Outputs (23)

The impact of out-of-school science activities for primary school children on science knowledge, interest and later academic choices: an evaluation study (2023)
Journal Article
McDonald, S., Beer, S., & Cragg, L. (2023). The impact of out-of-school science activities for primary school children on science knowledge, interest and later academic choices: an evaluation study. Research for All, 7(1), Article 20. https://doi.org/10.14324/rfa.07.1.20

Although a growing number of young people are choosing to undertake non-compulsory education, there is concern that not enough are electing to study science, technology, engineering and mathematics subjects. Research has suggested that out-of-school... Read More about The impact of out-of-school science activities for primary school children on science knowledge, interest and later academic choices: an evaluation study.

Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement (2023)
Journal Article
Spiller, J., Clayton, S., Cragg, L., Johnson, S., Simms, V., & Gilmore, C. (2023). Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement. PLoS ONE, 18(11), Article e0291796. https://doi.org/10.1371/journal.pone.0291796

Algebra and geometry are important components of mathematics that are often considered gatekeepers for future success. However, most studies that have researched the cognitive skills required for success in mathematics have only considered the domain... Read More about Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement.

Endogenous control is insufficient for preventing attentional capture in children and adults (2022)
Journal Article
Hayre, R. K., Cragg, L., & Allen, H. A. (2022). Endogenous control is insufficient for preventing attentional capture in children and adults. Acta Psychologica, 228, Article 103611. https://doi.org/10.1016/j.actpsy.2022.103611

Adults are known to have developed the ability to selectively focus their attention in a goal-driven (endogenous) manner but it is less clear at what stage in development (5-6 & 9-11 years) children can endogenously control their attention and whethe... Read More about Endogenous control is insufficient for preventing attentional capture in children and adults.

A comparison of simultaneous and sequential visuo-spatial memory in children born very preterm (2021)
Journal Article
Retzler, J., Johnson, S., Groom, M. J., & Cragg, L. (2021). A comparison of simultaneous and sequential visuo-spatial memory in children born very preterm. Child Neuropsychology, 28(4), 496-509. https://doi.org/10.1080/09297049.2021.1993808

Research suggests that children born very preterm (≤32weeks’ gestation) are at greater risk of impairments in information processing (particularly when information is presented simultaneously rather than sequentially) and visuo-spatial short-term and... Read More about A comparison of simultaneous and sequential visuo-spatial memory in children born very preterm.

Etiology of persistent mathematics difficulties from childhood to adolescence following very preterm birth (2021)
Journal Article
Clayton, S., Simms, V., Cragg, L., Gilmore, C., Marlow, N., Spong, R., & Johnson, S. (2022). Etiology of persistent mathematics difficulties from childhood to adolescence following very preterm birth. Child Neuropsychology, 28(1), 82-98. https://doi.org/10.1080/09297049.2021.1955847

Children born very preterm (VP; 0.05), with the exception of writing large numbers and conceptual understanding of arithmetic. In a previous study, 83 of the VP adolescents and 49 of the term-born adolescents were assessed at age 8–10years using meas... Read More about Etiology of persistent mathematics difficulties from childhood to adolescence following very preterm birth.

No Excess of Mathematics Anxiety in Adolescents Born Very Preterm (2020)
Journal Article
Trickett, J., Gilmore, C., Cragg, L., Clayton, S., Marlow, N., Simms, V., …Johnson, S. (2021). No Excess of Mathematics Anxiety in Adolescents Born Very Preterm. Journal of Developmental and Behavioral Pediatrics, 42(3), 220-226. https://doi.org/10.1097/dbp.0000000000000884

Objective:
To assess whether adolescents born very preterm (VP; [less than] 32 weeks' gestation) have an excess of mathematics anxiety compared with their classmates born at term.

Methods:
This cohort study included 127 adolescents born VP (51... Read More about No Excess of Mathematics Anxiety in Adolescents Born Very Preterm.

The Role of Executive Functions in Socioeconomic Attainment Gaps: Results from a Randomized Controlled Trial (2020)
Journal Article
Carroll, D. J., Blakey, E., Matthews, D., Cragg, L., Buck, J., Cameron, D., …Sullivan, E. (2020). The Role of Executive Functions in Socioeconomic Attainment Gaps: Results from a Randomized Controlled Trial. Child Development, 91(5), 1594-1614. https://doi.org/10.1111/cdev.13358

© 2020 Society for Research in Child Development The socioeconomic attainment gap in mathematics starts early and increases over time. This study aimed to examine why this gap exists. Four-year-olds from diverse backgrounds were randomly allocated to... Read More about The Role of Executive Functions in Socioeconomic Attainment Gaps: Results from a Randomized Controlled Trial.

What can cognitive psychology tell us about the challenges of learning mathematics (and what do we still not know)? (2020)
Journal Article
Gilmore, C., Cragg, L., & Simms, V. (2020). What can cognitive psychology tell us about the challenges of learning mathematics (and what do we still not know)?. Impact: Journal of the Chartered College of Teaching,

Using drift diffusion modeling to understand inattentive behavior in preterm and term-born children. (2019)
Journal Article
Retzler, J., Retzler, C., Groom, M., Johnson, S., & Cragg, L. (2020). Using drift diffusion modeling to understand inattentive behavior in preterm and term-born children. Neuropsychology, 34(1), 77-87. https://doi.org/10.1037/neu0000590

Objective: Children born very preterm are at increased risk of inattention, but it remains unclear whether the underlying processes are the same as in their term-born peers. Drift diffusion modelling (DDM) may better characterise the cognitive proces... Read More about Using drift diffusion modeling to understand inattentive behavior in preterm and term-born children..

Improving developmental and educational support for children born preterm: evaluation of an e-learning resource for education professionals (2019)
Journal Article
Johnson, S., Bamber, D., Bountziouka, V., Clayton, S., Cragg, L., Gilmore, C., …Wharrad, H. J. (2019). Improving developmental and educational support for children born preterm: evaluation of an e-learning resource for education professionals. BMJ Open, 9(6), 1-8. https://doi.org/10.1136/bmjopen-2019-029720

Objectives Children born preterm are at higher risk for special educational needs and poor academic attainment compared with term-born peers, yet education professionals receive limited training and have poor knowledge of preterm birth. We have devel... Read More about Improving developmental and educational support for children born preterm: evaluation of an e-learning resource for education professionals.