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Journal of Experimental Child Psychology|September 1, 2022
Counting many as one: Young children can understand sets as units except when countingTheresa Elise Wege, Bert De Smedt, Camilla Gilmore, et al.Quarterly Journal of Experimental Psychology (2006)|May 12, 2018
The measurement of approximate number system acuity across the lifespan is compromised by congruency effectsJade Eloise Norris, Sarah Clayton, Camilla Gilmore, et al.Plos One|June 21, 2013
Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievementCamilla Gilmore, Nina Attridge, Sarah Clayton, et al.Quarterly Journal of Experimental Psychology (2006)|May 2, 2023
Understanding the complexities of mathematical cognition: A multi-level frameworkCamilla GilmoreMind, Brain and Education : the Official Journal of the International Mind, Brain, and Education Society|February 13, 2015
Teachers' Understanding of the Role of Executive Functions in Mathematics LearningCamilla Gilmore, Lucy CraggActa Psychologica|April 10, 2021
Verbal count sequence knowledge underpins numeral order processing in childrenCamilla Gilmore, Sophie BatchelorRoyal Society Open Science|September 29, 2023
Positive impact of sleep on recall of multiplication factsJayne Spiller, Camilla GilmoreQuarterly Journal of Experimental Psychology (2006)|January 29, 2020
Investigating the role of attention in the identification of associativity shortcuts using a microgenetic measure of implicit shortcut useJoanne Eaves, Camilla Gilmore, Nina AttridgeTrends in Neuroscience and Education|May 19, 2021
Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future researchJoanne Eaves, Camilla Gilmore, Nina AttridgeJournal of Experimental Psychology. Learning, Memory, and Cognition|February 26, 2026
Cognitive interference in the learning of multiplication factsJoanne Eaves, Camilla Gilmore, Lucy CraggPageof 6