C
Camilla Gilmore
Researcher at Loughborough University
Publications - 92
Citations - 5195
Camilla Gilmore is an academic researcher from Loughborough University. The author has contributed to research in topics: Approximate number system & Numerical cognition. The author has an hindex of 35, co-authored 83 publications receiving 4481 citations. Previous affiliations of Camilla Gilmore include University of Nottingham & University of Oxford.
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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 behavior
TL;DR: A few neuroimaging studies revealed that brain activation during number comparison correlates with children's mathematics achievement level, but the consistency of such relationships for symbolic and non-symbolic processing is unclear.
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Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement
Camilla Gilmore,Nina Attridge,Sarah Clayton,Lucy Cragg,Samantha Johnson,Neil Marlow,Victoria Simms,Matthew Inglis +7 more
TL;DR: It is shown that the relationship between performance on a measure of the ANS and mathematics achievement may be an artefact of the inhibitory control demands of some trials of the dot comparison task, suggesting that recent work basing mathematics assessments and interventions around dot comparison tasks may be inappropriate.
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Skills underlying mathematics: The role of executive function in the development of mathematics proficiency
Lucy Cragg,Camilla Gilmore +1 more
TL;DR: The authors reviewed the literature to assess concurrent relationships between mathematics and executive function skills, and highlighted key theoretical issues within the field and identified future avenues for research, highlighting the role of executive function skill in the performance of mathematical calculations.
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The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters.
TL;DR: It is empirically demonstrated that the symbolic number system is modulated more by development and education than the nonsymbolic system, and in contrast to the nonsedical system, the symbolic system ismodulated by language.
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Children's mapping between symbolic and nonsymbolic representations of number.
Eleanor Mundy,Camilla Gilmore +1 more
TL;DR: It is shown that children can map in both directions between symbolic and nonsymbolic numerical representations and that this ability develops between 6 and 8 years of age, and this ability is related to their achievement on tests of school mathematics over and above the variance accounted for by standard symbolic and nontypical numerical tasks.