# 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.

## Media

**Gilmore, C**, Cragg, L, Eaves, J, Simsek, E (2022) The role of cognitive and applied executive function skills in learning new mathematics material: Materials.

**Gilmore, C**, Eaves, J, Attridge, N (2022) The role of domain-general and domain-specific skills in the identification of arithmetic strategies - Materials for domain-general tasks.

**Gilmore, C**, Eaves, J, Attridge, N (2022) The role of domain-general and domain-specific skills in the identification of arithmetic strategies - Materials for shortcut identification tasks.

**Gilmore, C**, Eaves, J, Attridge, N (2022) The role of domain-general and domain-specific skills in the identification of arithmetic strategies - Materials for domain-specific tasks.