Rebecca Merkley
Rebecca Merkley
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Cited by
Cited by
Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior
R Merkley, D Ansari
Current Opinion in Behavioral Sciences 10, 14-20, 2016
Multi-modal distraction: Insights from children’s limited attention
PJ Matusz, H Broadbent, J Ferrari, B Forrest, R Merkley, G Scerif
Cognition 136, 156-165, 2015
Strong causal claims require strong evidence: A commentary on Wang and colleagues
R Merkley, AA Matejko, D Ansari
Journal of Experimental Child Psychology 153, 163-167, 2017
Using eye tracking to study numerical cognition: the case of the ratio effect
R Merkley, D Ansari
Experimental Brain Research 206 (4), 455-460, 2010
Of huge mice and tiny elephants: Exploring the relationship between inhibitory processes and preschool math skills
R Merkley, J Thompson, G Scerif
Frontiers in Psychology 6, 1903, 2016
Electrophysiological markers of newly acquired symbolic numerical representations: the role of magnitude and ordinal information
R Merkley, A Shimi, G Scerif
ZDM 48 (3), 279-289, 2016
Expert attention: Attentional allocation depends on the differential development of multisensory number representations
PJ Matusz, R Merkley, M Faure, G Scerif
Cognition 186, 171-177, 2019
Exploring the origins and development of the visual number form area: a functionally specialized and domain-specific region for the processing of number symbols?
R Merkley, ED Wilkey, AA Matejko
Journal of Neuroscience 36 (17), 4659-4661, 2016
Continuous visual properties of number influence the formation of novel symbolic representations
R Merkley, G Scerif
Quarterly Journal of Experimental Psychology 68 (9), 1860-1870, 2015
What is the precise role of cognitive control in the development of a sense of number?
R Merkley, G Scerif, D Ansari
Behavioral and Brain Sciences 40, 2017
Let's talk about maths: The role of observed “maths‐talk” and maths provisions in preschoolers' numeracy
M von Spreckelsen, E Dove, I Coolen, A Mills, A Dowker, K Sylva, ...
Mind, Brain, and Education 13 (4), 326-340, 2019
The control of selective attention and emerging mathematical cognition: Beyond unidirectional influences
R Merkley, PJ Matusz, G Scerif
Heterogeneity of function in numerical cognition, 111-126, 2018
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1.
NTT Lau, R Merkley, P Tremblay, S Zhang, S De Jesus, D Ansari
Developmental Psychology, 2021
Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number
Z Hawes, R Merkley, CL Stager, D Ansari
British Journal of Educational Psychology, e12421, 2019
Beyond number sense: Contributions of domain-general processes to the development of numeracy in early childhood
R Merkley
University of Oxford, 2015
How do kids and grown‐ups get distracted in everyday situations
N Turoman, R Merkley, G Scerif, PJ Matusz
Frontiers for Young Minds 5 (8), 10.3389, 2017
The “Inferior Temporal Numeral Area” distinguishes numerals from other character categories during passive viewing: A representational similarity analysis
DJ Yeo, C Pollack, R Merkley, D Ansari, GR Price
NeuroImage 214, 116716, 2020
Investigating the visual number form area: a replication study
R Merkley, B Conrad, G Price, D Ansari
Royal Society open science 6 (10), 182067, 2019
Domain-general and domain-specific influences on emerging numerical cognition: Contrasting uni-and bidirectional prediction models
I Coolen, R Merkley, D Ansari, E Dove, A Dowker, A Mills, V Murphy, ...
Cognition 215, 104816, 2021
Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration
J McDonald, R Merkley, J Mickle, L Collimore, D Ansari
PsyArXiv, 2020
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