Loughborough University
Leicestershire, UK
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Browsing by Author Attridge, Nina

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Issue DateTitleAuthor(s)
2014Achievement and behaviour in undergraduate mathematics: personality is a better predictor than genderAlcock, Lara; Attridge, Nina; Kenny, Steven D.; Inglis, Matthew
2013Advanced mathematical study and the development of conditional reasoning skillsAttridge, Nina; Inglis, Matthew
2013Advanced mathematics and deductive reasoning skills: testing the Theory of Formal DisciplineAttridge, Nina
2015The development of reasoning skills during compulsory 16 to 18 mathematics educationAttridge, Nina; Doritou, Maria; Inglis, Matthew
2015The disruptive effects of pain on n-back task performance in a large general population sampleAttridge, Nina; Noonan, Donna; Eccleston, Christopher; Keogh, Edmund
2016Does studying logic improve logical reasoning?Attridge, Nina; Aberdein, Andrew; Inglis, Matthew
2016The effect of pain on task switching: pain reduces accuracy and increases reaction times across multiple switching paradigmsAttridge, Nina; Keogh, Edmund; Eccleston, Christopher
2015The experience of cognitive intrusion of pain: scale development and validationAttridge, Nina; Crombez, Geert; Van Ryckeghem, Dimitri; Keogh, Edmund; Eccleston, Christopher
2017Headache impairs attentional performance: a conceptual replication and extensionAttridge, Nina; Eccleston, Christopher; Noonan, Donna; Wainwright, Elaine; Keogh, Edmund
2015Increasing cognitive inhibition with a difficult prior task: implications for mathematical thinkingAttridge, Nina; Inglis, Matthew
2013Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievementGilmore, Camilla K.; Attridge, Nina; Clayton, Sarah; Cragg, Lucy; Johnson, Samantha; Marlow, Neil; Simms, Victoria; Inglis, Matthew
2014Intelligence and negation biases on the Conditional Inference Task: a dual-processes analysisAttridge, Nina; Inglis, Matthew
2011Measuring the approximate number systemGilmore, Camilla K.; Attridge, Nina; Inglis, Matthew
2014Measuring the approximate number system in children: exploring the relationships among different tasksGilmore, Camilla K.; Attridge, Nina; De Smedt, Bert; Inglis, Matthew
2011Non-verbal number acuity correlates with symbolic mathematics achievement: but only in childrenInglis, Matthew; Attridge, Nina; Batchelor, Sophie; Gilmore, Camilla K.
2017Support with caveats: Advocates’ views of the theory of formal discipline as a reason for the study of advanced mathematicsWainwright, Elaine; Attridge, Nina; Wainwright, David; Alcock, Lara; Inglis, Matthew
Showing results 1 to 16 of 16