Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Research Publications


Publications for Camilla Gilmore

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Journal Articles

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.



Conferences

Clayton, S, Cragg, L, Gilmore, C, Marlow, N, Simms, V, Johnson, S (2016) INATTENTION PARTLY MEDIATES THE RELATIONSHIP BETWEEN EXECUTIVE FUNCTIONS AND MATHEMATICS ACHIEVEMENT IN VERY PRETERM CHILDREN. In , EUROPEAN JOURNAL OF PEDIATRICS, pp.1433-1433.

Jones, I, Inglis, M, Gilmore, C, Hodgen, J (2013) Measuring conceptual understanding: The case of fractions. In Lindmeier, AM and Heinze, A (ed) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Kiel, Germany, pp.113-120.

Gilmore, CK and Inglis, MJ (2008) Process-and object-based thinking in arithmetic. In Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education, In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojana & A. Sepulveda (eds), Morelia, Mexico, pp.73-80.



Books

Gilmore, C, Göbel, SM, Inglis, M (2018) AN INTRODUCTION TO MATHEMATICAL COGNITION,ISBN: 9781138923942. DOI: 10.4324/9781315684758.



Chapters

Gilmore, C and Cragg, L (2018) The Role of Executive Function Skills in the Development of Children's Mathematical Competencies. In Heterogeneity of Function in Numerical Cognition, pp.263-286, ISBN: 9780128115299. DOI: 10.1016/B978-0-12-811529-9.00014-5.

Batchelor, S, Gilmore, C, Inglis, M (2017) Parents’ and children’s mathematics anxiety. In Understanding Emotions in Mathematical Thinking and Learning, © Elsevier, pp.315-336, ISBN: 9780128024898. DOI: 10.1016/B978-0-12-802218-4.00012-1.

Gilmore, CK (Accepted for publication) Approximate Arithmetic in Childhood. In Dowker, A and Cohen Kadosh, R (ed) The Oxford Handbook of Mathematical Cognition, pp.x-x.



Reports

Hodgen, J, Barclay, N, Foster, C, Gilmore, C, Marks, R, Simms, V (2020) Early years and key stage 1 mathematics teaching: Evidence review, Education Endowment Foundation.

Foundation, EE, Hodgen, J, Barclay, N, Foster, C, Gilmore, C, Marks, R, Sims, V (2020) Improving mathematics in the early years and Key Stage 1: guidance report.



Software

Bennett, A, Inglis, M, Gilmore, C (Accepted for publication) The Cost of Multiple Representations: Experiment 1 PsychoPy materials.

Bennett, A, Inglis, M, Gilmore, C (Accepted for publication) The Cost of Multiple Representations: Experiment 3 PsychoPy materials.



Datasets

Gilmore, C, Cragg, L, Eaves, J, Simsek, E (2022) The role of cognitive and applied executive function skills in learning new mathematics material: Data, DOI: 10.17028/rd.lboro.21609765.

Gilmore, C, Eaves, J, Attridge, N (2022) The role of domain-general and domain-specific skills in the identification of arithmetic strategies - Data, DOI: 10.17028/rd.lboro.16438377.

Wege, T, DeSmedt, B, Inglis, M, Gilmore, C (2020) Beyond Representation: Open Data, Materials, and Code, DOI: 10.17028/rd.lboro.12871703.

Jones, I, Gilmore, C, Inglis, M, Bisson, M-J (2019) Y11_lesson_materials for Measuring Conceptual Understanding, DOI: 10.17028/rd.lboro.7830500.

Gilmore, C and Batchelor, S (2019) Supplementary information file for article: 'Verbal count sequence knowledge underpins numeral order processing in children', DOI: 10.17028/rd.lboro.7731524.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 2 stimuli, DOI: 10.17028/rd.lboro.6148751.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 3 booklet example, DOI: 10.17028/rd.lboro.6148739.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 1 booklet example, DOI: 10.17028/rd.lboro.6148742.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 1 stimuli, DOI: 10.17028/rd.lboro.6148745.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 2 booklet example, DOI: 10.17028/rd.lboro.6148754.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 3 stimuli, DOI: 10.17028/rd.lboro.6148757.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 1 data, DOI: 10.17028/rd.lboro.7110635.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 2 data, DOI: 10.17028/rd.lboro.7110644.

Eaves, J, Attridge, N, Gilmore, C (2019) Study 3 data, DOI: 10.17028/rd.lboro.7110647.

Gilmore, C, Clayton, S, Cragg, L, Mckeaveney, C, Simms, V, Johnson, S (2018) Understanding arithmetic concepts: The role of domain-specifc and domain-general skills - dataset, DOI: 10.17028/rd.lboro.5446561.

Bennett, A, Inglis, M, Gilmore, C (2018) The Cost of Multiple Representations: Experiment 1 data and scripts, DOI: 10.6084/m9.figshare.5178745.

Bennett, A, Inglis, M, Gilmore, C (2018) The Cost of Multiple Representations: Experiment 2 data and scripts, DOI: 10.6084/m9.figshare.5178769.

Inglis, M, Batchelor, S, Gilmore, C, watson, D (2016) Disclosure Table for p curve analysis on whether the ANS is causally linked to mathematics performance, DOI: 10.6084/m9.figshare.4262999.



Filesets

Jones, I, Inglis, M, Gilmore, C, Bisson, M-J (2018) Y11_data, DOI: 10.17028/rd.lboro.5845683.

Gilmore, C, Cragg, L, Hogan, G, Inglis, M (2016) Congruency effects in dot comparison tasks: Convex hull is more important than dot area, DOI: 10.17028/rd.lboro.3582513.



Getting in touch

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