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Publications

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

Clayton S. et al, (2022), Child Neuropsychol, 28, 82 - 98

No Excess of Mathematics Anxiety in Adolescents Born Very Preterm.

Trickett J. et al, (2021), J Dev Behav Pediatr, 42, 220 - 226

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

Johnson S. et al, (2019), BMJ Open, 9

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

Norris JE. et al, (2019), Q J Exp Psychol (Hove), 72, 1037 - 1046

Developmental differences in approaches to nonsymbolic comparison tasks.

Clayton S. et al, (2019), Q J Exp Psychol (Hove), 72, 436 - 445

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

Gilmore C. et al, (2018), PLoS One, 13

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

Simms V. et al, (2016), J Exp Child Psychol, 145, 22 - 33

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

Clayton S. et al, (2015), Acta Psychol (Amst), 161, 177 - 184

Inhibition in dot comparison tasks

Clayton S. and Gilmore C., (2015), ZDM - Mathematics Education, 47, 759 - 770

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

Simms V. et al, (2015), Pediatr Res, 77, 389 - 395

Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement.

Gilmore C. et al, (2013), PLoS One, 8

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