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Search results (12)

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Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement.

Spiller J. et al, (2023), PLoS One, 18

Etiology of persistent mathematics difficulties from childhood to adolescence following very preterm birth.

Clayton S. et al, (2022), Child Neuropsychol, 28, 82 - 98

No Excess of Mathematics Anxiety in Adolescents Born Very Preterm.

Trickett J. et al, (2021), J Dev Behav Pediatr, 42, 220 - 226

Improving developmental and educational support for children born preterm: evaluation of an e-learning resource for education professionals.

Johnson S. et al, (2019), BMJ Open, 9

The measurement of approximate number system acuity across the lifespan is compromised by congruency effects.

Norris JE. et al, (2019), Q J Exp Psychol (Hove), 72, 1037 - 1046

Developmental differences in approaches to nonsymbolic comparison tasks.

Clayton S. et al, (2019), Q J Exp Psychol (Hove), 72, 436 - 445

Understanding arithmetic concepts: The role of domain-specific and domain-general skills.

Gilmore C. et al, (2018), PLoS One, 13

Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills.

Simms V. et al, (2016), J Exp Child Psychol, 145, 22 - 33

Dot comparison stimuli are not all alike: the effect of different visual controls on ANS measurement.

Clayton S. et al, (2015), Acta Psychol (Amst), 161, 177 - 184

Inhibition in dot comparison tasks

Clayton S. and Gilmore C., (2015), ZDM - Mathematics Education, 47, 759 - 770

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia.

Simms V. et al, (2015), Pediatr Res, 77, 389 - 395

Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement.

Gilmore C. et al, (2013), PLoS One, 8