Outputs

Journal articles

Gilmore, C., Keeble, S., Richardson, S., & Cragg, L. (in press). The interaction of procedural skill, conceptual understanding and executive functions in early mathematics achievement. Journal of Numerical Cognition. [pre-print]

Cragg, L., Keeble, S., Richardson, S., Roome, H.E., & Gilmore, C. (2017). Direct and indirect influences of executive functions on mathematics achievement. Cognition, 162, 12-26. [open access journal version]

Gilmore, C., Cragg, L., Hogan, G., & Inglis, M. (2016). Congruency effects in dot comparison tasks: Convex hull is more important than dot area. Journal of Cognitive Psychology, 28, 923-931. [open access journal version].

Gilmore, C., Keeble, S., Richardson, S., & Cragg, L. (2015). The role of cognitive inhibition in different components of arithmetic. ZDM: The International Journal on Mathematics Education, 47(5), 771-782. DOI: 10.1007/s11858-014-0659-y

Gilmore, C. & Cragg, L. (2014). Teachers’ understanding of the role of executive functions in mathematics learning. Mind, Brain and Education, 8, 132-136.

Cragg, L. & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function skills in the development of mathematics proficiency. Trends in Neuroscience and Education.

Hubber, P.J., Gilmore, C. & Cragg, L. (2014). The roles of the central executive and visuo-spatial storage in mental arithmetic: A comparison across strategies. Quarterly Journal of Experimental Psychology, 67, 936-954.

Conference presentations

Cragg, L., Keeble, S., Richardson, S., Roome, H., & Gilmore, C. (2015, September). The role of executive functions in cognitive components of mathematics. British Psychological Society Developmental Section Conference, Manchester.

Richardson, S., Keeble, S., Gilmore, C. & Cragg, L. (2013, September). The role of working memory in children’s mathematics achievement: processing, storage and their co-ordination. British Psychological Society Developmental and Cognitive Sections Joint Conference, Reading.

Keeble, S., Richardson, S., Cragg, L. & Gilmore, C. (2013, September). The role of conceptual understanding in children’s mathematical skills. British Psychological Society Developmental and Cognitive Sections Joint Conference, Reading.

Hubber, P., Gilmore, C. & Cragg, L. (2013, September). The role of working memory in arithmetic differs by strategy. British Psychological Society Developmental and Cognitive Sections Joint Conference, Reading.

Cragg, L., Gilmore, C., Richardson, S. & Hubber, P. (2013, April). The role of working memory in arithmetic performance differs by strategy and age. Society for Research in Child Development Biennial Conference, Seattle, USA.

Hubber, P., Gilmore, C. & Cragg, L. (2013, January). Adult mathematicians have superior working memory storage capacity in the spatial domain. Experimental Psychology Society Meeting, London.

Gilmore, C., Cragg, L., Richardson, S. & Hubber, P. (2012, September). The Role of Working Memory in Arithmetic Performance Differs by Strategy. British Psychological Society Developmental Section Conference, Glasgow.

Gilmore, C. & Cragg, L. (2012, May). Teachers’ understanding of the role of executive functions in maths. EARLI Neuroscience and Education Special Interest Group Meeting, London.

Uni of NottinghamLoughborough