| PublishedWorks | Selected Publications:
Nunes, T. & Bryant, P. (2014). Leitura e ortografia. Além dos primeiros passos. Porto Alegre (Brazil): ArtMed (a revised edition adapted for Portuguese of Children’s reading and spelling. Beyond the first steps).
Nunes, T., & Bryant, P. (2009). Children's Reading and Spelling: Beyond the First Steps. Chichester, UK: Wiley-Blackwell.
Nunes.T. & Bryant, P. (2006) Improving Literacy through Teaching Morphemes. London: Routledge
Nunes.T & Bryant, P (eds.) (2003) International Handbook of Children’s Reading Dordrecht, Netherlands: Kluwer Academic Publishers
Nunes T & Bryant P (1997) Las Matematicas y su Aplicación: La Perspectiva del Nino. Siglo Veintiuno Editores Mexico
Nunes, T., & Bryant, P. (eds.) (1997). Learning and Teaching Mathematics: an international perspective. Hove: Psychology Press.
Nunes, T. & Bryant, P. (l996) Children Doing Mathematics Oxford: Blackwells
Nunes, T & Bryant P. (1996) Crianças fazendo mathemática published by Artes Medicas, Porto Alegre
Bryant, P & Colman A M (eds) (1995) Developmental Psychology London: Longman
Nunes, T., Buarque, L.L. and Bryant, P. (1992) Difficuldades na aprendizagem da leitura. Sao Paulo: Cortez.
Goswami, U. and Bryant, P. (1990) Phonological skills and learning to read. Hove, E.Sussex; Lawrence Erlbaum Ass.
Butterworth, G.E. and Bryant, P. (Eds.) (1990) Causes of Development: Interdisciplinary Perspectives. Hemel Hemstead: Harvester-Wheatsheaf.
Bryant, P.E. and Bradley, L. (1985) Children's Reading Problems. Oxford: Basil Blackwell.
Bradley, L. and Bryant, P. (1985) Rhyme and Reason in Reading and Spelling. International Academy for Research in Learning Disabilities Series, No.1.AnnArbor: University of Michigan Press.
Bryant, P.E. (Ed.) (1982) Piaget: Issues and Experiments. Leicester: The British Psychological Society.
Bryant, P.E. (1974) Perception and Understanding in Young Children. Methuen
Articles
Nunes, T., Bryant, P., Evans, D., Gottardis, L., & Terlektsi, M.-E. (2014). The cognitive
demands of understanding the sample space. ZDM Mathematics education,
Bryant, P., Nunes, T., & Barros, R. (2014) The connection between children’s learning about
grapho-phonic and morphemic units spelling rules and their achievements at school.
British Journal of Educational Psychology, 84, 211-225
Bryant, P., Nunes, T., Hillier, J., Gilroy, C., Barros, R. (2013). The importance of being able
to deal with variables in learning science. International Journal of Science and
Mathematics Education, in press.
Nunes, T., Bryant, P., Evans, D., Bell, D., & Hallett, D. (2013). Promovendo a compreensão
da composição aditiva em crianças surdas. Cadernos Cedes (Campinas, Brazil), 33,
319-332.
Hallett, D., Nunes, T., Bryant, P., & Thorpe, C. M. (2012). Individual Differences in
Conceptual and Procedural Fraction Understanding: The Role of Abilities and School
Experience. Journal of Experimental Child Psychology, 113, 469-486.
Nunes, T., Bryant, P., Barros, R. (2012). The development of word recognition and its
significance for later reading skills. Journal of Educational Psychology, 104, 959-973.
Nunes, T., Bryant, P., Evans, D., Bell, D., & Barros, R. (2012). Teaching children how to
include the inversion principle in their reasoning about quantitative relations.
Educational Studies in Mathematics, 79, 371–388.
Nunes, T., Bryant, P., Barros, R., & Sylva, K. (2011). The relative importance of two
different mathematical abilities to mathematical achievement. British Journal of
Educational Psychology, 82, 136–156.
Nunes, T., & Bryant, P. (2011). Understanding risk and uncertainty: The importance of
correlations. Em Teia, 2, 1-24
Mitchell, P., Kemp, N., & Bryant, P. (2011). Variations Among Adults in Their Use of
Morphemic Spelling Rules and Word-Specific Knowledge When Spelling. Reading
Research Quarterly 46(2), 119-133.
Howe, C., Nunes, T., & Bryant, P. (2011). Rational number and proportional reasoning: using
intensive quantities to promote achievement in mathematics and science. International
Journal of Science and Mathematics Education, 9, 391-417.
Nunes, T., Bryant, P., Evans, D., & Bell, D. (2010). The scheme of correspondence and its
role in children's mathematics. British Journal of Educational Psychology: Monograph Series, II Understanding Number Development and Difficulties(No 7), 83-99.
Howe, C., Nunes, T., Bryant, P., & Desli, D. (2010). Intensive quantities: Towards their recognition at primary school level. British Journal of Educational Psychology, II Understanding Number Development and Difficulties (7), 101-118.
Hallett, D., Nunes, T., & Bryant, P. (2010). Individual differences in conceptual and
procedural knowledge when learning fractions. Journal of Educational Psychology, 102(2), 395-406.
Nunes, T., Bryant, P., Evans, D., & Bell, D. (2010). The scheme of correspondence and its role in children's mathematics. British Journal of Educational Psychology: Monograph Series, II Understanding Number Development and Difficulties(No 7), 83-99.
Nunes, T., Bryant, P., Hallett, D., Bell, D., & Evans, D. (2009). Teaching Children about the Inverse Relation between Addition and Subtraction. Mathematical Thinking and Learning, 11(1-2), 61-78.
Chliounaki, K., & Bryant, P. (2008). The use of a rule and a rote learning strategy in Greek inflectional spelling. Psychology, 14(3), 276-291.
Chliounaki, K. & Bryant, P. (2007) How children learn about morphological spelling rules. Child Development. 78(4), 1360-1373.
Largy, P., Cousin, M.-P., Bryant, P., & Fayol, M. (2007). When memorised instances compete with rules; the case of number-noun agreement in written French. Journal of Child Language, 34, 425-437.
Nunes, T., Bryant, P., Evans, D., Bell, D., Gardner, S., Gardner, A., et al. (2007). The contribution of logical reasoning to the learning of mathematics in primary school. British Journal of Developmental Psychology, 25, 147-166.
Bremner, A., Bryant, P., Mareschal, D., & Volein, A. (2007). Recognition of complex object-centred spatial configurations in early infancy. Visual Cognition, 31.
Gilmore, C & Bryant, P. (2007) Can children construct inverse relations in arithmetic?
Evidence for individual differences in the development of conceptual understanding and computational skill. British Journal of Developmental Psychology, 26, 301-316.
Gilmore, C., & Bryant, P. (2006). Individual differences in children's understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76, 309-331.
Bremner, A., Bryant, P., & Mareschal, D. (2006). Object-centred spatial reference in 4-month-old infants. Infant Behavior and Development, 29(1), 1-10.44
Davis, C, & Bryant, P. (2006) Causal connections in the acquisition of an orthographic rule: a test of Uta Frith’s developmental hypothesis. Journal of Child Psychology and Psychiatry, 47, 849-867.
Lehtonen, A., & Bryant, P. (2005). Doublet challenge: form comes before function in children’s understanding of their orthography. Developmental Science, 8, 211-217.
Lehtonen, A., & Bryant, P. (2005). Active players or just passive bystanders? The role of morphemes in spelling development in a transparent orthography. Applied Psycholinguistics, 26, 137-155.
Hurry, J., Nunes, T., Bryant, P., Pretzlik, U., Parker, M., Curno, T., et al. (2005). Transforming research on morphology into teacher practice. Research Papers in Education, 20(2), 187-206.
Hodent, C., Bryant, P., & Houde, O. (2005). Language specific effects on number computation in toddlers. Developmental Science, 8, 420-423.
Lehtonen, A., & Bryant, P. (2004). Length awareness predicts spelling skills in English. Reading and Writing, 17, 875-890.
Nunes, T., & Bryant, P. (2004). Morphological awareness improves spelling and vocabulary. Literacy
Today, 38, 18-19.
Zarfaty, Y., Nunes, T., & Bryant, P. (2004). The performance of young deaf children in spatial and
temporal number tasks. Journal of Deaf Studies and Deaf Education, 9, 315-326.
McCandliss, B D, Kalchman, M & Bryant, P (2003) Design Experiments and Laboratory Approaches to Learning: Steps Toward Collaborative Exchange Educational Researcher , 32,1 ,14 -16
Squire S & Bryant P (2003) Children’s understanding and misunderstanding of the inverse relation in division British Journal of Developmental Psychology, 22,507-526
Kemp N & Bryant P (2003) Do Beez Buzz? Rule-Based and Frequency-Based Knowledge in Learning to Spell Plural - S Child Development , 74, 63-74
Cain K, Oakhill J and Bryant P (2003) Children’s reading comprehension ability: concurrent prediction by working memory, verbal ability and component skills Journal of Educational Psychology
Chliounaki, K. & Bryant, P. (2003) Choosing the right spelling in Greek: morphology helps. Revue Francaise de Linguistique Appliguee Vol VIII-1 p35-45
Nunes, T., Bryant, P. & Olsson, J. (2003) Learning Morphological and Phonological Spelling Rules: An Intervention Study. Scientific Studies of Reading Vol 7 No 3 pp289 -307
Oakhill JV, Cain K & Bryant P E (2003) The dissociation of word reading and text comprehension: Evidence from component skills Language and Cognitive Processes Vol 18 (4)
Squire S & Bryant P (2003) Children’s models of division Cognitive Development Vol 18 No 3
Nunes,T., Bryant, P., & Olsson, J (2003) Learning morphological rules and phonological spelling rules@ Scientific Studies of Reading 7, 289-307
Squire, S. & Bryant, P. (2003). Children’s understanding and misunderstanding of the inverse relation in division. British Journal of Developmental Psychology, 21, 507-526.
McCandliss, B., Kalchman, M., & Bryant, P. (2003). Design Experimnents and Laboratory Approaches to Learning: Steps toward collaborative exchange. Educational Researcher, 32, 14-16.
Squire S & Bryant P (2002) The Influence of Sharing on Children’s Initial Concept of Division Journal of Experimental Child Psychology 81, 1- 43
Bryant, P. (2002) It doesn’t matter whether Onset and Rime predicts Reading better than Phoneme Awareness does or vice versa. Journal of Experimental Child Psychology 82 pp41-46
Bryant, P. (2002) Children’s thoughts about reading and spelling. Scientific Studies of Reading Vol6 No 2 pp199 -216
Squire, S. & Bryant, P. (2002) From sharing to dividing: young children’s understanding of division. Developmental Science Vol 5, issue 4, pp 452 - 466
Chliounaki K. & Peter Bryant (2002) Construction & Learning to Spell Cognitive Development Vol 17, Issue 3-4 pp 1489 - 1499
Nunes T, Bryant P, Pretzlik U and Hurry J (2002) Teaching to the strengths or overcoming weaknesses : what is best for dyslexic children? Literacy Today, 30 pp 20-21
Bremner A & Bryant P (2001) The effect of spatial cues on infants’ responses in the AB task, with and without a hidden object Developmental Science 4.4 pp408-415
Chung M & Bryant P (2001)The decimal system as a cultural tool: the case of additions and
subtractions done by Korean and English children Korean Studies, Journal of the Central Asian Association for Korean Studies, Vol.1,No.2, pp 287-301, CAAKS, Almaty. (isbn 1598-3676).
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference making ability and their relation to knowledge. Memory and Cognition, 29, 850-859.
Archer N & Bryant P (2001) Investigating the role of context in learning to read: A direct test of Goodman’s model British Journal of Psychology 92, 579-591
Lehtonen A & Bryant P (2001) Tavujen Vaikutus Lasten Kirjoittamaan Oppimiseen Suomen Kielessa NMI Bulletin No 4 pp16-25
Bryant, P, Nunes, T & Snaith R (2000) Children learn an untaught rule of spelling Nature
Vol 403 No 6766 p 157
Cain K, Oakhill J & Bryant P (2000) Investigating the causes of reading comprehension failure: The comprehension-age match design Reading and Writing Vol 12 Nos 1-2, pp31 - 40
Atanabe A, Nunes T, Bryant P & v.d. Heuvel-Panhuizen M (2000) Assessing young Children’s Understanding of Multiplicative reasoning. BPS Developmental Psychology Section News Letter No 55,p7 -15
Bryant P, Nunes T and Bindman M (2000) The relations between children’s linguistic awareness and spelling: the case of the apostrophe Reading and Writing 12, 253-276
Nunes T & Bryant P (2000) A step after phonics Literacy Today No 24 pp24-25
Bryant P, Christie C & Rendu A (1999) Children’s understanding of the Relation between Addition and Subtraction: Inversion, Identity and Decomposition Journal of Experimental Child Psychology Vol 74, pp 194 - 212
Ho, C S-H & Bryant P (1999) Different Visual Skills are important in Learning to Read English and Chinese Educational and Child Psychology Vol l6 No 4 pp 4 - 14
Spinillo A.G & Bryant P.E. (1999) Proportional Reasoning in Young Children: Part-Part comparisons about continuous and discontinuous quantity Mathematical Cognition Vol 5, Issue 2 pp181 197
Bryant P (1999) Executive control - a cause or a product or both? Developmental Science , 277 - 279
Roazzi, A & Bryant P (l998) The Effects of Symmetrical and Asymmetrical social interaction on children’s logical inferences British Journal of Developmental Psychology l., 175-181
Correa, J., Nunes,, T & Bryant, P. (1998) Young Children’s Understanding of Division: The Relationship Between Division Terms in a Noncomputational Task. Journal of Educational Psychology Vol 90, No 2, pp
Bryant, P (l998) Sensitivity to Onset and Rhyme Does Predict Young Children’s Reading: A comment on Muter, Hulme, Snowling and Taylor (l997) Journal of Experimental Child Psychology 71 29-37
Bryant P, Nunes T & Bindman M (1998) Awareness of Language in Children Who have Reading Difficulties: Historical Comparisons in a longitudinal Study Journal of Child Psychology & Psychiatry Vol 39 No 4 pp 501-510
Nunes, T., Bryant, P., Bindman, M. (1997) Morphological Spelling Strategies: Developmental Stages and Processes, Developmental Psychology , 33, 637-649
Bryant, P., Nunes, T., Bindman, M (l977) Backward readers’ awareness of language: Strengths and weaknesses European Journal of Psychology of Education (Special Issue) Children with Special Needs, 12, 357 - 372
Nunes, T., Bryant, P., Bindman, M. (1997) Learning to Spell Regular and Irregular Verbs Reading & Writing, 9, 427-449
Ho, C. S-H., & Bryant, P. (l997) Phonological Skills are Important in Learning to Read Chinese Developmental Psychology 33, 6, 946-951
Ho, C. S-H & Bryant, P. (l997) Learning to read Chinese beyond the logographic phase. Reading Research Quarterly 32, 3, 276-289
Ho, C S-H & Bryant P (1997) Development of Phonological Awareness of Chinese Children in Hong Kong Journal of Psycholinguistic Research 26, 1, 109-126
Bryant, P., Devine, M., Ledward, A. & Nunes, T. (1997) Spelling with apostrophes and understanding possession. British Journal of Educational Psychology 67, 91-110
Roazzi, A. & Bryant, P. (l997) Explicitness and Conservation: Social Class Differences International Journal of Behavioral Development 21 (1) 51-70
Snowling, M.J., Bryant, P. & Hulme, C. (1996) Theoretical and methodological pitfalls in making comparison between the developmental and acquired dyslexia: Some comments on A. Castles & M Coltheart (1993) Reading and Writing: An Interdisciplinary Journal, 8, 443-451
Bryant, P., MacLean, M. Bradley, L.L.& Crossland, J. (l996) Rhyme & literation,Phoneme detection and Learning to Read. Prezeglad Psychologiczny (The Polish Review of Psychology), Vol 39, (1-2) 31-5l
Bryant, P E (l995) Children & Arithmetic Journal of Child Psychology & Psychiatry Vol 36, No l, 3 - 32
Nunes, T & Bryant P (1995) Do Problem Situations Influence Children’s Understanding of the Commutativity of Multiplication? Mathematical Cognition Vol 1 121-164
Bryant., P. (l995) The Three Faces of Learning to count Cahiers Psychologie Cognitive (Current Psychology of Cognition) Vol 14, No 6, 703-709.
Frydman, O. and Bryant, P.E. (l994) Children's understanding of multiplicative relationships in the construction of quantitative equivalence. Journal of Experimental Child Psychology, 58 489-509
Rego, L.L.B. and Bryant, P.E. (1993) The connection between phonological, syntactic and semantic skills and children's reading and spelling. European Journal of Psychology of Education, 8(3) 235-246.
Roazzi, A., Dowker, A. and Bryant, P.. (1993) Phonological abilities of Brazilian street poets. Applied Psycholinguistics, l4, 535-551.
Bryant, P.E. (1992) Arithmetic in the cradle. Nature, 358, 712-713.
Bryant, P.E. (1991) Phonological awareness is a precursor, not a prerequisite of reading. Mind and Language, 6, 102-106.
Spinillo, A. and Bryant, P.E. (1991) Children's proportional judgements: the importance of half. Child Development, 62, 427-440.
Bryant, P.E. (1991) Face to face with babies. Nature, 354, 19.
Nunes, T. and Bryant, P.E. (1991) Corrêspondencia: um esquema quantitativo básico. Psicologia: Teoria e Pesquisa, 7, 273-284.
Bryant, P., MacLean, M., Bradley, L. and Crossland, J. (1990) Rhyme and alliteration, phoneme detection and learning to read. Developmental Psychology, 26, 429-438.
Bryant, P. and Goswami, U. (1990) Comparisons between backward and normal readers: a risky business. British Psychological Society (Education Section) Review: Open Dialogue, 14, 3-10. Author's reply: pp.26-28.
Pratt, C. and Bryant, P.E. (1990) Young children understand that looking leads to knowing (so long as they are looking into a single barrel). Child Development, 61, 973-982.
Bryant, P., MacLean, M. and Bradley, L. (1990) Rhyme, language and children's reading. Applied Psycholinguistics, 11, 237-252.
Bryant, P., MacLean, M. and Bradley L. (1990) Comments on 'Rhyme, language and children's reading'. A reply to Dr. Judith Bowey's comment on Rhyme,,language and children's reading'.Applied Psycholinguistics, 11, 449-450.
Pears, R. and Bryant, P.E. (1990) Transitive inferences by young children about spatial position. British Journal of Psychology, 81, 497-510.
Raz, I. and Bryant, P.E. (1990) Social background, phonological awareness and children's reading. British Journal of Developmental Psychology, 8, 209-225.
Bryant, P.E. (1989) Unevenness in mathematical and cognitive development: a discussion of the five papers. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, Jan/Apr., 11, 34-38.
Bryant, P.E. (1989) Commentary on Graham S. Halford's paper, Reflections on 25 years of Piagetian Cognitive Developmental Psychology, 1963-88. Human Development, 32, 369-374.
Bryant, P.E., Bradley, L., MacLean, M. and Crossland, J. (1989) Nursery rhymes, phonological skills and reading. Journal of Child Language, 16, 407-428.
Das Gupta, P. and Bryant, P.E. (1989) Young children's causal inferences. Child Development, 60, 1138-1146.
Goswami, U. and Bryant, P.E. (1989) The interpretation of studies using the reading level design. Journal of Reading Behavior, 21, 413-424.
Kirtley, C., Bryant, P.E., MacLean, M. and Bradley, L. (1989) Rhyme, rime and the onset of reading. Journal of Experimental Child Psychology, 48, 224-245.
Frydman, O. and Bryant, P.E. (1988) Sharing and the understanding of number equivalence by young children. Cognitive Development, 3, 323-339.
MacLean, M., Bryant, P.E. and Bradley, L. (1987) Rhymes, nursery rhymes and reading in early childhood. Merrill Palmer Quarterly, 33, 255-281.
Bryant, P.E. and Bradley, L. (1987) "Knowing" and empirical research. British Journal of Educational Psychology, 57, 249-252.
Bryant, P.E. (1987) Priorities in Developmental Psychology. International Journal of Behavioural Development, 10, 415-422.
Bryant, P.E. and Goswami, U. (1987) Beyond grapheme-phoneme correspondence. Cahiers de Psychologie Cognitive, 7, 439-443.
Bryant, P.E. and Goswami, U. (1986) The strengths and weaknesses of the reading level design. A comment on Backman, Mamen and Ferguson. Psychological Bulletin, 100, 101-103.
Bryant, P.E. and Somerville, S.C. (1986) The spatial demands of graphs. British Journal of Psychology, 77, 187-197.
Bryant, P.E. and Impey, L. (1986) The similarities between normal readers and developmental and acquired dyslexics. Cognition, 24, 121-137.
Bryant, P.E. (1985) The distinction between knowing when to do a sum and knowing how to do it. Educational Psychology, 5, 207-215.
Bryant, P.E. and Bradley, L. (1985) Phonetic analysis capacity and learning to read. Nature, 313, 73-74.
Somerville, S. and Bryant, P.E. (1985) Young children's use of spatial coordinates. Child Development, 56, 604-613.
Bradley, L. and Bryant, P.E. (1983) Categorising sounds and learning to read: a causal connexion. Nature, 301, 419-421.
Kimura, Y. and Bryant, P.E. (1983) Reading and writing in English and Japanese: a cross-cultural study of young children. British Journal of Developmental Psychology, 1, 143-154.
Samuel, J. and Bryant, P.E. (1984) Asking only one question in the conservation experiment. Journal of Child Psychology and Psychiatry, 25, 315-318.
Bryant, P.E. (1984) Piaget, Teachers and Psychologists. Oxford Review of Education, 10, 251-259.
Bryant, P.E. (1982) Piaget's questions. British Journal of Psychology, 73, 157-161.
Bryant, P.E. (1982) The role of conflict and of agreement between intellectual strategies in children's ideas about measurement. British Journal of Psychology, 73, 243-251.
Lewis, V.A. and Bryant, P.E. (1982) Touch and vision in normal and Down's syndrome babies. Perception, 11, 691-701.
Gaines, R., Mandler, J. and Bryant, P.E. (1981) Immediate and delayed story recall by hearing and deaf children. Journal of Speech & Hearing Research, 24, 463-469.
Bradley, L. and Bryant, P.E. (1981) Visual memory and phonological skills in reading and spelling backwardness. Psychological Research, 43, 193-199.
Bradley, L. and Bryant, P.E. (1979) The independence of reading and spelling in backward and normal readers. Developmental Medicine and Child Neurology, 21, 504-514.
Bradley, L., Hulme, C., and Bryant, P.E. (1979) The connexion between different verbal difficulties in a backward reader: a case study. Developmental Medicine and Child Neurology, 21(6), 790-795.
Bryant, P.E. and Bradley, L. (1979) A psychological view of an educational controversy and an educational view of a psychological controversy. Westminster Studies in Education, 2, 67-74.
Bradley, L. and Bryant, P.E. (1978) Difficulties in auditory organsisation as a possible cause of reading backwardness. Nature, 217, 746-747.
Bremner, J.G. and Bryant, P.E. (1977) Place vs. response as the basis of spatial errors made by young infants. Journal of Experimental Child Psychology, 23, 162-171.
Bryant, P.E. and Kopytnska, H. (1976) Spontaneous measurement by young children. Nature, 260, 773.
Ibbotson, A. and Bryant, P.E. (1976) The perpendicular error and the vertical effect in children's drawing. Perception, 5, 319-326.
Bryant, P.E. and Raz, I. (1975) Visual and tactual perception of shape by young children. Developmental Psychology, 11, 525-526.
Bryant, P.E. (1973) Discrimination of mirror images by young children. Journal of Comparative Physiological Psychology, 82, 415-425.
Lawrenson, W. and Bryant, P.E. (1972) Absolute and relative codes in young children. Journal of Child Psychology and Child Psychiatry, 13, 25-35.
Bryant, P.E. (1972) The understanding of invariance by very young children. Canadian Journal of Psychology, 26, 78-96.
Bryant, P.E., Jones, P., Claxton, V., and Perkins, G.M. (1972) Recognition of shapes across modalities. Nature, 240, 303-304.
Bryant, P.E. (1971) Discrimination learning and the transfer of learning in young children. British Journal of Psychology, 62, 1-11.
Bryant, P.E. (1971) Cognitive development. British Medical Bulletin, 27, 200-205.
Bryant, P.E. and Trabasso, T. (1971) Transitive inferences and memory in young children. Nature, 232, 456-458.
Bryant, P.E. (1969) Perception and memory of the orientation of visually presented lines by children. Nature, 224, 1331-1332.
Bryant, P.E. and Weightman, J. (1969) Discrimination learning and the learning of letters by young children. Journal of Mental Deficiency Research, 13, 221-234.
Milner, A.D. and Bryant, P.E. (1970) Cross-modal matching by young children. Journal of Comparative Psychology, 71, 453-458.
Bryant, P.E. (1968) Comments on the design of cross-modal experiments. Cortex, 4, 127-137.
Bryant, P.E. (1967) Verbalisation and immediate memory of complex stimuli in normal and British Journal of Social and Clinical Psychology, 6, 212-219.
Bryant, P.E. (1967) The causes of failures in children to sort by two different dimensions on successive trials. British Journal of Educational Psychology, 37, 320-328.
Bryant, P.E. (1967) Verbal labelling and learning strategies in normal and severely subnormal children. Quarterly Journal of Experimental Psychology, 19, 155-161.
Bryant, P.E. (1967) Verbal labelling and the learning of a Complex Discrimination by normal and severely subnormal children. Language and Speech, 10, 36-45.
Bryant, P.E. (1967) Practical implications of studies of transfer of learning. Journal of Mental Subnormality, 13, 78-80.
Oatley, K.G., Bryant, P.E. and Tinson, C. (1965) Non-reinforcement and the emission of alternative responses by severely sub-normal children. Journal of Mental Deficiency Research, 9, 191-200.
Bryant, P.E. (1965) The effects of verbal labelling on recall and recognition in normaland severely subnormal children. Journal of Mental Deficiency Research, 9, 229-236.
Bryant, P.E. (1965) The effects of verbal labelling on recognition of pictures and names in severely subnormal and normal subjects. Journal of Mental Deficiency Research, 9, 237-244.
Bryant, P.E. (1965) The transfer of sorting concepts by moderately retarded children. American Journal of Mental Deficiency, 70, 291-300.
Bryant, P.E. (1965) The transfer of positive and negative learning by normal
and severely subnormal children. British Journal of Psychology, 56, 81-86.
Bryant, P.E. (1964) The effect of verbal instruction on transfer in normal and severely sub-normal children.Journal of Mental Deficiency Research,8, 35-43.
Chapters
Nunes, T., & Bryant, P. (2015). The development of quantitative reasoning. In L. S. Liben & U. Müller (Eds.), Cognitive processes. Volume 2 of the Handbook of child psychology and developmental science (7th ed., pp. in press). Hoboken, NJ: Wiley.
Nunes, T., & Bryant, P. (2011). The development of mathematical thinking. In R. Gillibrand, V. Lam & V. O’Donnell (Eds.), Developmental Psychology (pp. 168-213). London: Pearson.
Nunes, T., & Bryant, P. (2011). Morphemic approaches for reading words. In P. Vadasy & R.
O’Connor (Eds.), Handbook of Reading Interventions (pp. 88-112). New York:
Guilford Press.
Nunes, T., & Bryant, P. (2011). Why we need to know more than phonics to teach English literacy. In S. Ellis & E. McCartney (Eds.), Applied Linguisitics and Primary School Teaching (pp. 140-153). Cambridge: Cambridge University Press.
Nunes, T., & Bryant, P. (2010). Insights from everyday knowledge for mathematics |