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Mathematics students demonstrate superior visuo-spatial working memory to humanities students under conditions of low central executive processing load (2019)
Journal Article
Hubber, P. J., Gilmore, C., & Cragg, L. (2019). Mathematics students demonstrate superior visuo-spatial working memory to humanities students under conditions of low central executive processing load. Journal of Numerical Cognition, 5(2), 189-219. https://doi.org/10.5964/jnc.v5i2.175

Previous research has demonstrated that working memory performance is linked to mathematics achievement. Most previous studies have involved children and arithmetic rather than more advanced forms of mathematics. This study compared the performance o... Read More about Mathematics students demonstrate superior visuo-spatial working memory to humanities students under conditions of low central executive processing load.

Interactive apps prevent gender discrepancies in early grade mathematics in a low‐income country in Sub‐Sahara Africa (2019)
Journal Article
Pitchford, N. J., Chigeda, A., & Hubber, P. J. (2019). Interactive apps prevent gender discrepancies in early grade mathematics in a low‐income country in Sub‐Sahara Africa. Developmental Science, 22(5), Article e12864. https://doi.org/10.1111/desc.12864

Globally, gender differences are reported in the early acquisition of reading and mathematics as girls tend to outperform boys in reading whereas boys tend to outperform girls in mathematics. This can have long‐term impact resulting in an under repre... Read More about Interactive apps prevent gender discrepancies in early grade mathematics in a low‐income country in Sub‐Sahara Africa.

Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities (2018)
Journal Article
Pitchford, N. J., Kamchedzera, E., Hubber, P. J., & Chigeda, A. (2018). Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities. Frontiers in Psychology, 9, Article 262. https://doi.org/10.3389/fpsyg.2018.00262

Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabiliti... Read More about Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities.

When is working memory important for arithmetic?: the impact of strategy and age (2017)
Journal Article
Cragg, L., Richardson, S., Hubber, P. J., Keeble, S., & Gilmore, C. (in press). When is working memory important for arithmetic?: the impact of strategy and age. PLoS ONE, 12(12), Article e0188693. https://doi.org/10.1371/journal.pone.0188693

Our ability to perform arithmetic relies heavily on working memory, the manipulation and maintenance of information in mind. Previous research has found that in adults, procedural strategies, particularly counting, rely on working memory to a greater... Read More about When is working memory important for arithmetic?: the impact of strategy and age.