Lucy Cragg

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.

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.

TL;DR: Individuals with ASD and age-appropriate language abilities spent significantly less time viewing eyes and were slower to fixate the eyes than typically developing peers, and increased fixations to the mouth were associated with greater communicative competence across the autistic spectrum.

TL;DR: The extent to which executive function skills contribute to these three components of mathematical knowledge is investigated, whether this mediates the relationship between executive functions and overall mathematics achievement, and if these relationships change with age.

TL;DR: The current literature on set shifting in children in comparison with task switching in adults is reviewed in order to highlight the range of factors that impact on children's ability to flexibly shift between tasks.