C. Gilmore

发表

Children’s understanding of the relationship between addition and subtraction

Elizabeth S. Spelke, Camilla K. Gilmore, E. Spelke, 2008, Cognition.

Interventions to improve mathematical achievement in primary school-aged children

S. Sloan, C. Gilmore, V. Simms, 2018 .

The Acquisition of Preschool Mathematical Abilities: Theoretical, Methodological and Educational Considerations

L. Verschaffel, Joke Torbeyns, C. Gilmore, 2015 .

The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters

M. van der Schoot, C. Gilmore, Iro Xenidou-Dervou, 2015, Front. Psychol..

Children's mapping between symbolic and nonsymbolic representations of number.

C. Gilmore, E. Mundy, 2009, Journal of experimental child psychology.

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

N. Marlow, Lucy Cragg, Samantha Johnson, 2019, BMJ Open.

Teaching the substitutive conception of the equals sign

M. Inglis, Ian Jones, C. Gilmore, 2013 .

Substitution and sameness: two components of a relational conception of the equals sign.

Matthew Inglis, Ian Jones, Camilla Gilmore, 2012, Journal of experimental child psychology.

Is the ANS linked to mathematics performance?

M. Inglis, D. Watson, C. Gilmore, 2017, Behavioral and Brain Sciences.

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

Lucy Cragg, Samantha Johnson, C. Gilmore, 2016, Journal of experimental child psychology.

Teaching using contextualised and decontextualised representations: examining the case of differential calculus through a comparative judgement technique

M. Inglis, Ian Jones, C. Gilmore, 2020 .

The cost of multiple representations: Learning number symbols with abstract and concrete representations.

A. Bennett, M. Inglis, C. Gilmore, 2019, Journal of Educational Psychology.

Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts

C. Gilmore, N. Attridge, Joanne Eaves, 2019, Learning and Instruction.

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

M. Inglis, J. Norris, C. Gilmore, 2018, Quarterly journal of experimental psychology.

Congruency effects in dot comparison tasks: convex hull is more important than dot area

M. Inglis, Lucy Cragg, C. Gilmore, 2016, Journal of cognitive psychology.

Challenges in Mathematical Cognition

Nicole M. McNeil, D. Ansari, Michael Schneider, 2016 .

Inhibition in dot comparison tasks

C. Gilmore, Sarah Clayton, 2015 .

The role of cognitive inhibition in different components of arithmetic

Lucy Cragg, C. Gilmore, Sarah Keeble, 2015 .

Running head : PRESCHOOL MAGNITUDE REPRESENTATIONS 1 Magnitude Representations and Counting Skills in Preschool Children

C. Gilmore, Sophie Batchelor, Sarah Keeble, 2015 .

Inattention in very preterm children: implications for screening and detection

N. Marlow, Lucy Cragg, Samantha Johnson, 2014, Archives of Disease in Childhood.

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

N. Marlow, Lucy Cragg, R. Spong, 2021, Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.

The role of parent-led and child-led home numeracy activities in early mathematical skills

J. Pickering, C. Gilmore, Bonnie Brittle, 2022, Cognitive Development.

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

N. Marlow, Lucy Cragg, Samantha Johnson, 2015, Pediatric Research.

Delayed school entry and academic performance: a natural experiment

D. Wolke, Samantha Johnson, C. Gilmore, 2015, Developmental medicine and child neurology.

RUNNING HEAD: Symbolic and non-symbolic number processing How do symbolic and non-symbolic numerical magnitude processing relate to individual differences in children’s mathematical skills? A review of evidence from brain and behavior

D. Ansari, B. Smedt, C. Gilmore, 2014 .

Non ‐ symbolic abilities and school mathematics 36

E. Spelke, C. Gilmore, 2011 .

No Excess of Mathematics Anxiety in Adolescents Born Very Preterm.

N. Marlow, Lucy Cragg, R. Spong, 2020, Journal of developmental and behavioral pediatrics : JDBP.

No mathematical anxiety following very preterm birth 1 No Excess of Mathematics Anxiety in Adolescents Born Very Preterm

Lucy Cragg, R. Spong, C. Gilmore, 2020 .

Protocol for a systematic review: Interventions to improve mathematics achievement in primary school‐aged children: a systematic review

S. Sloan, C. Gilmore, V. Simms, 2018, Campbell systematic reviews.

Inhibition in dot comparison tasks

C. Gilmore, Sarah Clayton, 2014, ZDM.

Symbolic addition tasks, the approximate number system and dyscalculia

M. Inglis, C. Gilmore, N. Attridge, 2009 .

The role of domain-general and domain-specific skills in the identification of arithmetic strategies

C. Gilmore, N. Attridge, Joanne Eaves, 2022, J. Numer. Cogn..

Individual differences in children's understanding of inversion and arithmetical skill.

Peter Bryant, P. Bryant, C. Gilmore, 2006, The British journal of educational psychology.

Direct and indirect influences of executive functions on mathematics achievement

Hannah E. Roome, Lucy Cragg, C. Gilmore, 2017, Cognition.

The Role of Executive Function Skills in the Development of Children’s Mathematical Competencies

Lucy Cragg, C. Gilmore, 2018 .

The long‐term consequences of preterm birth: what do teachers know?

Dieter Wolke, Julia Jaekel, Camilla Gilmore, 2015, Developmental medicine and child neurology.

Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective

David J. Purpura, Geetha B. Ramani, P. Davis-Kean, 2021, J. Numer. Cogn..

Mathematics Students Demonstrate Superior Visuo-Spatial Working Memory to Humanities Students Under Conditions of Low Central Executive Processing Load

Camilla K. Gilmore, Lucy Cragg, Paula Jane Hubber, 2019, J. Numer. Cogn..

Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement

Neil Marlow, Sarah Clayton, Matthew Inglis, 2013, PloS one.

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

Lucy Cragg, C. Gilmore, V. Simms, 2018, PloS one.

The Interaction of Procedural Skill, Conceptual Understanding and Working Memory in Early Mathematics Achievement

Camilla Gilmore, Sarah Keeble, Sophie Richardson, 2017, J. Numer. Cogn..

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes.

N. Marlow, D. Wolke, C. Gilmore, 2016, Early human development.

Mathematics difficulties in children born very preterm: current research and future directions

N. Marlow, Lucy Cragg, C. Gilmore, 2013, Archives of Disease in Childhood: Fetal and Neonatal Edition.

The role of cognitive inhibition in different components of arithmetic

Lucy Cragg, C. Gilmore, Sarah Keeble, 2015, Zdm.

Skills underlying mathematics: The role of executive function in the development of mathematics proficiency

Camilla Gilmore, Lucy Cragg, Lucy Cragg, 2014, Trends in Neuroscience and Education.

Indexing the approximate number system.

Matthew Inglis, Camilla Gilmore, M. Inglis, 2014, Acta psychologica.

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

Daniel Ansari, Marie-Pascale Noël, Bert De Smedt, 2013, Trends in Neuroscience and Education.

Measuring the Approximate Number System

Matthew Inglis, Nina Attridge, Camilla Gilmore, 2011, Quarterly journal of experimental psychology.

Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling

Elizabeth S. Spelke, Camilla K. Gilmore, Shannon E. McCarthy, 2010, Cognition.

The Roles of the Central Executive and Visuospatial Storage in Mental Arithmetic: A Comparison across Strategies

Lucy Cragg, C. Gilmore, P. J. Hubber, 2014, Quarterly journal of experimental psychology.

Verbal count sequence knowledge underpins numeral order processing in children.

C. Gilmore, Sophie Batchelor, 2021, Acta psychologica.

When is working memory important for arithmetic? The impact of strategy and age

Camilla Gilmore, Sarah Keeble, Sophie Richardson, 2017, PloS one.

Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children

Matthew Inglis, Nina Attridge, Sophie Batchelor, 2011, Psychonomic bulletin & review.

Universal Gestational Age Effects on Cognitive and Basic Mathematic Processing: 2 Cohorts in 2 Countries

Neil Marlow, Dieter Wolke, Julia Jaekel, 2015, The Journal of pediatrics.

Developmental pathways of early numerical skills during the preschool to school transition

C. Gilmore, V. Simms, Abigail Cahoon, 2021 .

Kindergarten children's sensitivity to geometry in maps.

Shannon E. McCarthy, Elizabeth S Spelke, E. Spelke, 2011, Developmental science.

Developmental differences in approaches to nonsymbolic comparison tasks

M. Inglis, C. Gilmore, Sarah Clayton, 2019, Quarterly journal of experimental psychology.

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

Sarah Clayton, Matthew Inglis, Camilla Gilmore, 2015, Acta psychologica.

Parents’ and children’s mathematics anxiety

M. Inglis, C. Gilmore, Sophie Batchelor, 2017 .

Mathematics dif fi culties in children born very preterm : current research and future directions

N. Marlow, Lucy Cragg, C. Gilmore, 2013 .

Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help?

Ian Jones, Camilla K. Gilmore, Marie-Josee Bisson, 2019, British Educational Research Journal.

Challenges in Mathematical Cognition: A Collaboratively-Derived Research Agenda

Jeremy Hodgen, Bert De Smedt, Silke M. Göbel, 2016, J. Numer. Cogn..

Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties.

Bert De Smedt, B. De Smedt, C. Gilmore, 2011, Journal of experimental child psychology.

Symbolic arithmetic knowledge without instruction

Elizabeth S. Spelke, Camilla K. Gilmore, Shannon E. McCarthy, 2007, Nature.

Measuring the approximate number system in children: Exploring the relationships among different tasks

Matthew Inglis, Nina Attridge, Bert De Smedt, 2014 .

Learning artificial number symbols with ordinal and magnitude information

M. Inglis, C. Gilmore, Hanna Weiers, 2023, Royal Society Open Science.

Magnitude Representations and Counting Skills in Preschool Children

C. Gilmore, Sophie Batchelor, Sarah Keeble, 2015 .

Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research

C. Gilmore, N. Attridge, Joanne Eaves, 2021, Trends in Neuroscience and Education.

Teachers' Understanding of the Role of Executive Functions in Mathematics Learning

Lucy Cragg, C. Gilmore, 2014, Mind, brain and education : the official journal of the International Mind, Brain, and Education Society.

Preterm Birth and Adult Wealth

D. Wolke, C. Gilmore, J. Jaekel, 2015, Psychological science.

The Effects of Concreteness on Mathematical Manipulative Choice

T. Wege, C. Gilmore, Megan Foulkes, 2023, Mind, Brain, and Education.

Measuring Conceptual Understanding Using Comparative Judgement

M. Inglis, Ian Jones, C. Gilmore, 2016 .

Measuring Conceptual Understanding Using Comparative Judgement

M. Inglis, Ian Jones, C. Gilmore, 2016, International Journal of Research in Undergraduate Mathematics Education.

Loughborough University Institutional Repository Measuring conceptual understanding : the case of fractions

M. Inglis, Ian Jones, C. Gilmore, 2018 .

Running head: USING CJ TO MEASURE CONCEPTUAL UNDERSTANDING 1 Measuring Conceptual Understanding Using Comparative Judgement

M. Inglis, Ian Jones, C. Gilmore, 2016 .

MEASURING CONCEPTUAL UNDERSTANDING: THE CASE OF FRACTIONS

M. Inglis, Ian Jones, C. Gilmore, 2013 .

Counting many as one: Young children can understand sets as units except when counting.

M. Inglis, T. Wege, B. De Smedt, 2022, Journal of experimental child psychology.

Associations and indirect effects between LEGO® construction and mathematics performance.

C. Gilmore, E. Farran, Priya Silverstein, 2023, Child development.

Assessing the impact of LEGO® construction training on spatial and mathematical skills.

C. Gilmore, E. Farran, Priya Silverstein, 2023, Developmental Science.

1 RUNNING HEAD : Symbolic and non-symbolic number processing How do symbolic and non-symbolic numerical magnitude processing relate to individual differences in children ’ s mathematical skills ? A review of evidence from brain and behavior

D. Ansari, B. Smedt, C. Gilmore, 2017 .

Children’s understanding of the relationship between addition and subtraction

Michel Tousignant, E. Spelke, M. Tousignant, 2008, Cognition.

Understanding the complexities of mathematical cognition: A multi-level framework

C. Gilmore, 2023, Quarterly journal of experimental psychology.

Sampling from the mental number line: How are approximate number system representations formed?

Matthew Inglis, Camilla Gilmore, M. Inglis, 2013, Cognition.

Running title : Mathematics difficulties in EP children

N. Marlow, D. Wolke, Lucy Cragg, 2013 .

Mathematics Skills in Epilepsy: A Systematic Review and Meta-Analysis

S. Lah, C. Gilmore, Brittany Killer, 2023, Neuropsychology review.

Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing

N. Marlow, D. Wolke, Lucy Cragg, 2013, Pediatric Research.

An Introduction to Mathematical Cognition

M. Inglis, S. Göbel, C. Gilmore, 2018 .

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

N. Marlow, Lucy Cragg, C. Gilmore, 2019, BMJ Open.

PROCESS- AND OBJECT-BASED THINKING IN ARITHMETIC

Matthew Inglis, Camilla K. Gilmore, M. Inglis, 2008 .

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

Lucy Cragg, C. Gilmore, V. Simms, 2018, PloS one.

Investigating the role of attention in the identification of associativity shortcuts using a microgenetic measure of implicit shortcut use

Nina Attridge, Camilla Gilmore, Joanne Eaves, 2020, Quarterly journal of experimental psychology.

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

Lucy Cragg, C. Gilmore, V. Simms, 2016, Journal of experimental child psychology.

Multiple number-naming associations: How the inversion property affects adults’ two-digit number processing

B. Reynvoet, C. Gilmore, Iro Xenidou-Dervou, 2023, Quarterly journal of experimental psychology.