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Developmental Science|April 5, 2024
The relation between number line performance and mathematics outcomes: Two meta-analysesZehra E Ünal, Züleyha Terzi, Beyzanur Yalvaç, et al.Journal of Child Psychology and Psychiatry, and Allied Disciplines|May 19, 2026
Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participantsGeorge Tragoudas, Zehra E Ünal, David C Geary, et al.Journal of Educational Psychology|February 6, 2023
Sex Differences in Developmental Pathways to Mathematical CompetenceDavid C Geary, Mary K Hoard, Lara Nugent, et al.Nature Communications|September 25, 2025
Neurodevelopmental commonalities in cognitive control networks for mathematics and reading in meta-analysis of 3308 participantsZehra E Ünal, Yunji Park, Emine Simsek, et al.Frontiers in Psychology|December 14, 2020
Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive BehaviorDavid C Geary, Mary K Hoard, Lara Nugent, et al.Journal of Educational Psychology|November 6, 2023
Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal StudyDavid C Geary, Mary K Hoard, Lara Nugent, et al.Intelligence|December 6, 2023
Relative Contributions of g and Basic Domain-Specific Mathematics Skills to Complex Mathematics CompetenciesZehra E Ünal, Gamze Kartal, Serra Ulusoy, et al.Annual Review of Psychology|September 15, 2023
The Relation Between Attention and MemoryNelson Cowan, Chenye Bao, Brittney M Bishop-Chrzanowski, et al.Pageof 1