Title:Associate Professor of Psychology and Education
Background:B.A., Dartmouth College
M.S., Ph.D., University of Massachusetts at Amherst
Office:Weldon Hall, Room 203
Phone:(203) 773-8561


Tronsky, L. N., McManus, M., & Anderson, E. C. (in press). Strategy use in mental subtraction determines central executive involvement. American Journal of Psychology.

Tronsky, L. N. (2005). Complex multiplication: Strategy use, the development of automaticity with practice, and working memory involvement. Memory & Cognition
33, 927-940.

Tronsky, L. N., & Royer, J. M. (2003). Relationships among basic computational automaticity, working memory, and complex mathematical problem solving: What
we know and what we need to know. In J. M. Royer (Ed.), Mathematical cognition.
Greenwich, CT: Information Age Publishing.

Royer, J. M, Rath, K. A., & Tronsky, L. N. (2001). Automaticity training as a reading
intervention for adolescents with attentional disorders. In Scruggs, T. (Ed.),
Technological applications (pp. 3-16). Elsevier Science.

Royer, J. M., Tronsky, L. N., Chan, Y., Marchant, H. G., & Jackson, S. G. (1999) Reply to the commentaries on the math-fact retrieval hypothesis. Contemporary Educational Psychology, 24, 286-300.

Royer, J. M., Tronsky, L. N., Chan, Y., Jackson, S. G., & Marchant, H. G. (1999) Math fact retrieval as the cognitive mechanism underlying gender differences in math achievement test performance. Contemporary Educational Psychology, 24, 181-266.
Royer, J. M., & Tronsky, L. N. (1998). Addition practice with math disabled students
improves subtraction and multiplication performance. In T. E. Scruggs & M. A.
Mastropieri (Eds.), Advances in Learning and Behavioral Disabilities (Vol. 12, pp. 185-217). Greenwich, CT: JAI Press.


Loel Tronsky