Publications

Click on the year of publication below to explore our journal articles and book chapters.

2026

Devlin, D., Dubinkina, N., De Praetere, E., Sella, F., & Reynvoet, B. (2026). The nature of order processing deficits in developmental dyscalculia: The influences of familiarity and the count-list. Journal of Experimental Child Psychology, 262, 106402.
Dowker, A. (2026). Mathematics anxiety: Effects of age, gender and culture. British Journal of Educational Psychology, 96(2), 896-921.
McDougal, E., Gilligan-Lee, K. A., Gilmore, C., & Farran, E. K. (2026). School-delivered intervention research: Lessons learned from the BLOCS Project. Journal of cognition and development, 27(2), 306-322.
Morsanyi, K., Paracchini, S., Krishnan, S., Manning, C., Milne, J., Van Herwegen, J., & Luciano, M. (2026). Toward an improved understanding of dyslexia: reflections on a new consensus definition and its implications. Dyslexia, 32(1), e70022.
O’Reilly, F., Loeb, S., Farrell, A., & Scerif, G. (2026). Supporting parents to support children: A UK randomized controlled trial testing a text message intervention to cultivate the home learning environment. Journal of educational psychology, 118(1), 12.
Roulstone, A., Morsanyi, K., LÊ, M. L., Tomasetto, C., Erasmus, P., Tsabedze, W., & Bahnmueller, J. (2026). What do educators know about dyscalculia in the UK, Italy, Vietnam and South Africa?. Neurodiversity, 4, 27546330251413328.
Wilkey, E. D., Gilmore, C., & Cragg, L. (2026). Understanding the role of executive functions in academic skills: a primer on measurement and study design. Journal of Cognition and Development, 1-29.

2025

Banfi, C., Jöbstl, V., Göbel, S. M., & Landerl, K. (2025). Cognitive predictors of reading-arithmetic associations and dissociations: A longitudinal study. Journal of Applied Developmental Psychology, 101, 101895.
Bulut, M., Roth, L., Bahreini, N., Cipora, K., Reips, U. D., & Nuerk, H. C. (2025). One direction? Cultural aspects of the mental number line beyond reading direction. Psychological Research, 89(1), 37.
Devlin, D., Moeller, K., Xenidou-Dervou, I., Reynvoet, B., & Sella, F. (2025). The presence of the reverse distance effect depends on the familiarity of the sequences being processed. Psychological Research, 89(2), 58.
Farran, E. K., Gilligan‐Lee, K. A., Mareschal, D., Živković, M., Bartušēvica, S., Bell, D., … & Gilmore, C. (2025). Teacher Delivered Block Construction Training Improves Children’s Mathematics Performance. Mind, Brain, and Education, 19(3), 118-129.
Flint, N. (2025). Patterns in mathematics classroom interaction. Research on Children and Social Interaction, 9(1).
Gashaj, V., Trninic, D., Chen, O., & Moeller, K. (2025). Beyond the page: Enriching storybooks with embodied activities to improve mathematics skills–A scoping review. Trends in Neuroscience and Education, 40, 100259.
Gilmore, C., Bahnmueller, J., Baikie, A., Burke, S., Edginton, H., Hawkins, J., … & Xenidou-Dervou, I. (2025). Supporting children’s inhibitory control in mathematics learning: A participatory research study in classroom contexts. Learning in Context, 2(1-2), 100009.
Göbel, S. M., Inglis, M., & Bahnmueller, J. (2025). The cognitive processing of numerical bases: a review of empirical evidence. Philosophical Transactions of the Royal Society B: Biological Sciences, 380(1937), 20240221.
Inglis, M., Foster, C., Lortie-Forgues, H., Simms, V., & Stokoe, E. (2025). Psychology and research assessment in the United Kingdom. Cogent Psychology, 12(1), 2570100.
James‑Brabham, E., von Bastian, C. C., Brough, C., & Blakey, E. (2025). Do home mathematical activities relate to early mathematical skills? A systematic review and meta‑analysis. Child Development, 96(1), 451–468.
Jerrim, J., Lopez‑Agudo, L., Sims, S., & Marcenaro‑Gutierrez, O. (2025). Teaching for near transfer: Is maths instruction aimed at schema formation and abstraction associated with pupils’ ability to answer unfamiliar maths questions? Learning and Individual Differences, 104, 102609.
Lindner, N., Moeller, K., Hildebrandt, F., Hasselhorn, M., & Lonnemann, J. (2025). Training children’s spatial language skills improves their numerical magnitude understanding. Learning and Instruction, 99, 102191.
Lunardon, M., Artemenko, C., Rossi, S., Nuerk, H. C., & Cipora, K. (2025). More than just anxiety: math attitudes as key driver of university choice. Annals of the New York Academy of Sciences, 1553(1), 240-255.
Mahak, S., Malone, S., Elsherif, M., Hand, C. J., & Morsanyi, K. (2025). Academic anxiety and cognitive reflection in neurodivergence based on evidence from a large international sample. Scientific Reports, 15(1), 37522.
Marx, C., Roesch, S., Moeller, K., & Benz, C. (2025). From the whole to its parts – A systematic analysis of affordances for learning part‑whole relations in digital apps. International Electronic Journal of Mathematics Education, 20(1): em0802.
Mononen, R., Korhonen, J., Hægeland, K., Younesi, M., Göbel, S., & Niemivirta, M. (2025). Domain‑specific and domain‑general skills as predictors of arithmetic fluency development. Learning and Individual Differences, 105, 102585.
Murray, E., Horner, A. J., & Göbel, S. M. (2025). A meta-analytic review of the effectiveness of spacing and retrieval practice for mathematics learning. Educational psychology review, 37(3), 75.
O’Connor, R., Gattas, S. U., Blakey, E., Brough, C., Cook, K., Hawes, Z., … & Scerif, G. (2025). Engaging educators in the codesign, feasibility, and implementation quality of early years interventions: The ONE program. Mind, Brain, and Education, 19(4), 275-288.
O’Reilly, F., Gattas, S. U., & Scerif, G. (2025). Improving executive function during toddlerhood: A systematic review and meta-analysis of parent-led interventions. Developmental Review, 76, 101198.
Perini, N., Porru, A., Moeller, K., Jay, T., Lucangeli, D., & Sella, F. (2025). Number Express: A digital game to improve early numeracy. Electronic Journal of e‑Learning, 20(10) pp 37-51.
Pickering, J., Attridge, N., Inglis, M., & Morsanyi, K. (2025). Numeracy, logical reasoning and real-world decision making. Research in Mathematics Education, 1-17.
Richter, E., Spitzer, M. W. H., Morgan, A., Frede, L., Weidlich, J., & Moeller, K. (2025). Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts. Trends in neuroscience and education, 39, 100255.
Roth, L., Caffier, J., Reips, U. D., Cipora, K., Braun, L., & Nuerk, H. C. (2025). True colors SNARC: Semantic number processing is highly automatic. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Roth, L., Caffier, J., Reips, U.-D., Nuerk, H.-C., Overlander, A. T., & Cipora, K. (2025). One and only SNARC? Spatial‑Numerical associations are not fully flexible and depend on both relative and absolute number magnitude. Royal Society Open Science, 12(1), 241585.
Roth, L., Huber, J. F., Kronenthaler, S., van Dijck, J. P., Cipora, K., Butz, M. V., & Nuerk, H. C. (2025). Looks like SNARC spirit: Coexistence of short-and long-term associations between letters and space. Quarterly Journal of Experimental Psychology, 78(10), 2110-2132.
Roulstone, A., Morsanyi, K., & Bahnmueller, J. (2025). Developmental dyscalculia: areas of consensus and debate in the research community. In Developmental Dyscalculia (pp. 201-218). Academic Press.
Scerif, G., Sučević, J., Andrews, H., Blakey, E., Gattas, S. U., Godfrey, A., … & Simms, V. (2025). Enhancing children’s numeracy and executive functions via their explicit integration. npj Science of Learning, 10(1), 8.
Spitzer, M. W. H., Moeller, K., Richter, E., Frede, L., & Bardach, L. (2025). A red button does it all: A red button nudges students to close their knowledge gaps in an intelligent tutoring system. Learning and Instruction, 99, 102181.
Tomasetto, C., Passolunghi, M. C., De Vita, C., Guardabassi, V., & Morsanyi, K. (2025). Parental mathematics anxiety is related to children’s mathematical development in preschool and the first school years. Journal of Experimental Child Psychology, 252, 106185.
Wege, T. E., Gilmore, C., & Inglis, M. (2025). Children’s early understanding of the successor function. Journal of Numerical Cognition, 11, 1-18.
Weiers, H., Ghattaura, S., Gilmore, C., & Sella, F. (2025). Establishing the reliability of numerical tasks in young children: A test-retest study. Assessment & Development Matters, 17(3), 48.
Weiers, H., Ghattaura, S., Scerif, G., Sella, F., Simms, V., Xenidou‑Dervou, I., … Gilmore, C. (2025). Methods used to assess early mathematical skills in 2‑year‑olds: A review of the literature. Infant and Child Development, 34(1), e70001.
Weiers, H., Gilmore, C., & Inglis, M. (2025). Learning Number Notations: Comparison of a Sign-Value and Place-Value System. Journal of Numerical Cognition, 11, e13401.
Weiers, H., Slocombe, F., James‐Brabham, E., & Gilmore, C. (2025). Methods Used to Code Adult‐Child Mathematical Interactions and the Association With Children’s Mathematical Skills: A Systematic Review and Meta‐Analysis. Infant and Child Development, 34(4), e70043.
Woollacott, B. (2025). Effective research communication in education: Early years practitioners’ views of research summaries. Review of Education, 13(1), e70032.
Xenidou-Dervou, I., Appleton, C., Rossi, S., Guy, N., & Gilmore, C. (2025). Can adults automatically process and translate between numerical representations? Royal Society Open Science, 12(7), 250856.

2024

Banfi, C., Jöbstl, V., Göbel, S. M., & Landerl, K. (2024). Longitudinal predictors of reading and arithmetic at different attainment levels. Frontiers in Education, 9, 1335957.
Batchelor, S., Gilmore, C., Spiller, J., & Inglis, M. (2024). The ecological validity of picture SFON tasks. Journal of Numerical Cognition, 10, e11055.
Cahoon, A., Simsek, E., Gilmore, C., & Simms, V. (2024). The Cognitive and Numerical Predictors of Early Mathematical Achievement: A Latent Growth Curve Analysis. Journal of Cognition and Development, 26(3), 443–463.
Cipora, K., Lunardon, M., Masson, N., Georges, C., Nuerk, H.-C., & Artemenko, C. (2024). The AMATUS dataset: Arithmetic performance, mathematics anxiety and attitudes in primary school teachers and university students. Journal of Open Psychology Data, 12:10, 1-7.
Dowker, A. (2024). Developmental dyscalculia in relation to individual differences in mathematical abilities. Children, 11(6), 623.
Foster, C., & Trundley, R. (2024). Adapting lesson study for early years practitioners. International Journal for Lesson and Learning Studies, 13(3), 225-231.
Foster, C., Woollacott, B., Francome, T., Shore, C., Peters, C., & Morley, H. (2024). Challenges in applying principles from cognitive science to the design of a school mathematics curriculum. The Curriculum Journal, 35(3), 489-513.
Frey, M., Gashaj, V., Nuerk, H.-C., & Moeller, K. (2024). You can count on your fingers: Finger‑based intervention improves first‑graders’ arithmetic learning. Journal of Experimental Child Psychology, 244, 105934.
Gashaj, V., Moeller, K., & Trninic, D. (2024). How our bodily experiences shape our thinking. Frontiers for Young Minds, 12:1400609.
Gashaj, V., Thaqi, Q., Mast, F. W., & Roebers, C. M. (2023). Foundations for future math achievement: early numeracy, home learning, and the absence of math anxiety. Trends in Neuroscience and Education, 33, 100217.
Gashaj, V., Trninić, D., Formaz, C., Tobler, S., Gómez‑Cañón, J., Poikonen, H., … Kapur, M. (2024). Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation. Trends in Neuroscience and Education, 30, 100226.
Hohol, M., Szymanek, P., & Cipora, K. (2024). Analogue magnitude representation of angles and its relation to geometric expertise. Scientific Reports, 14(1), 8997.
Howard-Jones, P., Woollacott, B., & Gilmore, C. (2024). The journey from educational research to classroom practice. Journal of Education for Teaching, 51(1), 173–187.
Inglis, M., Foster, C., Lortie‑Forgues, H., & Stokoe, E. (2024). British education research and its quality: An analysis of Research Excellence Framework submissions. British Educational Research Journal, 50(5), 2495-2518.
Inglis, M., Gadd, E., & Stokoe, E. (2024). What is a high-quality research environment? Evidence from the UK’s Research Excellence Framework. Research Evaluation.
James-Brabham, E., Jay, T., Sella, F. (2024). No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children. Journal of Educational Psychology, 116(3), 411-425.
Krajcsi, A., Chesney, D., Cipora, K., Coolen, I., Gilmore, C., Inglis, M., … Reynvoet, B. (2024). Measuring the acuity of the approximate number system in young children. Developmental Review, 66, 101131.
Morsanyi, K., Peters, J., Battaglia, E., Sasanguie, D., & Reynvoet, B. (2024). The causal role of numerical and non-numerical order processing abilities in the early development of mathematics skills: Evidence from an intervention study. Current Research in Behavioral Sciences, 6, 100144.
Mychajliw, C., Holz, H., Minuth, N., Dawidowsky, K., Eschweiler, G. W., Metzger, F. G., … Wortha, F. (2024). Performance differences of a touch‑based serial reaction time task in healthy older participants and older participants with cognitive impairment on a tablet: Experimental study. JMIR Aging, 7, e48265.
Roesch, S., Moeller, K., & Bahnmueller, J. (2024). Finger counting, finger number gesturing, and basic numerical skills: A cross-sectional study in 3- to 5-year-olds. Journal of Experimental Child Psychology, 242, 105892.
Roulstone, A., Morsanyi, K., & Bahnmueller, J. (2024). Performance on curriculum‑based mathematics assessments in developmental dyscalculia: The effect of content domain and question format. Psychological Research, 88(8), 2444–2454.

2023

Davenall, J., Dowker, A., Williams, H.J., Gripton, C. & Gifford, S. (2023). The development of young children’s mathematical mark making. Mathematics Teaching, 288, 28-31.
Dowker, A. (2023). The componential nature of arithmetical cognition: some important questions. Frontiers in Psychology, 14
Dowker, A. (2023). Neurocognitive bases underlying numerical cognition. In G. Boyle. G. Northoff, A. K. Barbey, F. Fregni, M. Jahanshahi, A. Pascual-Leone & B.. Sahakian (eds.). Sage Handbook of Cognitive and Systems Neuroscience: Cognitive Systems, Development and Applications. London: Sage.
Foster, C. (2023). A quotient effect size for educational interventions. International Journal of Research and Method in Education, 46(5), 528–537.
Gashaj, V., Moeller, K., Uka, F., & Trninić, D. (2023). Giving voice to Kosovar teachers: Experience and reflections on play-based math learning in the classroom. Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1118-1121. International Society of the Learning Sciences.
Gashaj, V. & Trninić, D. (2023). Adding up fine motor skills: developmental relations between manual dexterity and numerical abilities. Acta Psychologica, 241, 104087.
Hendry, A., & Scerif, G. (2023). Moulding environmental contexts to optimise neurodiverse executive function performance and development: A goodness‐of‐fit account. Infant and Child Development, 32(5), e2448.
Morsanyi, K., & Hamilton, J. (2023). The development of intuitive and analytic thinking in Autism: The case of cognitive reflection. Journal of Intelligence, 11(6), 124.
O’Connor, P. A., Morsanyi, K., & McCormack, T. (2023). Basic symbolic number skills, but not formal mathematics performance, longitudinally predict mathematics anxiety in the first years of primary school. Journal of Intelligence, 11(11), 211.
Pickering, J., Adelman, J. S., & Inglis, M. (2023). Are Approximate Number System representations numerical? Journal of Numerical Cognition, 9, 129-144.
Sims, S., Anders, J., Inglis, M., Lortie-Forgues, H., Styles, B., & Weidmann, B. (2023). Experimental education research: rethinking why, how and when to use random assignment. EdWorkingPaper: 23-821
Spiller, J., & Gilmore, C. (2023). Positive impact of sleep on recall of multiplication facts. Royal Society Open Science, 10(9), 230663.