| 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 | 848 | 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 | 740 | 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 | 592 | 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 | 502 | 2009 |
| 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 | 466 | 2010 |
| Symbolic arithmetic knowledge without instruction CK Gilmore, SE McCarthy, ES Spelke Nature 447 (7144), 589-591, 2007 | 466 | 2007 |
| 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 | 391 | 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 | 342 | 2017 |
| 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 | 326 | 2011 |
| Indexing the approximate number system M Inglis, C Gilmore Acta psychologica 145, 147-155, 2014 | 198 | 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 | 182 | 2015 |
| Measuring the approximate number system C Gilmore, N Attridge, M Inglis Quarterly Journal of Experimental Psychology 64 (11), 2099-2109, 2011 | 176 | 2011 |
| Inhibition in dot comparison tasks S Clayton, C Gilmore Zdm 47 (5), 759-770, 2015 | 152 | 2015 |
| The role of cognitive inhibition in different components of arithmetic C Gilmore, S Keeble, S Richardson, L Cragg Zdm 47, 771-782, 2015 | 137 | 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 | 136 | 2016 |
| An introduction to mathematical cognition C Gilmore, SM Göbel, M Inglis Routledge, 2018 | 117 | 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 | 111 | 2016 |
| 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 | 111 | 2006 |
| 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 | 108 | 2015 |
| Substitution and sameness: Two components of a relational conception of the equals sign I Jones, M Inglis, C Gilmore, M Dowens Journal of experimental child psychology 113 (1), 166-176, 2012 | 106 | 2012 |
