Loel Tronsky, Ph.D.

DepartmentEducationLoel Tronsky, Ph.D. at Albertus Magnus College
TitleProfessor of Psychology and Education
BackgroundB.A., Dartmouth College
M.S., Ph.D., University of Massachusetts at Amherst
OfficeWeldon 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.