Journal Articles
Krajcsi, A, Chesney, D, Cipora, K, Coolen, I,
Gilmore, C, Inglis, M, Libertus, M, Nuerk, H-C, Simms, V, Reynvoet, B (2024)
Measuring the acuity of the approximate number system in young children,
Developmental Review, 72, 101131, ISSN: 0273-2297. DOI:
10.1016/j.dr.2024.101131.
Batchelor, S,
Gilmore, C, Spiller, J, Inglis, M (2024)
The ecological validity of picture SFON tasks,
Journal of Numerical Cognition, 10, e11055, DOI:
10.5964/jnc.11055.
Gilmore, C, Simsek, E, Eaves, J, Cragg, L (2024)
The role of cognitive and applied executive function skills in learning rational number knowledge,
Learning and Individual Differences, 110, 102408, ISSN: 1041-6080. DOI:
10.1016/j.lindif.2024.102408.
McDougal, E, Gilligan-Lee, KA,
Gilmore, C, Farran, EK (2023)
Construction play frequency and relations with spatial ability and mathematics performance,
British Journal of Developmental Psychology, 42(1), pp.72-77, ISSN: 0261-510X. DOI:
10.1111/bjdp.12465.
Spiller, J, Clayton, S, Cragg, L, Johnson, S, Simms, V,
Gilmore, C (2023)
Higher level domain specific skills in mathematics; the relationship between algebra, geometry, executive function skills and mathematics achievement,
PLoS One, 18(11), e0291796, DOI:
10.1371/journal.pone.0291796.
Spiller, J and
Gilmore, C (2023)
Positive impact of sleep on recall of multiplication facts,
Royal Society Open Science, 10, 230663, ISSN: 2054-5703. DOI:
10.1098/rsos.230663.
Poole, BJ, Phillips, NL, Killer, BL,
Gilmore, C, Lah, S (2023)
Mathematics skills in epilepsy: a systematic review and meta-analysis,
Neuropsychology Review, ISSN: 1040-7308. DOI:
10.1007/s11065-023-09600-8.
Foulkes, M, Sella, F, Wege, T,
Gilmore, C (2023)
The effects of concreteness on mathematical manipulative choice,
Mind, Brain, and Education, 17(3), pp.185-196, ISSN: 1751-2271. DOI:
10.1111/mbe.12374.
McDougal, E, Silverstein, P, Treleaven, O, Jerrom, L, Gilligan-Lee, K,
Gilmore, C, Farran, EK (2023)
Assessing the impact of LEGO® construction training on spatial and mathematical skills,
Developmental Science, e13432, ISSN: 1363-755X. DOI:
10.1111/desc.13432.
Weiers, H, Inglis, M,
Gilmore, C (2023)
Learning artificial number symbols with ordinal and magnitude information,
Royal Society Open Science, 10(6), 220840, DOI:
10.1098/rsos.220840.
Xenidou-Dervou, I, van Atteveldt, N, Surducan, IM, Reynvoet, B, Rossi, S,
Gilmore, C (2023)
Multiple number-naming associations: how the inversion property affects adults’ two-digit number processing,
Quarterly Journal of Experimental Psychology, 77(4), pp.856-872, ISSN: 1747-0218. DOI:
10.1177/17470218231181367.
Gilmore, C (2023)
Understanding the complexities of mathematical cognition: a multi-level framework,
Quarterly Journal of Experimental Psychology, 76(9), pp.1953-1972, ISSN: 1747-0218. DOI:
10.1177/17470218231175325.
McDougal, E, Silverstein, P, Treleaven, O, Jerrom, L, Gilligan-Lee, KA,
Gilmore, C, Farran, EK (2023)
Associations and indirect effects between LEGO® construction and mathematics performance,
Child Development, 94(5), pp.1381-1397, ISSN: 0009-3920. DOI:
10.1111/cdev.13933.
Eaves, J, Attridge, N,
Gilmore, C (2022)
The role of domain-general and domain-specific skills in the identification of arithmetic strategies,
Journal of Numerical Cognition, 8(3), pp.335-350, DOI:
10.5964/jnc.7459.
Wege, T, De Smedt, B,
Gilmore, C, Inglis, M (2022)
Counting many as one: Young children can understand sets as units except when counting,
Journal of Experimental Child Psychology, 225(2023), 105533, ISSN: 0022-0965. DOI:
10.1016/j.jecp.2022.105533.
Trickett, J, Batchelor, S, Brittle, B, Foulkes, M, Pickering, J, Slocombe, F,
Gilmore, C (2022)
The role of parent-led and child-led home numeracy activities in early mathematical skills,
Cognitive Development, 63, 101189, ISSN: 0885-2014. DOI:
10.1016/j.cogdev.2022.101189.
Clayton, S, Simms, V, Cragg, L,
Gilmore, C, Marlow, N, Spong, R, Johnson, S (2021)
Etiology of persistent mathematics difficulties from childhood to adolescence following very preterm birth,
Child Neuropsychology, 28(1), pp.82-98, ISSN: 0929-7049. DOI:
10.1080/09297049.2021.1955847.
Hornburg, CB, Borriello, GA, Kung, M, Lin, J, Litkowski, E, Cosso, J, Ellis, A, King, Y, Zippert, E, Cabrera, NJ, Davis-Kean, P, Eason, SH, Hart, SA, Iruka, IU, LeFevre, J-A, Simms, V, Susperreguy, MI, Cahoon, A, Chan, WWL, Cheung, SK, Coppola, M, De Smedt, B, Elliott, L, Esteves-Perez, N, Gallagher-Mitchell, T, Gardner-Neblett, N,
Gilmore, C, Leyva, D, Maloney, EA, Manolitsis, G, Melzi, G, Mutaf-Yildiz, B, Nelson, G, Niklas, F, Pan, Y, Ramani, GB, Skwarchuk, S-L, Sonnenschein, S, Purpura, DJ (2021)
Next directions in measurement of the home mathematics environment: an international and interdisciplinary perspective,
Journal of Numerical Cognition, 74(2), pp.195-220, ISSN: 2363-8761. DOI:
10.5964/jnc.6143.
Cahoon, A,
Gilmore, C, Simms, V (2021)
Developmental pathways of early numerical skills during the preschool to school transition,
Learning and Instruction, 75, 101484, ISSN: 0959-4752. DOI:
10.1016/j.learninstruc.2021.101484.
Gilmore, C and Batchelor, S (2021)
Verbal count sequence knowledge underpins numeral order processing in children,
Acta Psychologica, 216, 103294, ISSN: 0001-6918. DOI:
10.1016/j.actpsy.2021.103294.
Eaves, J,
Gilmore, C, Attridge, N (2021)
Conceptual knowledge of the associativity principle: a review of the literature and an agenda for future research,
Trends in Neuroscience and Education, 23, 100152, ISSN: 2211-9493. DOI:
10.1016/j.tine.2021.100152.
Trickett, J,
Gilmore, C, Cragg, L, Clayton, S, Marlow, N, Simms, V, Spong, R, Johnson, S (2020)
No excess of mathematics anxiety in adolescents born very preterm,
Journal of Developmental and Behavioral Pediatrics, 42(3), pp.220-226, ISSN: 0196-206X. DOI:
10.1097/DBP.0000000000000884.
Gilmore, C, Cragg, L, Simms, V (2020)
What can cognitive psychology tell us about the challenges of learning mathematics (and what do we still not know)?,
Impact, (8 (Spring 2020), pp.22-25, ISSN: 2514-6955.
Eaves, J,
Gilmore, C, Attridge, N (2020)
Investigating the role of attention in the identification of associativity shortcuts using a microgenetic measure of implicit shortcut use,
Quarterly Journal of Experimental Psychology, 73(7), pp.1017-1035, ISSN: 1747-0218. DOI:
10.1177/1747021820905739.
Bisson, M-J,
Gilmore, C, Inglis, M, Jones, I (2019)
Teaching using contextualised and decontextualised representations: examining the case of differential calculus through a comparative judgement technique,
Research in Mathematics Education, 22(3), pp.284-303, ISSN: 1479-4802. DOI:
10.1080/14794802.2019.1692060.
Hubber, PJ,
Gilmore, C, Cragg, L (2019)
Mathematics students demonstrate superior visuo-spatial working memory to humanities students under conditions of low central executive processing load,
Journal of Numerical Cognition, 5(2), pp.189-219, ISSN: 2363-8761. DOI:
10.5964/jnc.v5i2.175.
Johnson, S, Bamber, D, Bountziouka, V, Clayton, S, Cragg, L,
Gilmore, C, Griffiths, R, Marlow, N, Simms, V, Wharrad, H (2019)
Improving developmental and educational support for children born preterm: Evaluation of an e-learning resource for education professionals,
BMJ Open, ISSN: 2044-6055.
Jones, I, Bisson, M-J,
Gilmore, C, Inglis, M (2019)
Measuring conceptual understanding in randomised controlled trials: can comparative judgement help?,
British Educational Research Journal, 45(3), pp.662-680, ISSN: 0141-1926. DOI:
10.1002/berj.3519.
Eaves, J, Attridge, N,
Gilmore, C (2019)
Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts,
Learning and Instruction, 61, pp.84-98, ISSN: 0959-4752. DOI:
10.1016/j.learninstruc.2019.01.004.
Gilmore, C, Clayton, S, Cragg, L, McKeaveney, C, Simms, V, Johnson, S (2018)
Understanding arithmetic concepts: the role of domain-specific and domain-general skills,
PLoS ONE, ISSN: 1932-6203. DOI:
10.1371/journal.pone.0201724.
Clayton, S, Inglis, M,
Gilmore, C (2018)
Developmental differences in approaches to nonsymbolic comparison tasks,
Quarterly Journal of Experimental Psychology, ISSN: 1747-0218. DOI:
10.1177/1747021818755296.
Norris, JE, Clayton, S,
Gilmore, C, Inglis, M, Castronovo, J (2018)
The measurement of approximate number system acuity across the lifespan is compromised by congruency effects,
Quarterly Journal of Experimental Psychology, ISSN: 1747-0218. DOI:
10.1177/1747021818779020.
Bennett, A, Inglis, M,
Gilmore, C (2018)
The cost of multiple representations: learning number symbols with abstract and concrete representations,
Journal of Educational Psychology, ISSN: 0022-0663. DOI:
10.1037/edu0000318.
Gilmore, C, Keeble, S, Richardson, S, Cragg, L (2017)
The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement,
Journal of Numerical Cognition, 3(2), pp.400-416, ISSN: 2363-8761. DOI:
10.5964/jnc.v3i2.51.
Inglis, M, Batchelor, S,
Gilmore, C, Watson, DG (2017)
Is the ANS linked to mathematics performance?,
Behavioral and Brain Sciences, ISSN: 0140-525X. DOI:
10.1017/S0140525X16002120.
Cragg, L, Keeble, S, Richardson, S, Roome, HE,
Gilmore, C (2017)
Direct and indirect influences of executive functions on mathematics achievement,
Cognition, ISSN: 1873-7838.
Cragg, L, Richardson, S, Hubber, PJ, Keeble, S,
Gilmore, C (2017)
When is working memory important for arithmetic? The impact of strategy and age,
PLoS ONE, ISSN: 1932-6203. DOI:
10.1371/journal.pone.0188693.
Simms, V, Clayton, S, Cragg, L,
Gilmore, C, Johnson, S (2016)
Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills,
Journal of Experimental Child Psychology, 145, pp.22-33, ISSN: 0022-0965. DOI:
10.1016/j.jecp.2015.12.004.
Alcock, L, Ansari, D, Batchelor, S, Bisson, M-J, De Smedt, B,
Gilmore, C, Goebel, SM, Hannula-Sormunen, M, Hodgen, J, Inglis, M, Jones, I, Mazzocco, M, McNeil, N, Schneider, M, Simms, V, Weber, K (2016)
Challenges in mathematical cognition: a collaboratively-derived research agenda,
Journal of Numerical Cognition, ISSN: 2363-8761. DOI:
10.5964/jnc.v2i1.10.
Bisson, M-J,
Gilmore, C, Inglis, M, Jones, I (2016)
Measuring conceptual understanding using comparative judgement,
International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745. DOI:
10.1007/s40753-016-0024-3.
Johnson, S, Strauss, VY-C,
Gilmore, C, Jaekeld, J, Marlow, N, Wolke, D (2016)
Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes,
Early Human Development, ISSN: 1872-6232. DOI:
10.1016/j.earlhumdev.2016.07.009.
Gilmore, C, Cragg, L, Hogan, G, Inglis, M (2016)
Congruency effects in dot comparison tasks: convex hull is more important than dot area,
Journal of Cognitive Psychology, ISSN: 2044-5911. DOI:
10.1080/20445911.2016.1221828.
Clayton, S and
Gilmore, C (2015)
Inhibition in dot comparison tasks,
ZDM - Mathematics Education, 47(5), pp.759-770, ISSN: 1863-9690. DOI:
10.1007/s11858-014-0655-2.
Basten, M, Jaekel, J, Johnson, S,
Gilmore, C, Wolke, D (2015)
Preterm birth and adult wealth: mathematics skills count,
Psychological Science, ISSN: 0956-7976. DOI:
10.1177/0956797615596230.
Johnson, S,
Gilmore, C, Gallimore, I, Jaekel, J, Wolke, D (2015)
The long-term consequences of preterm birth: what do teachers know?,
Developmental Medicine and Child Neurology, ISSN: 0012-1622. DOI:
10.1111/dmcn.12683.
Gilmore, C, Keeble, S, Richardson, S, Cragg, L (2015)
The role of cognitive inhibition in different components of arithmetic,
ZDM - The International Journal on Mathematics Education, ISSN: 1863-9690. DOI:
10.1007/s11858-014-0659-y.
Jaekel, J, Strauss, VY-C, Johnson, S,
Gilmore, C, Wolke, D (2015)
Delayed school entry and academic performance: a natural experiment,
Developmental Medicine and Child Neurology, ISSN: 0012-1622. DOI:
10.1111/dmcn.12713.
Batchelor, S, Keeble, S,
Gilmore, C (2015)
Magnitude representations and counting skills in preschool children,
Mathematical Thinking and Learning, DOI:
10.1080/10986065.2015.1016811.
Torbeyns, J,
Gilmore, C, Verschaffel, L (2015)
The acquisition of preschool mathematical abilities: theoretical, methodological and educational considerations,
Mathematical Thinking and Learning, ISSN: 1532-7833. DOI:
10.1080/10986065.2015.1016810.
Wolke, D, Strauss, VY-C, Johnson, S,
Gilmore, C, Marlow, N, Jaekel, J (2015)
Universal gestational age effects on cognitive and basic mathematic processing,
The Journal of Pediatrics, ISSN: 0022-3476. DOI:
10.1016/j.jpeds.2015.02.065.
Xenidou-Dervou, I,
Gilmore, C, van der Schoot, M, van Lieshout, ECDM (2015)
The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters,
FRONTIERS IN PSYCHOLOGY, 6, ISSN: 1664-1078. DOI:
10.3389/fpsyg.2015.00487.
Batchelor, S, Inglis, M,
Gilmore, C (2015)
Spontaneous focusing on numerosity and the arithmetic advantage,
Learning and Instruction, ISSN: 1873-3263.
Clayton, S,
Gilmore, C, Inglis, M (2015)
Dot comparison stimuli are not all alike: the effect of different visual controls on ANS measurement,
Acta Psychologica, 161, pp.177-184, ISSN: 1873-6297. DOI:
10.1016/j.actpsy.2015.09.007.
Simms, V,
Gilmore, C, Cragg, L, Clayton, S, Marlow, N, Johnson, S (2014)
Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia,
Pediatric research, 77(2), pp.389-395, ISSN: 0031-3998. DOI:
10.1038/pr.2014.184.
Hubber, PJ,
Gilmore, C, Cragg, L (2014)
The roles of the central executive and visuospatial storage in mental arithmetic: A comparison across strategies,
QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 67(5), pp.936-954, ISSN: 1747-0218. DOI:
10.1080/17470218.2013.838590.
Gilmore, C, Attridge, N, De Smedt, B, Inglis, M (2014)
Measuring the approximate number system in children: Exploring the relationships among different tasks,
Learning and Individual Differences, 29, pp.50-58, ISSN: 1041-6080. DOI:
10.1016/j.lindif.2013.10.004.
Inglis, M and
Gilmore, C (2014)
Indexing the approximate number system,
Acta Psychol (Amst), 145, pp.147-155, DOI:
10.1016/j.actpsy.2013.11.009.
Brogan, E, Cragg, L,
Gilmore, C, Marlow, N, Simms, V, Johnson, S (2014)
Inattention in very preterm children: implications for screening and detection,
ARCHIVES OF DISEASE IN CHILDHOOD, 99(9), pp.834-839, ISSN: 0003-9888. DOI:
10.1136/archdischild-2013-305532.
Cragg, L and
Gilmore, C (2014)
Skills underlying mathematics: the role of executive function in the development of mathematics proficiency,
Trends in Neuroscience and Education, 3(2), pp.63-68, ISSN: 2211-9493. DOI:
10.1016/j.tine.2013.12.001.
Gilmore, C and Cragg, L (2014)
Teachers' understanding of the role of executive functions in mathematics learning,
MIND BRAIN AND EDUCATION, 8(3), pp.132-136, ISSN: 1751-2271. DOI:
10.1111/mbe.12050.
Jones, I, Inglis, M, Gilmore, C (Accepted for publication) Equality in the primary maths classroom, Primary Maths, Summer 2013, pp.12-13.
Simms, V, Cragg, L,
Gilmore, C, Marlow, N, Johnson, S (2013)
Mathematics difficulties in children born very preterm: Current research and future directions,
Archives of Disease in Childhood: Fetal and Neonatal Edition, 98(5), ISSN: 1359-2998. DOI:
10.1136/archdischild-2013-303777.
De Smedt, B, Noël, MP,
Gilmore, C, Ansari, D (2013)
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior,
Trends in Neuroscience and Education, 2(2), pp.48-55, ISSN: 2211-9493. DOI:
10.1016/j.tine.2013.06.001.
Simms, V,
Gilmore, CK, Cragg, L, Marlow, N, Wolke, D, Johnson, S (2013)
Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing,
Pediatric Research, 73, pp.236-244, DOI:
10.1038/pr.2012.157.
Jones, I, Inglis, M,
Gilmore, C, Evans, R (2013)
Teaching the substitutive conception of the equals sign,
Research in Mathematics Education, 15, pp.1-16, DOI:
10.1080/14794802.2012.756635.
Alcock, L,
Gilmore, C, Inglis, M (2013)
Guest Editorial: Experimental methods in mathematics education,
Research in Mathematics Education, 15, pp.97-99.
Gilmore, C, Attridge, N, Clayton, S, Cragg, L, Johnson, S, Marlow, N, Simms, V, Inglis, M (2013)
Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement,
PLoS One, 8(6), e67374, DOI:
10.1371/journal.pone.0067374.
Inglis, M and
Gilmore, C (2013)
Sampling from the mental number line: How are Approximate Number System representations formed?,
Cognition, 129, pp.63-69, DOI:
10.1016/j.cognition.2013.06.003.
Jones, I, Inglis, M,
Gilmore, C, Dowens, M (2012)
Substitution and sameness: Two components of a relational conception of the equals sign,
Journal of Experimental Child Psychology, 113(1), pp.166-176, ISSN: 0022-0965. DOI:
10.1016/j.jecp.2012.05.003.
Spelke, ES,
Gilmore, CK, McCarthy, S (2011)
Kindergarten children's sensitivity to geometry in maps,
DEVELOPMENTAL SCIENCE, 14(4), pp.809-821, ISSN: 1363-755X. DOI:
10.1111/j.1467-7687.2010.01029.x.
De Smedt, B and
Gilmore, CK (2011)
Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties,
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 108(2), pp.278-292, ISSN: 0022-0965. DOI:
10.1016/j.jecp.2010.09.003.
Jones, I, Inglis, M,
Gilmore, CK (2011) The equals sign: Operations, relations and substitutions,
Mathematics Teaching, 224, pp.16-17.
Inglis, M, Attridge, N, Batchelor, S,
Gilmore, C (2011)
Non-verbal number acuity correlates with symbolic mathematics achievement: but only in children,
Psychonomic Bulletin and Review, 18, pp.1222-1229.
Gilmore, C, Attridge, N, Inglis, M (2011)
Measuring the Approximate Number System,
Quarterly Journal of Experimental Psychology, 64, pp.2099-2109.
Attridge, N,
Gilmore, C, Inglis, M (2010)
Non-dyscalculic adults' use of the approximate number system in symbolic addition,
Research in Mathematics Education, 12(2), pp.149-150, ISSN: 1479-4802. DOI:
10.1080/14794802.2010.496976.
Gilmore, CK, McCarthy, SE, Spelke, ES (2010)
Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling,
COGNITION, 115(3), pp.394-406, ISSN: 0010-0277. DOI:
10.1016/j.cognition.2010.02.002.
Mundy, E and
Gilmore, CK (2009)
Children's mapping between symbolic and nonsymbolic representations of number,
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 103(4), pp.490-502, ISSN: 0022-0965. DOI:
10.1016/j.jecp.2009.02.003.
Gilmore, CK and Papadatou-Pastou, M (2009)
Patterns of Individual Differences in Conceptual Understanding and Arithmetical Skill: A Meta-Analysis,
MATHEMATICAL THINKING AND LEARNING, 11(1-2), pp.25-40, ISSN: 1098-6065. DOI:
10.1080/10986060802583923.
Gilmore, CK and Bryant, P (2008)
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, pp.301-316, ISSN: 0261-510X. DOI:
10.1348/026151007X236007.
Gilmore, CK and Spelke, ES (2008)
Children's understanding of the relationship between addition and subtraction,
COGNITION, 107(3), pp.932-945, ISSN: 0010-0277. DOI:
10.1016/j.cognition.2007.12.007.
Gilmore, CK, McCarthy, SE, Spelke, ES (2007)
Symbolic arithmetic knowledge without instruction,
NATURE, 447(7144), pp.589-+, ISSN: 0028-0836. DOI:
10.1038/nature05850.
Gilmore, CK (2006)
Investigating children's understanding of inversion using the missing number paradigm,
COGNITIVE DEVELOPMENT, 21(3), pp.301-316, ISSN: 0885-2014. DOI:
10.1016/j.cogdev.2006.03.007.
Gilmore, CK and Bryant, P (2006)
Individual differences in children's understanding of inversion and arithmetical skill,
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 76, pp.309-331, ISSN: 0007-0998. DOI:
10.1348/000709905X39125.
Stanton, D, Bayon, V, Abnett, C, Cobb, S, O'Malley, C (2002)
The effect of tangible interfaces on children's collaborative behaviour,
Conference on Human Factors in Computing Systems - Proceedings, pp.820-821, DOI:
10.1145/506443.506614.
