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Hannah Valdiviejas, Theodora Koumoutsakis, Andrew Mistak, Alyssa Mogil, Saba Ayman-Nolley & R. B. Church. (2022) Can gesture help English language learners understand the equal sign?. NABE Journal of Research and Practice 12:3-4, pages 121-134.
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Yasmini Lais Sperafico, Nelba Maria Pisacco, Luciana Corso, Luís Augusto Rohde & Beatriz Dorneles. (2021) Combined Intervention of Working Memory and Arithmetic Reasoning in Students with ADHD. International Journal of Disability, Development and Education 68:4, pages 566-582.
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Marja Eliisa Holm, Markku Sakari Hannula & Piia Maria Björn. (2017) Mathematics-related emotions among Finnish adolescents across different performance levels. Educational Psychology 37:2, pages 205-218.
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Minna Kyttälä, Pirjo Aunio, Janne Lepola & Jarkko Hautamäki. (2014) The role of the working memory and language skills in the prediction of word problem solving in 4- to 7-year-old children. Educational Psychology 34:6, pages 674-696.
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Yulia Solovieva, Emelia Lázaro & Luis Quintanar. (2013) Evaluación de las habilidades matemáticas previas en niños preescolares urbanos y rurales. Culture and Education 25:2, pages 199-212.
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Johan Korhonen, Karin Linnanmäki & Pirjo Aunio. (2012) Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills. Scandinavian Journal of Educational Research 56:3, pages 333-344.
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Thomas Walters, Nicola J. Simkiss, Robert J. Snowden & Nicola S. Gray. (2021) Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties. British Journal of Educational Psychology 92:3, pages 843-860.
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Ignacio Méndez-Balbuena, Ana Cristina Hermosillo-Abundis, Diane Ruge, Carlos Trenado, Rafael Lemuz-López, Vicente Arturo López-Cortés, María del Rosario Bonilla-Sánchez, Héctor Juan Pelayo-González & Marco Antonio García-Flores. (2022) The Use of Language in Solving Inverse Algebraic Functions Problems. Frontiers in Education 7.
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Mary Aldugom, Kimberly Fenn & Susan Wagner Cook. (2020) Gesture during math instruction specifically benefits learners with high visuospatial working memory capacity. Cognitive Research: Principles and Implications 5:1.
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Winnie Wai Lan Chan & Terry Tin-Yau Wong. (2019) Visuospatial pathways to mathematical achievement. Learning and Instruction 62, pages 11-19.
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Marja E. Holm, Pirjo Aunio, Piia M. Björn, Liisa Klenberg, Johan Korhonen & Markku S. Hannula. (2017) Behavioral Executive Functions Among Adolescents With Mathematics Difficulties. Journal of Learning Disabilities 51:6, pages 578-588.
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Peng Peng, Cuicui Wang & Jessica Namkung. (2018) Understanding the Cognition Related to Mathematics Difficulties: A Meta-Analysis on the Cognitive Deficit Profiles and the Bottleneck Theory. Review of Educational Research 88:3, pages 434-476.
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Tracy Logan. (2015) The influence of test mode and visuospatial ability on mathematics assessment performance. Mathematics Education Research Journal 27:4, pages 423-441.
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Hanke Korpershoek, Hans Kuyper & Greetje van der Werf. (2014) THE RELATION BETWEEN STUDENTS’ MATH AND READING ABILITY AND THEIR MATHEMATICS, PHYSICS, AND CHEMISTRY EXAMINATION GRADES IN SECONDARY EDUCATION. International Journal of Science and Mathematics Education 13:5, pages 1013-1037.
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Minna Kyttälä, Kaisa Kanerva & Evelyn Kroesbergen. (2015) Training counting skills and working memory in preschool. Scandinavian Journal of Psychology 56:4, pages 363-370.
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Julia Klesczewski, Janin Brandenburg, Anne Fischbach, Dietmar Grube, Marcus Hasselhorn & Gerhard Büttner. (2015) Working Memory Functioning in Children With Poor Mathematical Skills. Zeitschrift für Psychologie 223:2, pages 83-92.
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Olga V. C. A. Andrade, Paulo E. Andrade & Simone A. Capellini. (2015) Collective screening tools for early identification of dyslexia. Frontiers in Psychology 5.
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Sarah L. Lukowski, Brooke Soden, Sara A. Hart, Lee A. Thompson, Yulia Kovas & Stephen A. Petrill. (2014) Etiological distinction of working memory components in relation to mathematics. Intelligence 47, pages 54-62.
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Swiya Nath & Dénes Szücs. (2014) Construction play and cognitive skills associated with the development of mathematical abilities in 7-year-old children. Learning and Instruction 32, pages 73-80.
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Johan Korhonen, Karin Linnanmäki & Pirjo Aunio. (2014) Learning difficulties, academic well-being and educational dropout: A person-centred approach. Learning and Individual Differences 31, pages 1-10.
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Kirsten Schuchardt & Claudia Mähler. (2010) Unterscheiden sich Subgruppen rechengestörter Kinder in ihrer Arbeitsgedächtniskapazität, im basalen arithmetischen Faktenwissen und in den numerischen Basiskompetenzen?. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 42:4, pages 217-225.
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MINNA KYTTÄLÄ, PIRJO AUNIO & JARKKO HAUTAMÄKI. (2010) Working memory resources in young children with mathematical difficulties. Scandinavian Journal of Psychology 51:1, pages 1-15.
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Pekka Räsänen, Jonna Salminen, Anna J. Wilson, Pirjo Aunio & Stanislas Dehaene. (2009) Computer-assisted intervention for children with low numeracy skills. Cognitive Development 24:4, pages 450-472.
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Minna Kyttälä & Juhani E. Lehto. (2008) Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education 23:1, pages 77-94.
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