Sarah R. Powell, Syeda Sharjina Akther, Na Young Yoon, Katherine A. Berry, Carmen Nemcek, Anna‐Maria Fall & Greg Roberts. (2023) The Effect of Addition and Subtraction Practice within a Word‐Problem Intervention on Addition and Subtraction Outcomes. Learning Disabilities Research & Practice 38:3, pages 182-198.
Crossref
Chunhui Chen, Pengfei Liu, Shuzhen Lu, Siqi Li, Chunli Zhang & Xinlin Zhou. (2023) Verbal but not visual–spatial working memory contributes to complex arithmetic calculation. British Journal of Developmental Psychology.
Crossref
Chiara Luoni, Maristella Scorza, Silvia Stefanelli, Barbara Fagiolini & Cristiano Termine. (2022) A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity. Journal of Learning Disabilities 56:4, pages 310-323.
Crossref
Luigi Macchitella, Giorgia Tosi, Daniele Luigi Romano, Marika Iaia, Francesca Vizzi, Irene C. Mammarella & Paola Angelelli. (2023) Visuo-Spatial Working Memory and Mathematical Skills in Children: A Network Analysis Study. Behavioral Sciences 13:4, pages 294.
Crossref
Antje Ehlert, Nadine Poltz, Sabine Quandte, Juliane Kohn, Karin Kucian, Michael Von Aster & Günter Esser. (2022) Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence. Journal of Intelligence 10:3, pages 70.
Crossref
Annemie Desoete & Magda Praet. (2022) A Pilot Study on the Effectiveness of Kindergarten Games to Enhance Mathematical Skills. Journal of Cognitive Education and Psychology 21:1, pages 21-33.
Crossref
Chiara De Vita, Hiwet Mariam Costa, Carlo Tomasetto & Maria Chiara Passolunghi. (2021) The contributions of working memory domains and processes to early mathematical knowledge between preschool and first grade. Psychological Research 86:2, pages 497-511.
Crossref
Nadine Poltz, Sabine Quandte, Juliane Kohn, Karin Kucian, Anne Wyschkon, Michael von Aster & Günter Esser. (2022) Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School. Brain Sciences 12:3, pages 313.
Crossref
Aleksander Veraksa, Daria Bukhalenkova, Margarita Aslanova & Marina Vasylieva. 2022. Child Development in Russia. Child Development in Russia
67
84
.
Lauren M. Friedman, Gabrielle Fabrikant-Abzug, Sarah A. Orban & Samuel J. Eckrich. 2022. Handbook of Cognitive Mathematics. Handbook of Cognitive Mathematics
501
537
.
Lauren M. Friedman, Gabrielle Fabrikant-Abzug, Sarah A. Orban & Samuel J. Eckrich. 2021. Handbook of Cognitive Mathematics. Handbook of Cognitive Mathematics
1
37
.
Lucia Bigozzi, Sara Pezzica & Chiara Malagoli. (2020) The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample. European Journal of Psychology of Education 36:4, pages 965-988.
Crossref
Annemie Desoete. 2021. Heterogeneous Contributions to Numerical Cognition. Heterogeneous Contributions to Numerical Cognition
327
357
.
Paul Raj & Prakash Padakannaya. 2021. Neuro-Systemic Applications in Learning. Neuro-Systemic Applications in Learning
203
225
.
H. Lee Swanson. (2020) The relationship between executive processing and computational growth among monolingual and english learners with and without math difficulties: Does it help to be bilingual?. Cognitive Development 56, pages 100961.
Crossref
Katie Allen, David Giofrè, Steve Higgins & John Adams. (2020) Working memory predictors of mathematics across the middle primary school years. British Journal of Educational Psychology 90:3, pages 848-869.
Crossref
Pierluigi Zoccolotti, Maria De Luca, Chiara Valeria Marinelli & Donatella Spinelli. (2020) Predicting individual differences in reading, spelling and maths in a sample of typically developing children: A study in the perspective of comorbidity. PLOS ONE 15:4, pages e0231937.
Crossref
Rebecca Gordon, James H. Smith-Spark, Elizabeth J. Newton & Lucy A. Henry. (2020) Working memory and high-level cognition in children: An analysis of timing and accuracy in complex span tasks. Journal of Experimental Child Psychology 191, pages 104736.
Crossref
Katie Allen, David Giofrè, Steve Higgins & John Adams. (2019) Working memory predictors of written mathematics in 7- to 8-year-old children. Quarterly Journal of Experimental Psychology 73:2, pages 239-248.
Crossref
Rachele Fanari, Carla Meloni & Davide Massidda. (2019) Visual and Spatial Working Memory Abilities Predict Early Math Skills: A Longitudinal Study. Frontiers in Psychology 10.
Crossref
Anne Lafay, Marie-Catherine St-Pierre & Joël Macoir. (2019) Impairment of non-symbolic number processing in children with mathematical learning disability. Journal of Numerical Cognition 5:1, pages 86-104.
Crossref
Irene C. Mammarella, Sara Caviola, David Giofrè & Dénes Szűcs. (2018) The underlying structure of visuospatial working memory in children with mathematical learning disability. British Journal of Developmental Psychology 36:2, pages 220-235.
Crossref
Francesco Sella, Charlotte Hartwright & Roi Cohen Kadosh. 2018. Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience. Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience
1
47
.
Anne Lafay, Joël Macoir & Marie-Catherine St-Pierre. (2018) Impairment of Arabic- and spoken-number processing in children with mathematical learning disability. Journal of Numerical Cognition 3:3, pages 620-641.
Crossref
Katharina Lambert & Birgit Spinath. (2018) Are WISC IQ scores in children with mathematical learning disabilities underestimated? The influence of a specialized intervention on test performance. Research in Developmental Disabilities 72, pages 56-66.
Crossref
Tanya St. John, Geraldine Dawson & Annette Estes. (2017) Brief Report: Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD. Journal of Autism and Developmental Disorders 48:1, pages 276-283.
Crossref
Sandra Pellizzoni & Maria C. Passolunghi. (2017) Convergent Evaluation of Working Memory and Arithmetic Ability in a Child with Autism Spectrum Disorder without Intellectual Impairment. Frontiers in Psychology 8.
Crossref
Robin L. Peterson, Richard Boada, Lauren M. McGrath, Erik G. Willcutt, Richard K. Olson & Bruce F. Pennington. (2016) Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences. Journal of Learning Disabilities 50:4, pages 408-421.
Crossref
Ulf Träff, Linda Olsson, Rickard Östergren & Kenny Skagerlund. (2017) Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles. Frontiers in Psychology 7.
Crossref
Danilka Castro, Valeska Amor, David Maximiliano Gómez & Pablo Dartnell. (2017) Contribución de los Componentes de la Memoria de Trabajo a la Eficiencia en Aritmética Básica Durante la Edad Escola. Psykhe (Santiago) 26:2.
Crossref
Ann Dowker. 2017. The Development of Early Childhood Mathematics Education. The Development of Early Childhood Mathematics Education
255
287
.
Rachelle H. Cantin, Emily K. Gnaedinger, Kristin C. Gallaway, Matthew S. Hesson-McInnis & Alycia M. Hund. (2016) Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. Journal of Experimental Child Psychology 146, pages 66-78.
Crossref
Jacob M. Paul & Robert A. Reeve. (2016) Relationship between single digit addition strategies and working memory reflects general reasoning sophistication. Learning and Instruction 42, pages 113-122.
Crossref
Douglas H. Clements, Julie Sarama & Carrie Germeroth. (2016) Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly 36, pages 79-90.
Crossref
D. Szűcs. 2016. The Mathematical Brain Across the Lifespan. The Mathematical Brain Across the Lifespan
277
304
.
K. Vanbinst & B. De Smedt. 2016. The Mathematical Brain Across the Lifespan. The Mathematical Brain Across the Lifespan
105
130
.
Santiago Pelegrina, Agnese Capodieci, Barbara Carretti & Cesare Cornoldi. (2014) Magnitude Representation and Working Memory Updating in Children With Arithmetic and Reading Comprehension Disabilities. Journal of Learning Disabilities 48:6, pages 658-668.
Crossref
Maria Chiara Passolunghi, Silvia Lanfranchi, Gianmarco Altoè & Nadia Sollazzo. (2015) Early numerical abilities and cognitive skills in kindergarten children. Journal of Experimental Child Psychology 135, pages 25-42.
Crossref
Snorre A. Ostad. (2015) Private speech use in arithmetical calculation: relationship with phonological memory skills in children with and without mathematical difficulties. Annals of Dyslexia 65:2, pages 103-119.
Crossref
Anna J. Wilson, Stuart G. Andrewes, Helena Struthers, Victoria M. Rowe, Rajna Bogdanovic & Karen E. Waldie. (2015) Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity. Learning and Individual Differences 37, pages 118-132.
Crossref
Sarah R. Powell & Lynn S. Fuchs. (2014) Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?. Learning Disabilities Research & Practice 29:3, pages 106-116.
Crossref
Maria Guarnera & Antonella D’Amico. (2014) Training of Attention in Children With Low Arithmetical Achievement. Europe’s Journal of Psychology 10:2, pages 277-290.
Crossref
Erik G. Willcutt, Stephen A. Petrill, Sarah Wu, Richard Boada, John C. DeFries, Richard K. Olson & Bruce F. Pennington. (2013) Comorbidity Between Reading Disability and Math Disability. Journal of Learning Disabilities 46:6, pages 500-516.
Crossref
Frauke De Weerdt, Annemie Desoete & Herbert Roeyers. (2012) Working Memory in Children With Reading Disabilities and/or Mathematical Disabilities. Journal of Learning Disabilities 46:5, pages 461-472.
Crossref
Irene C. Mammarella, Sara Caviola, Cesare Cornoldi & Daniela Lucangeli. (2013) Mental additions and verbal-domain interference in children with developmental dyscalculia. Research in Developmental Disabilities 34:9, pages 2845-2855.
Crossref
Meijke E. Kolkman, Evelyn H. Kroesbergen & Paul P.M. Leseman. (2013) Early numerical development and the role of non-symbolic and symbolic skills. Learning and Instruction 25, pages 95-103.
Crossref
Meijke E. Kolkman, Herbert J.A. Hoijtink, Evelyn H. Kroesbergen & Paul P.M. Leseman. (2013) The role of executive functions in numerical magnitude skills. Learning and Individual Differences 24, pages 145-151.
Crossref
Sarah R. Powell, Lynn S. Fuchs & Doug Fuchs. (2013) Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties. Learning Disabilities Research & Practice 28:1, pages 38-48.
Crossref
Giselle Reimann, Janine Gut, Marie-Claire Frischknecht & Alexander Grob. (2013) Memory abilities in children with mathematical difficulties: Comorbid language difficulties matter. Learning and Individual Differences 23, pages 108-113.
Crossref
Ulf Andersson & Rickard Östergren. (2012) Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities. Learning and Individual Differences 22:6, pages 701-714.
Crossref
Annemie Desoete, Annelies Ceulemans, Frauke De Weerdt & Stefanie Pieters. (2010) Can we predict mathematical learning disabilities from symbolic and non‐symbolic comparison tasks in kindergarten? Findings from a longitudinal study. British Journal of Educational Psychology 82:1, pages 64-81.
Crossref
Jennifer Wiley & Andrew F. Jarosz. 2012.
185
227
.
Liane Kaufmann & Silvia Pixner. 2012. Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices
277
294
.
Christine Till, Angela Deotto, Vicentiu Tipu, John G. Sled, Allison Bethune, Sridar Narayanan, Doug L. Arnold & Brenda L. Banwell. (2011) White matter integrity and math performance in pediatric multiple sclerosis. NeuroReport 22:18, pages 1005-1009.
Crossref
Paul Bangirana, Seggane Musisi, Michael J Boivin, Anna Ehnvall, Chandy C John, Tracy L Bergemann & Peter Allebeck. (2011) Malaria with neurological involvement in Ugandan children: effect on cognitive ability, academic achievement and behaviour. Malaria Journal 10:1.
Crossref
Ana Miranda Casas, M. Inmaculada Fernández Andrés, Rosa García Castellar & Raúl Tárraga Mínguez. (2011) Factores que predicen las estrategias de comprensión de la lectura de adolescentes con trastorno por déficit de atención con hiperactividad, con dificultades de comprensión lectora y con ambos trastornos. Revista de Logopedia, Foniatría y Audiología 31:4, pages 193-202.
Crossref
Kimberly P. Raghubar, Marcia A. Barnes & Steven A. Hecht. (2010) Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences 20:2, pages 110-122.
Crossref
Cynthia A. Riccio, Jeremy R. Sullivan & Morris J. Cohen. 2010. Neuropsychological Assessment and Intervention for Childhood and Adolescent Disorders. Neuropsychological Assessment and Intervention for Childhood and Adolescent Disorders
529
685
.
John Threlfall. (2009) Strategies and flexibility in mental calculation. ZDM 41:5, pages 541-555.
Crossref
Antonella D'Amico & Maria Chiara Passolunghi. (2009) Naming speed and effortful and automatic inhibition in children with arithmetic learning disabilities. Learning and Individual Differences 19:2, pages 170-180.
Crossref