Journal Articles
Fernández-Blanco, A, Dib, M,
Simms, V, Rojas-Barahona, CA (2026)
Parallel paths? Do state and trait math anxiety interact differently with executive functions in explaining math problem solving?,
Psychology, Society and Education, 18(2), pp.17-29, ISSN: 2171-2085. DOI:
10.21071/pse.v18i2.18649.
Krajcsi, A, Cipora, K, Chesney, D, Coolen, I, Gilmore, C, Inglis, M, Libertus, M, Nuerk, H-C,
Simms, V, Reynvoet, B (2026)
A procedure for writing multi-author consensus manuscripts: implementation and reflections on conflict resolution and generalizations,
Journal of Numerical Cognition, ISSN: 2363-8761. DOI:
10.23668/psycharchives.21654.
O'Connor, R, Gattas, SU, Blakey, E, Brough, C, Cook, K, Hawes, Z, Howard, SJ, Korell, C, Loveridge, T, Merkley, R, O'Reilly, F,
Simms, V, von Spreckelsen, M, Sylva, K, Scerif, G (2025)
Engaging Educators in the Codesign, Feasibility, and Implementation Quality of Early Years Interventions: The
ONE
Program,
Mind, Brain, and Education, 19(4), pp.275-288, ISSN: 1751-2271. DOI:
10.1111/mbe.70028.
Bluett‐Duncan, M, Adams, J, Berkovitch, M, Berlin, M, Cahoon, A, Clayton‐Smith, J, Jackson, C, Khanom, S, Mølgaard‐Nielsen, D, Richardson, JL,
Simms, V, Stellfeld, M, Winterfeld, U, Yates, LM, Bromley, RL (2025)
A Scoping Review of Human Teratogens and Their Impact on the Developing Brain: A Contribution From the ConcePTION Project,
Birth Defects Research, 117(9), e2497, ISSN: 2472-1727. DOI:
10.1002/bdr2.2497.
Morales, MF, Susperreguy, MI,
Simms, V (2025)
The long-term effect of very preterm birth on school readiness: exploring preschool mediating pathways,
Pediatric Research, ISSN: 0031-3998. DOI:
10.1038/s41390-025-04352-y.
Hunt, BW, Cahoon, A, Blakey, E, James-Brabham, E, Matthews, D,
Simms, V (2025)
Is there an association between frequency of home mathematical activities (HMA) and children’s mathematical outcomes? Data harmonization and secondary analyses of U.K.-based data sets,
Developmental Psychology, 62(9), pp.1689-1701, ISSN: 0012-1649. DOI:
10.1037/dev0001987.
Simms, V (2025)
New editorial team at the Journal of Numerical Cognition,
Journal of Numerical Cognition, 11, e16973, DOI:
10.5964/jnc.16973.
Weiers, H, Ghattaura, S, Scerif, G, Sella, F,
Simms, V, Xenidou-Dervou, I, Gilmore, C (2025)
Methods used to assess early mathematical skills in 2-year-olds: A review of the literature,
Infant and Child Development, 34(1), e70001, ISSN: 1522-7227. DOI:
10.1002/icd.70001.
Scerif, G, Sučević, J, Andrews, H, Blakey, E, Gattas, SU, Godfrey, A, Hawes, Z, Howard, SJ, Kent, L, Merkley, R, O’Connor, R, O’Reilly, F,
Simms, V (2025)
Enhancing children’s numeracy and executive functions via their explicit integration,
npj Science of Learning, 10(1), 8, DOI:
10.1038/s41539-025-00302-9.
Cahoon, A, Simsek, E, Gilmore, C,
Simms, V (2024)
The cognitive and numerical predictors of early mathematical achievement: A latent growth curve analysis,
Journal of Cognition and Development, 26(3), pp.443-463, ISSN: 1524-8372. DOI:
10.1080/15248372.2024.2434036.
Cahoon, A, Jiménez Lira, C, Estévez Pérez, N, Benavides Pando, EV, Campver García, Y, Susana Paz García, D,
Simms, V (2024)
Meta-Analyses and Narrative Review of Home-Based Interventions to Improve Literacy and Mathematics Outcomes for Children Between the Ages of 3 and 5 Years Old,
Review of Educational Research, 94(6), pp.803-842, ISSN: 0034-6543. DOI:
10.3102/00346543231212491.
Campbell, A,
Simms, V, Prince, M (2024)
Data-Driven Insights for a Holistic Understanding of Research Culture,
Exchanges: The Interdisciplinary Research Journal, 12(1), pp.41-59, DOI:
10.31273/eirj.v12i1.1610.
Cahoon, A, Campver, Y, Estévez, N, Jiménez Lira, C, Paz García, DS, Benavides Pando, EV,
Simms, V (2024)
Parents' views and experiences of the home mathematics environment: A cross‐country study,
Infant and Child Development, 33(4), e2497, ISSN: 1522-7227. DOI:
10.1002/icd.2497.
Krajcsi, A, Chesney, D, Cipora, K, Coolen, I, Gilmore, C, Inglis, M, Libertus, M, Nuerk, H-C,
Simms, V, Reynvoet, B (2024)
Measuring the acuity of the approximate number system in young children,
Developmental Review, 72, 101131, ISSN: 0273-2297. DOI:
10.1016/j.dr.2024.101131.
Ellis, A, Cosso, J, Duncan, RJ, Susperreguy, MI,
Simms, V, Purpura, DJ (2023)
International comparisons of the home mathematics environment and relations with children's mathematical achievement,
British Journal of Educational Psychology, 93(4), pp.1171-1187, ISSN: 0007-0998. DOI:
10.1111/bjep.12625.
Scerif, G, Blakey, E, Gattas, S, Hawes, Z, Howard, S, Merkley, R, O’Connor, R,
Simms, V (2023)
Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions,
Educational Psychology Review, 35(4), ISSN: 1040-726X. DOI:
10.1007/s10648-023-09824-3.
Spiller, J, Clayton, S, Cragg, L, Johnson, S,
Simms, V, Gilmore, C (2023)
Higher level domain specific skills in mathematics; the relationship between algebra, geometry, executive function skills and mathematics achievement,
PLoS One, 18(11), e0291796, DOI:
10.1371/journal.pone.0291796.
Maguire, S, Davison, J, McLaughlin, M,
Simms, V, Bunting, B (2023)
Exploring the psychometric properties of self-report instruments used to measure health-related quality of life and subjective wellbeing of adolescents with intellectual disabilities: A Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) systematic review,
Journal of Applied Research in Intellectual Disabilities, 36(5), pp.899-915, ISSN: 1360-2322. DOI:
10.1111/jar.13110.
Xu, C, LeFevre, J-A, Di Lonardo Burr, S, Maloney, EA, Wylie, J,
Simms, V, Skwarchuk, S-L, Osana, HP (2023)
A direct comparison of two measures of ordinal knowledge among 8-year-olds,
Journal of Numerical Cognition, 9(2), pp.253-267, DOI:
10.5964/jnc.10201.
Xu, C, Di Lonardo Burr, S, LeFevre, J-A, Skwarchuk, S-L, Osana, HP, Maloney, EA, Wylie, J,
Simms, V, Susperreguy, MI, Douglas, H, Lafay, A (2023)
Development of children’s number line estimation in primary school: Regional and curricular influences,
Cognitive Development, 67, pp.101355-101355, ISSN: 0885-2014. DOI:
10.1016/j.cogdev.2023.101355.
Bromley, R, Graz, MB, Bluett-Duncan, M, Chambers, C, Damkier, P, Dietrich, K, Dolk, H, Grant, K, Mattson, S, Meador, K, Nordeng, H, Oberlander, T, Ornoy, A, Revet, A, Richardson, J, Rovet, J, Schuler-Faccini, L, Smearman, E,
Simms, V, Vorhees, C, Wide, K, Wood, A, Yates, L, Ystrom, E, Supraja, TA, Adams, J (2023)
Expert consensus on neurodevelopmental outcomes in pregnancy pharmacovigilance studies,
Neurotoxicology and Teratology, 98, p.107203, ISSN: 0892-0362. DOI:
10.1016/j.ntt.2023.107203.
Bromley, RL, Bickle Graz, M, Bluett-Duncan, M, Chambers, C, Damkier, P, Dietrich, K, Dolk, H, Grant, K, Mattson, S, Meador, KJ, Nordeng, H, Oberlander, TF, Ornoy, A, Revet, A, Richardson, J, Rovet, J, Schuler-Faccini, L, Smearman, E,
Simms, V, Vorhees, C, Wide, K, Wood, A, Yates, L, Ystrom, E, Supraja, TA, Adams, J (2023)
Expert consensus on neurodevelopmental outcomes in pregnancy pharmacovigilance studies,
Frontiers in Pharmacology, 14, 1094698, DOI:
10.3389/fphar.2023.1094698.
Davison, J, Maguire, S, McLaughlin, M,
Simms, V, Bunting, B (2023)
Exploring the psychometric properties of the Intellectual Disability versions of the Short Warwick–Edinburgh Mental Wellbeing Scale and Kidscreen10, self‐reported by adolescents with intellectual disability,
Journal of Intellectual Disability Research, 67(5), pp.415-426, ISSN: 0964-2633. DOI:
10.1111/jir.13016.
Hannula-Sormunen, M, Batchelor, S, Torbeyns, J,
Simms, V, Nanu, C, Laakkonen, E, De Smedt, B (2023)
Age group differences in SFON tendency and arithmetical skills of four to seven year olds in four countries with different school starting ages,
Cognitive Development, 66, pp.101296-101296, ISSN: 0885-2014. DOI:
10.1016/j.cogdev.2023.101296.
O’Connor, DB, Abele, AE, Baguley, T, Daly, M, Doherty, N, Grange, JA, Leman, PJ, Pressman, SD, Rossit, S,
Simms, V (2022)
Improving psychological science: further thoughts, reflections and ways forward,
Cogent Psychology, 9(1), 2103248, DOI:
10.1080/23311908.2022.2103248.
Beacom, E, Hollywood, LE,
Simms, V, Wynne, A (2022)
Working out the best deal: the role of consumer numerical skills within a grocery shop,
British Food Journal, 124(13), pp.237-253, ISSN: 0007-070X. DOI:
10.1108/bfj-10-2021-1110.
Maguire, S, Davison, J, McLaughlin, M,
Simms, V (2022)
Protocol for a systematic review exploring the psychometric properties of self-report health-related quality of life and subjective wellbeing measures used by adolescents with intellectual disabilities,
Systematic Reviews, 11(1), 81, DOI:
10.1186/s13643-022-01957-w.
Xu, C, Di Lonardo Burr, S, Skwarchuk, S-L, Douglas, H, Lafay, A, Osana, HP,
Simms, V, Wylie, J, Maloney, EA, LeFevre, J-A (2022)
Pathways to learning mathematics for students in French-immersion and English-instruction programs,
Journal of Educational Psychology, 114(6), pp.1321-1342, ISSN: 0022-0663. DOI:
10.1037/edu0000722.
Skwarchuk, S-L, Douglas, H, Cahoon, A, LeFevre, J-A, Xu, C, Roy, E,
Simms, V, Wylie, J, Maloney, EA, Osana, HP, Susperreguy, MI (2022)
Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children,
Education Sciences, 12(8), pp.513-513, DOI:
10.3390/educsci12080513.
Davison, J, Maguire, S, McLaughlin, M,
Simms, V (2022)
Involving adolescents with intellectual disability in the adaptation of self‐reported subjective well‐being measures: participatory research and methodological considerations,
Journal of Intellectual Disability Research, 66(7), pp.628-641, ISSN: 0964-2633. DOI:
10.1111/jir.12936.
Xu, C, Lafay, A, Douglas, H, Di Lonardo Burr, S, LeFevre, J-A, Osana, HP, Skwarchuk, S-L, Wylie, J,
Simms, V, Maloney, EA (2022)
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners,
Journal of Educational Psychology, 114(3), pp.513-539, ISSN: 0022-0663. DOI:
10.1037/edu0000673.
Mitchell, D, Somerville, I, Hargie, O,
Simms, V (2021)
Can Sport Build Peace After Conflict? Public Attitudes in Transitional Northern Ireland,
Journal of Sport and Social Issues, 45(5), pp.464-483, ISSN: 0193-7235. DOI:
10.1177/0193723520958346.
Clayton, S,
Simms, V, Cragg, L, Gilmore, C, Marlow, N, Spong, R, Johnson, S (2021)
Etiology of persistent mathematics difficulties from childhood to adolescence following very preterm birth,
Child Neuropsychology, 28(1), pp.82-98, ISSN: 0929-7049. DOI:
10.1080/09297049.2021.1955847.
Hornburg, CB, Borriello, GA, Kung, M, Lin, J, Litkowski, E, Cosso, J, Ellis, A, King, Y, Zippert, E, Cabrera, NJ, Davis-Kean, P, Eason, SH, Hart, SA, Iruka, IU, LeFevre, J-A,
Simms, V, Susperreguy, MI, Cahoon, A, Chan, WWL, Cheung, SK, Coppola, M, De Smedt, B, Elliott, L, Esteves-Perez, N, Gallagher-Mitchell, T, Gardner-Neblett, N, Gilmore, C, Leyva, D, Maloney, EA, Manolitsis, G, Melzi, G, Mutaf-Yildiz, B, Nelson, G, Niklas, F, Pan, Y, Ramani, GB, Skwarchuk, S-L, Sonnenschein, S, Purpura, DJ (2021)
Next directions in measurement of the home mathematics environment: an international and interdisciplinary perspective,
Journal of Numerical Cognition, 74(2), pp.195-220, ISSN: 2363-8761. DOI:
10.5964/jnc.6143.
Cahoon, A, Cassidy, T, Purpura, DJ,
Simms, V (2021)
Developing a rigorous measure of the pre-school home mathematics environment,
Journal of Numerical Cognition, 7(2), pp.172-194, DOI:
10.5964/jnc.6373.
Xu, C, LeFevre, J-A, Skwarchuk, S-L, Di Lonardo Burr, S, Lafay, A, Wylie, J, Osana, HP, Douglas, H, Maloney, EA,
Simms, V (2021)
Individual differences in the development of children’s arithmetic fluency from grades 2 to 3,
Developmental Psychology, 57(7), pp.1067-1079, ISSN: 0012-1649. DOI:
10.1037/dev0001220.
Cahoon, A, Gilmore, C,
Simms, V (2021)
Developmental pathways of early numerical skills during the preschool to school transition,
Learning and Instruction, 75, 101484, ISSN: 0959-4752. DOI:
10.1016/j.learninstruc.2021.101484.
Cahoon, A, McGill, S,
Simms, V (2021)
Understanding home education in the context of COVID-19 lockdown,
Irish Educational Studies, 40(2), pp.443-455, ISSN: 0332-3315. DOI:
10.1080/03323315.2021.1921010.
O'Connor, DB, Aggleton, JP, Chakrabarti, B, Cooper, CL, Creswell, C, Dunsmuir, S, Fiske, ST, Gathercole, S, Gough, B, Ireland, JL, Jones, MV, Jowett, A, Kagan, C, Karanika‐Murray, M, Kaye, LK, Kumari, V, Lewandowsky, S, Lightman, S, Malpass, D, Meins, E, Morgan, BP, Morrison Coulthard, LJ, Reicher, SD, Schacter, DL, Sherman, SM,
Simms, V, Williams, A, Wykes, T, Armitage, CJ (2020)
Research priorities for the COVID‐19 pandemic and beyond: A call to action for psychological science,
British Journal of Psychology, 111(4), pp.603-629, ISSN: 0007-1269. DOI:
10.1111/bjop.12468.
Trickett, J, Gilmore, C, Cragg, L, Clayton, S, Marlow, N,
Simms, V, Spong, R, Johnson, S (2020)
No excess of mathematics anxiety in adolescents born very preterm,
Journal of Developmental and Behavioral Pediatrics, 42(3), pp.220-226, ISSN: 0196-206X. DOI:
10.1097/DBP.0000000000000884.
Van Herwegen, J, Ranzato, E, Karmiloff‐Smith, A,
Simms, V (2020)
The foundations of mathematical development in Williams syndrome and Down syndrome,
Journal of Applied Research in Intellectual Disabilities, 33(5), pp.1080-1089, ISSN: 1360-2322. DOI:
10.1111/jar.12730.
Simms, V and Riby, D (2020)
The impact of Covid-19 on developmental psychology research,
Developmental Psychology Forum, 1(92), pp.7-9, ISSN: 2057-3952. DOI:
10.53841/bpsdev.2020.1.92.7.
Van Herwegen, J and
Simms, V (2020)
Mathematical development in Williams syndrome: A systematic review,
Research in Developmental Disabilities, 100, ISSN: 0891-4222. DOI:
10.1016/j.ridd.2020.103609.
Simms, V, Karmiloff-Smith, A, Ranzato, E, Van Herwegen, J (2020)
Understanding Number Line Estimation in Williams Syndrome and Down Syndrome,
Journal of Autism and Developmental Disorders, 50(2), pp.583-591, ISSN: 0162-3257. DOI:
10.1007/s10803-019-04268-7.
Van Herwegen, J, Ranzato, E, Karmiloff-Smith, A,
Simms, V (2019)
Eye Movement Patterns and Approximate Number Sense Task Performance in Williams Syndrome and Down Syndrome: A Developmental Perspective,
Journal of Autism and Developmental Disorders, 49(10), pp.4030-4038, ISSN: 0162-3257. DOI:
10.1007/s10803-019-04110-0.
Johnson, S, Bamber, D, Bountziouka, V, Clayton, S, Cragg, L, Gilmore, C, Griffiths, R, Marlow, N,
Simms, V, Wharrad, H (2019)
Improving developmental and educational support for children born preterm: Evaluation of an e-learning resource for education professionals,
BMJ Open, ISSN: 2044-6055.
Gilmore, C, Clayton, S, Cragg, L, McKeaveney, C,
Simms, V, Johnson, S (2018)
Understanding arithmetic concepts: the role of domain-specific and domain-general skills,
PLoS ONE, ISSN: 1932-6203. DOI:
10.1371/journal.pone.0201724.
Gallagher-Mitchell, T,
Simms, V, Litchfield, D (2018)
Learning from where ‘eye’ remotely look or point: Impact on number line estimation error in adults,
Quarterly Journal of Experimental Psychology, 71(7), pp.1526-1534, ISSN: 1747-0218. DOI:
10.1080/17470218.2017.1335335.
Purpura, DJ and
Simms, V (2018)
Erratum to “Approximate number system development in preschool: What factors predict change?” [Cogn. Dev. 45C (2018) 31–39](S0885201417300400)(10.1016/j.cogdev.2017.11.001),
Cognitive Development, 47, p.96, ISSN: 0885-2014. DOI:
10.1016/j.cogdev.2018.04.003.
Simms, V (2018)
Editorial,
British Journal of Developmental Psychology, 36(2), pp.151-152, DOI:
10.1111/bjdp.12249.
Simms, V, Gilmore, C, Sloan, S, McKeaveney, C (2018)
Protocol for a systematic review: Interventions to improve mathematics achievement in primary school‐aged children: a systematic review,
Campbell Systematic Reviews, 14(1), pp.1-26, ISSN: 1891-1803. DOI:
10.1002/cl2.215.
Purpura, DJ and
Simms, V (2018)
Approximate number system development in preschool: What factors predict change?,
Cognitive Development, 45, pp.31-39, ISSN: 0885-2014. DOI:
10.1016/j.cogdev.2017.11.001.
Cahoon, A, Cassidy, T,
Simms, V (2017)
Parents' views and experiences of the informal and formal home numeracy environment,
Learning, Culture and Social Interaction, 15, pp.69-79, ISSN: 2210-6561. DOI:
10.1016/j.lcsi.2017.08.002.
Simms, V (2016)
Mathematical mindsets: unleashing students’ potential through creative math, inspiring messages and innovative teaching,
Research in Mathematics Education, 18(3), pp.317-320, ISSN: 1479-4802. DOI:
10.1080/14794802.2016.1237374.
Alcock, L, Ansari, D, Batchelor, S, Bisson, M-J, De Smedt, B, Gilmore, C, Goebel, SM, Hannula-Sormunen, M, Hodgen, J, Inglis, M, Jones, I, Mazzocco, M, McNeil, N, Schneider, M,
Simms, V, Weber, K (2016)
Challenges in mathematical cognition: a collaboratively-derived research agenda,
Journal of Numerical Cognition, ISSN: 2363-8761. DOI:
10.5964/jnc.v2i1.10.
Simms, V, Clayton, S, Cragg, L, Gilmore, C, Johnson, S (2016)
Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills,
Journal of Experimental Child Psychology, 145, pp.22-33, ISSN: 0022-0965. DOI:
10.1016/j.jecp.2015.12.004.
Simms, V (2016) I pull on my trainers and go for a run,
Psychologist, 29(6), p.488, ISSN: 0952-8229.
Simms, V, Gilmore, C, Cragg, L, Clayton, S, Marlow, N, Johnson, S (2014)
Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia,
Pediatric research, 77(2), pp.389-395, ISSN: 0031-3998. DOI:
10.1038/pr.2014.184.
Brogan, E, Cragg, L, Gilmore, C, Marlow, N,
Simms, V, Johnson, S (2014)
Inattention in very preterm children: implications for screening and detection,
Archives of Disease in Childhood, 99(9), pp.834-839, ISSN: 0003-9888. DOI:
10.1136/archdischild-2013-305532.
Leman, P, James, A, Mayer, J, Cragg, L, Mather, E, Jones, S, Back, E, Jutley-Neilson, J, Skipper, Y,
Simms, V, Schafer, G, Kyle, F, Watling, D, Booth, J, Rix, K (2014)
Developmental Section Committee Members 2013–2014,
Developmental Psychology Forum, 1(80), pp.17-18, ISSN: 2057-3952. DOI:
10.53841/bpsdev.2014.1.80.17.
Johnson, S, Hollis, C, Marlow, N,
Simms, V, Wolke, D (2014)
Screening for childhood mental health disorders using the Strengths and Difficulties Questionnaire: the validity of multi‐informant reports,
Developmental Medicine & Child Neurology, 56(5), pp.453-459, ISSN: 0012-1622. DOI:
10.1111/dmcn.12360.
Brogan, E, Cragg, L, Gilmore, C, Marlow, N,
Simms, V, Johnson, S (2014)
Inattention in very preterm children: implications for screening and detection,
ARCHIVES OF DISEASE IN CHILDHOOD, 99(9), pp.834-839, ISSN: 0003-9888. DOI:
10.1136/archdischild-2013-305532.
McCormack, T,
Simms, V, McGourty, J, Beckers, T (2013)
Encouraging Children to Think Counterfactually Enhances Blocking in a Causal Learning Task,
Quarterly Journal of Experimental Psychology, 66(10), pp.1910-1926, ISSN: 1747-0218. DOI:
10.1080/17470218.2013.767847.
Simms, V, Muldoon, K, Towse, J (2013)
Plane thinking: Mental representations in number line estimation as a function of orientation, scale, and counting proficiency,
Journal of Experimental Child Psychology, 115(3), pp.468-480, ISSN: 0022-0965. DOI:
10.1016/j.jecp.2013.03.011.
McCormack, T,
Simms, V, McGourty, J, Beckers, T (2013)
Blocking in children’s causal learning depends on working memory and reasoning abilities,
Journal of Experimental Child Psychology, 115(3), pp.562-569, ISSN: 0022-0965. DOI:
10.1016/j.jecp.2012.11.016.
Simms, V, Johnson, S, Cragg, L, Gilmore, C, Marlow, N (2013)
Mathematics difficulties in children born very preterm: Current research and future directions,
Archives of Disease in Childhood: Fetal and Neonatal Edition, ISSN: 1359-2998. DOI:
10.1136/archdischild-2013-303777.
Gilmore, C, Attridge, N, Clayton, S, Cragg, L, Johnson, S, Marlow, N,
Simms, V, Inglis, M (2013)
Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement, ISSN: 1932-6203. DOI:
10.1371/journal.pone.0067374.
Simms, V, Johnson, S, Cragg, L, Gilmore, C, Marlow, N (2013)
Mathematics difficulties in children born very preterm: current research and future directions, ISSN: 1359-2998. DOI:
10.1136/archdischild-2013-303777.
Simms, V, Gilmore, C, Cragg, L, Marlow, N, Wolke, D, Johnson, S (2013)
Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing, ISSN: 0031-3998. DOI:
10.1038/pr.2012.157.
Muldoon, K, Towse, J,
Simms, V, Perra, O, Menzies, V (2013)
A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year,
Developmental Psychology, 49(2), pp.250-257, ISSN: 0012-1649. DOI:
10.1037/a0028240.
Simms, V, McCormack, T, Beckers, T (2012)
Additivity pretraining and cue competition effects: Developmental evidence for a reasoning-based account of causal learning,
Journal of Experimental Psychology: Animal Behavior Processes, 38(2), pp.180-190, ISSN: 0097-7403. DOI:
10.1037/a0027202.
Muldoon, K,
Simms, V, Towse, J, Menzies, V, Guoan Yue, (2011)
Cross-Cultural Comparisons of 5-Year-Olds’ Estimating and Mathematical Ability,
Journal of Cross-Cultural Psychology, 42(4), pp.669-681, ISSN: 0022-0221. DOI:
10.1177/0022022111406035.
