Camilla Gilmore
Camilla Gilmore
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Skills underlying mathematics: The role of executive function in the development of mathematics proficiency
L Cragg, C Gilmore
Trends in neuroscience and education 3 (2), 63-68, 2014
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 …
B De Smedt, MP Noël, C Gilmore, D Ansari
Trends in Neuroscience and Education 2 (2), 48-55, 2013
Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement
C Gilmore, N Attridge, S Clayton, L Cragg, S Johnson, N Marlow, V Simms, ...
PloS one 8 (6), e67374, 2013
Children’s mapping between symbolic and nonsymbolic representations of number
E Mundy, CK Gilmore
Journal of experimental child psychology 103 (4), 490-502, 2009
Symbolic arithmetic knowledge without instruction
CK Gilmore, SE McCarthy, ES Spelke
Nature 447 (7144), 589-591, 2007
Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling
CK Gilmore, SE McCarthy, ES Spelke
Cognition 115 (3), 394-406, 2010
Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties
B De Smedt, CK Gilmore
Journal of experimental child psychology 108 (2), 278-292, 2011
Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children
M Inglis, N Attridge, S Batchelor, C Gilmore
Psychonomic bulletin & review 18, 1222-1229, 2011
Direct and indirect influences of executive functions on mathematics achievement
L Cragg, S Keeble, S Richardson, HE Roome, C Gilmore
Cognition 162, 12-26, 2017
Indexing the approximate number system
M Inglis, C Gilmore
Acta psychologica 145, 147-155, 2014
Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement
S Clayton, C Gilmore, M Inglis
Acta Psychologica 161, 177-184, 2015
Measuring the approximate number system
C Gilmore, N Attridge, M Inglis
Quarterly Journal of Experimental Psychology 64 (11), 2099-2109, 2011
Inhibition in dot comparison tasks
S Clayton, C Gilmore
Zdm 47 (5), 759-770, 2015
Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills
V Simms, S Clayton, L Cragg, C Gilmore, S Johnson
Journal of experimental child psychology 145, 22-33, 2016
The role of cognitive inhibition in different components of arithmetic
C Gilmore, S Keeble, S Richardson, L Cragg
Zdm 47, 771-782, 2015
Individual differences in children's understanding of inversion and arithmetical skill
CK Gilmore, P Bryant
British Journal of Educational Psychology 76 (2), 309-331, 2006
An introduction to mathematical cognition
C Gilmore, SM Göbel, M Inglis
Routledge, 2018
Congruency effects in dot comparison tasks: Convex hull is more important than dot area
C Gilmore, L Cragg, G Hogan, M Inglis
Journal of Cognitive Psychology 28 (8), 923-931, 2016
Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia
V Simms, C Gilmore, L Cragg, S Clayton, N Marlow, S Johnson
Pediatric Research 77 (2), 389-395, 2015
Patterns of individual differences in conceptual understanding and arithmetical skill: A meta-analysis
CK Gilmore, M Papadatou-Pastou
Mathematical Thinking and Learning 11 (1-2), 25-40, 2009
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