Loughborough University
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Browsing by Author Cragg, Lucy

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Showing results 1 to 17 of 17
Issue DateTitleAuthor(s)
2016Congruency effects in dot comparison tasks: convex hull is more important than dot areaGilmore, Camilla K.; Cragg, Lucy; Hogan, Grace; Inglis, Matthew
2017Direct and indirect influences of executive functions on mathematics achievementCragg, Lucy; Keeble, Sarah; Richardson, Sophie; Roome, Hannah E.; Gilmore, Camilla K.
2016Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skillsSimms, Victoria; Clayton, Sarah; Cragg, Lucy; Gilmore, Camilla K.; Johnson, Samantha
2019Improving developmental and educational support for children born preterm: Evaluation of an e-learning resource for education professionalsJohnson, Samantha; Bamber, Deborah; Bountziouka, Vasiliki; Clayton, Sarah; Cragg, Lucy; Gilmore, Camilla K.; Griffiths, Rose; Marlow, Neil; Simms, Victoria; Wharrad, Heather
2014Inattention in very preterm children: implications for screening and detectionBrogan, Ellen; Cragg, Lucy; Gilmore, Camilla K.; Marlow, Neil; Simms, Victoria; Johnson, Samantha
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
2017The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievementGilmore, Camilla K.; Keeble, Sarah; Richardson, Sophie; Cragg, Lucy
2013Mathematics difficulties in children born very preterm: current research and future directionsSimms, Victoria; Johnson, Samantha; Cragg, Lucy; Gilmore, Camilla K.; Marlow, Neil
2013Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processingSimms, Victoria; Gilmore, Camilla K.; Cragg, Lucy; Marlow, Neil; Wolke, Dieter; Johnson, Samantha
2018Mathematics students demonstrate superior visuo-spatial working memory to humanities students under conditions of low central executive processing loadHubber, Paula J.; Gilmore, Camilla K.; Cragg, Lucy
2015Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia.Simms, Victoria; Gilmore, Camilla K.; Cragg, Lucy; Clayton, Sarah; Marlow, Neil; Johnson, Samantha
2015The role of cognitive inhibition in different components of arithmetic.Gilmore, Camilla K.; Keeble, Sarah; Richardson, Sophie; Cragg, Lucy
2014The roles of the central executive and visuospatial storage in mental arithmetic: a comparison across strategiesHubber, Paula J.; Gilmore, Camilla K.; Cragg, Lucy
2014Skills underlying mathematics: the role of executive function in the development of mathematics proficiencyCragg, Lucy; Gilmore, Camilla K.
2014Teachers' understanding of the role of executive functions in mathematics learningGilmore, Camilla K.; Cragg, Lucy
2018Understanding arithmetic concepts: The role of domain-specific and domain-general skillsGilmore, Camilla K.; Clayton, Sarah; Cragg, Lucy; McKeaveney, Clare; Simms, Victoria; Johnson, Samantha
2017When is working memory important for arithmetic? The impact of strategy and ageCragg, Lucy; Richardson, Sophie; Hubber, Paula J.; Keeble, Sarah; Gilmore, Camilla K.
Showing results 1 to 17 of 17