howe, M. L. (1986). Spread of encoding and the development of organization in memory. Canadian Journal of Psychology, 40, 203-224.
    • Brainerd, C. J. (1985). Model-based approaches to storage and retrieval development. In C.J. Brainerd & M. Pressley (Eds.), Basic processes in memory development. New York: Springer-Verlag.
    • Brainerd, C. J. (1985). Three-state models of children's memory: A review of developments in statistical methodology. Journal of Experimental Child Psychology, 40, 375-394.
    • Brainerd, C. J. (1985). Some historical issues in the study of children's concept learning. In C.J. Brainerd & V.F. Reyna (Eds.), Developmental Psychology: Proceedings of the 23rd International Congress of Psychology. Amsterdam: North-Holland.
    • Brainerd, C. J. (1985). Do children have to remember to reason? In C.J. Brainerd & V. F. Reyna (Eds.), Developmental Psychology: Proceedings of the 23rd International Congress of Psychology. Amsterdam: North-Holland.
    • Brainerd, C. J., & Kingma, J. (1985). On the independence of short-term memory and working memory in cognitive development. Cognitive Psychology, 17, 210-247.
    • Brainerd, C. J., Kingma, J., & Howe, M. L. (1985). On the development of forgetting. Child Development, 56, 1103-1119.
    • Howe, M. L., Brainerd, C. J., & Kingma, J. (1985). Development of organization in recall: A stages-of-learning analysis. Journal of Experimental Child Psychology, 39, 230-251.
    • Howe, M. L., Brainerd, C. J., & Kingma, J. (1985). Storage-retrieval processes of learning-disabled children: A stages-of-learning analysis of picture-word effects. Child Development, 56, 1120-1133.
    • Brainerd, C. J. (1984). Piaget and instruction. In O. Selfridge, E. Rissland, & M. Arbib (Eds), Adaptive systems, New York: Plenum.
    • Brainerd, C.J., Howe, M.L., Kingma, J., & Brainerd, S.H. (1984). Explaining category interference effects in associative memory. Canadian Journal of Psychology, 38, 454-477.
    • Brainerd, C. J., Howe, M. L., Kingma, J. & Brainerd, S. H. (1984). On the measurement of storage and retrieval contributions to memory development. Journal of Experimental Child Psychology, 37, 478-499.
    • Brainerd, C. J., & Kingma, J. (1984). Do children have to remember to reason? A fuzzy-trace theory of transitivity development. Developmental Review, 4, 311-377.
    • Brainerd, C. J. (1983). Varieties of strategy training in children's concept learning. In M. Pressley & J.R. Levin (Eds.), Children's strategies: Psychological foundations. New York: Springer-Verlag.
    • Brainerd, C. J. (1983). Structural invariance in the developmental analysis of learning. In J. Bisanz, G. Bisanz, & R.V. Kail (Eds.), Learning in children. New York: Springer-Verlag.
    • Brainerd, C. J. (1983). Young children's mental arithmetic errors: A working-memory analysis. Child Development, 54, 812-830.
    • Brainerd, C. J. (1983). The modifiability of cognitive development. In S. Meadows (Ed.), Childhood cognitive development. London: Methuen.
    • Brainerd, C. J. (1983). Working memory systems and cognitive development. In C.J. Brainerd (Ed.), Recent advances in cognitive-developmental theory. New York: Springer-Verlag.
    • Rushton, J. P., Brainerd, C. J., & Pressley, M. (1983). Behavioral development and construct validity: Some implications of the principle of aggregation. Psychological Bulletin, 94, 18-38.
    • Brainerd, C. J. (1982). Children's concept learning as rule-sampling systems with Markovian properties. In. C.J. Brainerd (Ed.), Children's logical and mathematical cognition. New York: Springer-Verlag.
    • Brainerd, C. J. (1982). The stage-learning hypothesis: Strategies for instructional design. Contemporary Educational Psychology, 7, 238-256.
    • Brainerd, C. J. (1982). Effects of group and individualized dramatic play on cognitive development. In D.J. Pepler & K.H. Rubin (Eds.), The play of children: Theory and research. Basel, Switzerland: Karger.
    • Brainerd, C. J., & Howe, M. L. (1982). Stages-of-learning analysis of developmental interactions in memory, with illustrations from developmental interactions in picture-word effects. Developmental Review, 2, 251-273.
    • Brainerd, C. J., Howe, M. L., & Desrochers, A. (1982). The general theory of two-stage learning: A mathematical review with illustrations from memory development. Psychological Bulletin, 91, 634-665.
    • Brainerd, C. J., Howe, M. L., & Kingma, J. (1982). An identifiable model of two-stage learning. Journal of Mathematical Psychology, 26, 263-293.
    • Brainerd, C. J. (1981). Working memory and the developmental analysis of probability judgment. Psychological Review, 88, 463-502.
    • Brainerd, C. J., Desrochers, A., & Howe, M. L. (1981). Stages-of-learning analysis of picture-word effects in associative memory. Journal of Experimental Psychology: Human Learning and Memory, 7, 1-14.
    • Brainerd, C. J., & Howe, M. L. (1980). Developmental invariance in a mathematical model of associative learning. Child Development, 51, 349-363.
    • Brainerd, C. J., Howe, M. L., & Desrochers, A. (1980). Interpreting associative learning stages. Journal of Experimental Psychology: Human Learning and Memory, 6, 754-765. Brainerd, C. J. (1979). Une modele neo-Piagetian de l'apprentissage du concept chez l'enfant. Bulletin de Psychologie, 32, 509-521.
    • Brainerd, C. J. (1979). Further reflections and replies on invariant sequences, explanation, and other stage criteria. The Behavioral and Brain Sciences, 2, 149-154.
    • Brainerd, C. J. (1979). Markovian interpretations of conservation learning. Psychological Review, 86, 181-213
    • Brainerd, C. J. (1979). Concept learning and developmental stage. In H.J. Klausmeier and Associates, Cognitive learning and development: Piagetian and information processing perspectives. Cambridge, Mass.: Ballinger.
    • Brainerd, C. J., & Howe, M. L. (1979). An attentional analysis of small cardinal number concepts in five-year-olds. Canadian Journal of Behavioral Science, 11, 112-123.
    • Burns, S. M., & Brainerd, C. J. (1979). Effects of constructive and dramatic play on perspective taking in very young children. Developmental Psychology, 15, 512-521.
    • Brainerd, C. J. (1978). Learning research and Piagetian theory. In L.S. Siegel and C.J. Brainerd (Eds.), Alternatives to Piaget: Critical essays on the theory. New York: Academic Press.
    • Brainerd, C.J. (1978). Group theory and discrimination shift behavior. In J.M. Scandura & C.J. Brainerd (Eds.), Structural/process models of complex behavior. Leyden, The Netherlands: Noordhoff, 1978.
    • Brainerd, C. J. (1978). Cognitive development and instructional theory. Contemporary Educational Psychology, 3, 37-50.
    • Brainerd, C. J. (1978). "Stage," "structure," and developmental theory. In G. Steiner (Ed.), The psychology of the twentieth century. Munich, Federal Republic of Germany: Kindler.
    • Brainerd, C. J. (1978). The stage question in cognitive-developmental theory. The Behavioral Brain Sciences, 1, 173-182.
    • Brainerd, C. J. (1978). Invariant sequences, explanation, and other stage criteria. The Behavioral and Brain Sciences, 2, 207-213.
    • Brainerd, C. J., & Hooper, F. H. (1978). More on the identity-equivalence sequence: An update and some replies to Miller. Psychological Bulletin, 85, 70-75.
    • Brainerd, C. J., & Howe, M. L. (1978). The origins of all-or-none learning. Child Development, 50, 1028-1003.
    • Brainerd, C. J. (1977). Cognitive development and concept learning: An interpretative review. Psychological Bulletin, 84, 919-939.
    • Brainerd, C. J. (1977). Feedback, rule knowledge, and conservation learning. Child Development, 48, 404-411.
    • Brainerd, C. J. (1977). Response criteria in concept development research. Child Development, 48, 360-366.
    • Brainerd, C. J. (1977). Effects of spatial cues on children's cardinal number judgments. Developmental Psychology, 13, 425-430.
    • Brainerd, C. J. (1976). Does prior knowledge of the compensation rule increase susceptibility to conservation training? Developmental Psychology, 12, 1-5.
    • Brainerd, C. J. (1976). On the validity of propositional logic as a model for adolescent intelligence. Interchange, 7, 40-45.
    • Brainerd, C. J. (1976). Analysis and synthesis of recent research on ordinal and cardinal number. In R. Lesh (Ed.), Recent research on number and measurement. Columbus, Ohio: ERIC.
    • Brainerd, C. J. (1975). Structures of the whole and elementary education. American Educational Research Journal, 11, 369-381.
    • Brainerd, C. J. (1975). The role of structures in explaining behavioral development. In K.F. Riegel & J. Meecham (Eds.), The individual and society. (Vol. 1) The Hague: Mouton.
    • Brainerd, C. J., & Fraser, M. (1975). A further test of the ordinal theory of number development. Journal of Genetic Psychology, 127, 141-152.
    • Brainerd, C. J., & Hooper, F. H. (1975). A methodological analysis of developmental studies of identity conservation and equivalence conservation. Psychological Bulletin, 82, 725-737.
    • Weinreb, N., & Brainerd, C. J. (1975). A developmental study of Piaget's groupement model for the emergence of speed and time concepts. Child Development, 46, 176-185.
    • Brainerd, C. J. (1974). Inducing ordinal and cardinal representations of the first five natural numbers. Journal of Experimental Child Psychology, 18, 520-534.
    • Brainerd, C. J. (1974). Training and transfer of transitivity, conservation, and class inclusion of length. Child Development, 45, 324-334.
    • Brainerd, C. J. (1974). The long-term memory improvement effect. In J.M. Scandura and J.H. Durnin (Eds.), Proceedings of the fifth annual interdisciplinary conference on structural learning. Washington, D.C.: Naval Printing Office.
    • Brainerd, C. J. (1974). The evolution of the number concept. Journal of Structural Learning.
    • Brainerd, C. J., & Kaszor, P. (1974). An analysis of two proposed sources of children's class-inclusion errors. Developmental Psychology, 10, 633-643.
    • Brainerd, C. J., & Vanden Heuvel, K. (1974). Development of geometric imagery in five- to eight-year-olds. Genetic Psychology Monographs, 1974, 89, 84-113.
    • Brainerd, C. J. (1973). Neo-Piagetian training experiments revisited: Is there any support for the cognitive-developmental stage hypothesis? Cognition, 2, 349-370.
    • Brainerd, C. J. (1973). Judgments and explanations as criteria for the presence of cognitive structures. Psychological Bulletin, 79, 172-179.
    • Brainerd, C. J. (1973). Order of acquisition of transitivity, conservation, and class inclusion of length and weight. Developmental Psychology. 8, 105-116.
    • Brainerd, C. J. (1973). The origin of number concepts. Scientific American, 228(3), 101-109.
    • Brainerd, C. J. (1973). Mathematical and behavioral foundations of number. Journal of General Psychology, 11, 369-381.
    • Brainerd, C. J. (1972). Reinforcement and reversibility in quantity conservation acquisition. Psychonomic Science, 27, 114-116.
    • Brainerd, C. J. (1972). The age-stage issue in conservation acquisition. Psychonomic Science, 29, 115-117.
    • Brainerd, C. J., & Brainerd, S. H. (1972). Order of acquisition of number and quantity conservation. Child Development, 43, 1401-1406.
    • Brainerd, C. J. (1971). The development of the proportionality scheme in children and adolescents. Developmental Psychology, 5, 469-476.
    • Brainerd, C. J., & Allen, T. W. (1971). Experimental inductions of the conservation of "first-order" quantitative invariants. Psychological Bulletin, 75, 128-144.
    • Brainerd, C. J., & Allen, T. W. (1971). Training and transfer of density conservation: Effects of feedback and consecutive similar stimuli. Child Development, 42, 693-704.
    • Brainerd, C. J. (1970). Continuity and discontinuity hypotheses in studies of conservation. Developmental Psychology, 3, 225-228.
    • Brainerd, C. J. (1969). Perceived experiential correlates of apperceptively measured self-evaluations and affects in the late adolescent female. Developmental Psychology, 1, 179.
    • Brainerd, C. J. (1969). Perceptions of parental behavior as predictors of a personal worth criterion. Journal of Rational Living, 4, 17-19.
  • Books/Monographs

    • Stein, N. L., Ornstein, P. A., Tversky, B., & Brainerd, C. J. (Eds.), (1997). Memory for everyday and emotional events. Hillsdale, NJ: Erlbaum.
    • Dempster, F. N., & Brainerd C. J. (Eds.), (1995). Interference and inhibition in cognition. New York: Academic Press.
    • Howe, M. L., Brainerd, C. J., & Reyna, V. F. (Eds.), (1992). Development of forgetting. New York: Springer-Verlag.
    • Brainerd, C. J., Reyna, V. F., Howe, M. L., & Kingma, J. (1990). The development of forgetting and reminiscence. Monographs of the Society for Research in Child Development, 53, 2-3 (Whole No. 222).
    • Howe, M. L., Stones, M. J., & Brainerd, C. J. (Eds.), (1990) Cognitive and behavioral performance factors in atypical aging. New York: Springer-Verlag.
    • Howe, M. L., & Brainerd, C. J. (Eds.), (1988). Cognitive development in adulthood. New York: Springer-Verlag.
    • Bisanz, J., Brainerd, C. J., & Kail, R. V. (Eds.), (1987). Formal models in developmental psychology. New York: Springer-Verlag.
    • Brainerd, C. J., & Pressley, M. (Eds.), (1985). Basic processes in memory development. New York: Springer-Verlag.
    • Pressley, M., & Brainerd, C. J. (Eds.), (1985). Cognitive learning and memory in children. New York: Springer-Verlag.
    • Brainerd, C. J., & Reyna, V. F. (Eds.), (1985). Developmental psychology: Proceedings of the 23rd International Congress of Psychology. Amsterdam: North Holland.
    • Brainerd, C. J. (Ed.), (1983). Recent advances in cognitive-developmental theory. New York: Springer-Verlag.
    • Brainerd, C. J. (Ed.), (1982). Children's logical and mathematical cognition. New York: Springer-Verlag.
    • Brainerd, C. J., & Pressley, M. (Eds.), (1982). Verbal processes in children. New York: Springer-Verlag.
    • Brainerd, C. J. (1979). The origins of the number concept. New York: Praeger.
    • Brainerd, C. J. (1978). Piaget's theory of intelligence. Englewood Cliffs, N.J.: Prentice-Hall.
    • Scandura, J. M., & Brainerd, C. J. (Eds.), (1978). Structural/process models of complex behavior. Leyden, The Netherlands: Noordhoff.
    • Siegel, L. S., & Brainerd, C. J. (Eds.), (1978). Alternatives to Piaget: Critical essays on the theory. New York: Academic Press.
    • Hooper, F. H., Brainerd, C. J., & Sipple, T. (1975). Groupement structures assessment manual. Madison, Wisconsin: Research and Development Center for Cognitive Learning.
    • Brainerd, C. J., & Scontrino, M. P. (1970). Guide to human development. Homewood, Illinois: Dorsey Press.
  • Commentaries and Reviews

    • Brainerd, C. J. (1993). Cognitive development is abrupt (but not stage-like). In H. Thomas & A. Lohaus, Modeling growth and individual differences in spatial tasks. Monographs of the Society for Research in Child Development, 58(9), 170-190.
    • Smith, K. J., Reyna, V. F., & Brainerd, C. J. (1993, January). The debate continues. Phi Delta Kappan, 407-410.
    • Reyna, V. F., Brainerd, C. J., & Bjorklund, D. F. (1990). Editorial. Developmental Review, 10, 1-2.
    • Brainerd, C. J., & Reyna, V. F. (1988). Memory loci of suggestibility development: Comment on Ceci, Ross, and Toglia. Journal of Experimental Psychology: General, ll7, l97-200.
    • Reyna, V. F., & Brainerd, C. J. (1988). Piaget under scrutiny. Science, 241, 733.
    • Brainerd, C. J. (1987). Modeling cognition on the other side of the Atlantic. Contemporary Psychology, 1987, 32, 379-380.
    • Brainerd, C. J. (1983). Review of New directions in Piagetian theory and practice. American Journal of Education, May, 1983.
    • Brainerd, C. J. (1982). Editorial. Developmental Review, 2, 209-212.
    • Brainerd C. J. (1982). Reply to Perret-Clermont. The Behavioral and Brain Sciences, 5.
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