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Dr. Julie Lynn Booth (born ) is a psychologist and professor known for her research in the fields of Psychology. Booth received her Ph.D in Psychology in 2005, after receiving her B.S in 2001, Booth has earned a significant amount of awards, such being in Phi Kappa Phi while at University of Pittsburgh, Robert L. Fantz Memorial Award for Young Psychologist, and Merit Recipient at Temple University

Biography
Booth received her B.Phil degree  in a dual major, which was Psychology and Business, at the University of Pittsburgh Honors College. Later on, she continued her studies and went to graduate school at Carnegie Mellon University, where she obtained her masters/Ph.D in Psychological studies of Education. While in Carnegie Mellon University, she was a postdoctoral fellow in Human Computer Interaction Institute from 2005 through 2008, along with Kenneth R. Koedinger at the Pittsburgh Science of Learning Center

Currently, Booth is a Member of the working group to create the Middle Grades Teacher Preparation program, Temple University, as well as an Admissions committee member for the Educational Psychology MS and Ph.D programs in Temple University as well, and has been on both since 2008, and 2009 respectively. She just recently won the Linking Research and Practice Outstanding Publication Award from the National Council of Teachers of Mathematics.

Booth also earned plenty of awards, one being Phi Kappa Phi, which she received during her time in Carnegie Mellon university in 2004 .Other examples of awards that she earned is being a Linking Research and Practice Publication Award, and Merit Recipient, Temple University from 2008 through 2014, the Robert L. Fantz Memorial Award for Young Psychologist, and she was even Nominated for the APA Distinguished Scientist Early Career Contribution Award in Applied Psychology in 2012.

Research
Booth has done many research in here time as a psychologist, that started even before she received her doctorate. In which, a lot of the researches have to do with younger children.

One research was about finding estimation skills in younger children, along with Robert S. Siegler. They took kindergartners', first graders', and second graders' with their numerical estimation. What they saw was that kids at the age of 6 to 8 years old, had patterns of estimates that progressed from consistently logarithmic, to a mixture of logarithmic and linear to a primarily linear pattern.

Another research was done with Robert S. Siegler, and they both examined developmental and individual differences in pure numerical estimation, the type of estimation that depends solely on knowledge of numbers. This time, Children between kindergarten and 4th grade were asked to solve 4 types of numerical estimation problems: computational, numerosity, measurement, and number line

Representative Publications
·       ·        Booth, J.L., & Siegler, R.S. (2006). Developmental and individual differences in numerical estimation. Developmental Psychology, 41, 189-201.

· Booth, J.L., McGinn, K.M., Young, L.K., & Barbieri, C. (2015). Simple practice doesn’t necessarily make perfect: Evidence from the worked example effect. Policy Insights from Behavioral and Brain Sciences, 2(1), 24-32.

Siegler, R.S., & Booth, J.L. (2004). The development of numerical estimation skills in young children. Child Development, 75, 428-444.