Publications

  • Geary, D. C., vanMarle, K., Chu, F. W., Rouder, J., Hoard, M. K., & Nugent, L. (2017). Early conceptual understanding of cardinality predicts superior school-entry number system knowledge. Psychological Science, 1-15.
    [ article on SAGE Journals ]
  • vanMarle, K., Chu, F. W., Mou, Y., Seok, J. H., Rouder, J. N., &. Geary, D. C. (in press). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental Science.
  • Li, Y., & Geary, D. C. (2017).  Children's visuospatial memory predicts mathematics achievement through early adolescence. PLoS ONE, 12(2): e0172046.
  • Geary, D. C., & vanMarle, K. (2016). Young children's core symbolic and non-symbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52, 2130-2144.
  • Moore, A. M., vanMarle, K., & Geary, D. C. (2016). Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and intuitive understanding of arithmetic 2 years earlier. Journal of Experimental Child Psychology, 150, 31-47.
  • Mou, Y, Li, Y., Hoard, M. K., Nugent, L., Chu, F., Rouder, J., & Geary, D. C. (2016). Developmental foundations of children's fraction magnitude knowledge. Cognitive Development, 39, 141-153.
  • Chu, F. W., vanMarle, K., & Geary, D. C. (2016) Predicting children's reading and mathematics achievement from early quantitative knowledge and domain-general cognitive abilities. Frontiers in Cognitive Psychology, 7:775.
  • Geary, D. C., Hoard, M. K., Nugent, L., & Rouder, J.N. (2015). Individual differences in algebraic cognition: Relation to the approximate number and sematic memory systems. Journal of Experimental Child Psychology.
  • Chu, F. W., vanMarle, K., & Geary, D. C. (2015). Early numerical foundations of young children's mathematical development. Journal of Experimental Child Psychology, 132, 205-212.
  • Geary, D. C. (2015). Developmental and measurement of preschoolers' quantitative knowledge. Mathematical Thinking and Learning, 17, 1-7.
  • vanMarle, K., Chu, F. W.., Li, Y., & Geary, D. C. (2014). Acuity of the approximate number system and preschoolers' quantitative development. Developmental Science, 17, 492-505.
  • Rouder, J. N., & Geary, D. C. (2014). Children's cognitive representation of the mathematical number line. Developmental Science, 17, 525-536.
  • Bailey, D. H., Siegler, R.S, & Geary, D. C. (2014). First grade predictors of middle school fraction knowledge. Developmental Science, 17, 775-785. 
  • Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22, 23-27.
    [ article in pdf ]
  • Geary, D.C., Hoard, M. K., Nugent, L., & Bailey, H. D. (2013). Adolescents' functional numeracy is predicted by their school entry number system knowledge. PLoS ONE, 8(1): e54651. doi:10.1371/journal.pone.0054651
    [ article on PLos ONE ]
  • Geary, D. C. (2013). Learning disabilities in mathematics: Recent advances. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (second edition) (pp. 239-255). New York: Guilford Press.
  • Chu, F., vanMarle, K.,  & Geary, D. C. (2013). Quantitative deficits of preschool children at risk for mathematical learning disability. Frontiers in Developmental Psychology, 4,195. doi: 10.3389/fpsyg.2013.00195
    [ original article ]
  • Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five year prospective study. Journal of Educational Psychology, 104, 206-223.
    [ article in pdf ]
  • Geary, D. C., Hoard, M. K., & Bailey, D. H. (2012). Fact retrieval deficits in low achieving children and children with mathematical learning disability. Journal of Learning Disabilities, 45, 291-307.
    [ article on PubMed ]
  • Cho, S., Metcalfe, A. W. S., Young, C. B., Ryali, S. Geary, D. C., & Menon, V. (2012). Hippocampal-prefrontal engagement and dynamic causal interactions in the maturation of children's fact retrieval. Journal of Cognitive Neuroscience, 24, 1849-1866.
    [ article on PubMed ]
  • Bailey, D. H., Littlefield, A., & Geary, D. C. (2012). The co-development of skill at and preference for use of retrieval-based processes for solving addition problems: Individual and sex differences from first to sixth grade. Journal of Experimental Child Psychology, 113, 78-92.
    [ article on PubMed ]
  • Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D.C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113, 447-455.
    [ article on PubMed ]
  • Geary, D.C., Hoard, M. K., & Nugent, L. (2012). Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems.Journal of Experimental Child Psychology, 113, 49-65.
    [ article on PubMed ]
  • Geary, D. C. (2011). Cognitive predictors of individual differences in achievement growth in mathematics: A five year longitudinal study. Developmental Psychology, 47, 1539-1552.
    [ article on PubMed ]
  • Geary, D. C. (2011). Consequences, characteristics, and causes of poor mathematics achievement and mathematical learning disabilities. Journal of Developmental and Behavioral Pediatrics, 32, 250-263.
    [ article on PubMed ]
  • Geary, D. C., Hoard, M. K., & Bailey, D. H. (2011). How SLD manifests in mathematics. In Flanagan, D. P., & Alfonso, V. C. (Eds.), Essentials of Specific Learning Disability Identification (pp. 43-64). Hoboken, NJ: Wiley.
  • Cho, S., Ryali, S., Geary, D. C., & Menon, V. (2011). How do you solve 7+8?: Decoding children's brain activity patterns during counting versus retrieval. Developmental Science, 14, 989-1001.
    [ article on PubMed ]
  • Geary, D. C., Berch, D. B., Boykin, A. W., Embretson, S., Reyna, V., & Siegler, R. S. (2011). Learning mathematics: Findings from the national (United States) mathematics advisory panel. In N. Canto (Ed.), Issues and proposals in mathematics education (pp. 175-221). Lisbon, Portugal: Gulbenkian.
  • Geary, D. C. (2010). Missouri longitudinal study of mathematical development and disability. British Journal of Educational Psychology Monograph Series II, 7, 31-49. In R. Cowan, M. Saxton, & A. Tolmie (Eds.), Understanding number development and number difficulties (No. 7, British Journal of Educational Psychology, Monograph Series II: Psychological Aspects of Education - Current Trends). Leicester, UK: British Psychological Society.
    [ article in pdf ]
  • Geary, D. C. (2010). Mathematical learning disabilities. In J. Holmes (Ed.), Advances in Child Development and Behavior (Vol. 38, pp. 45-77). San Diego, CA: Academic Press.
  • Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components. Learning and Individual Differences, 20, 130-133.
    [ article on PubMed ]
  • Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C., & Menon V. (2010) Differential contribution of specific working memory components to mathematical skills in 2nd and 3rd graders. Learning and Individual Differences, 20, 101-109.
    [ article on PubMed ]
  • Geary, D. C., Bailey, D. H., Littlefield, A., Wood, P., Hoard, M. K., & Nugent, L. (2009). First-grade predictors of mathematical learning disability: A latent class trajectory analysis. Cognitive Development, 34, 411-429.
    [ article in pdf ]
  • Geary, D. C., Bailey, D. H., & Hoard, M. K. (2009). Predicting mathematical achievement and mathematical learning disability with a simple screening tool: The Number Sets Test. Journal of Psychoeducational Assessment, 27, 265-279.
    [ article in pdf ]
  • Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33(3), 277-299.
    [ article in pdf ]
  • Wu, S., S., Meyer, M. L., Maeda, U., Salimpoor, V., Tomiyama, S., Geary, D. C., & Menon, V. (2008). Standardized assessment of strategy use and working memory in early mental arithmetic performance. Developmental Neuropsychology, 33(3), 365-393.
    [ article in pdf ]
  • Hoard, M. K., Geary, D. C., Byrd-Craven, J., & Nugent, L. (2008). Mathematical cognition in intellectually precocious first graders. Developmental Neuropsychology, 3:33, 251-276.
    [ article in pdf ]
  • Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343-1359.
    [ article in pdf ]
  • Geary, D. C. (2007). An evolutionary perspective on learning disability in mathematics. Developmental Neuropsychology, 32, 1-49.
    [ article in pdf ]
  • Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4-15.
    [ article in pdf ]
  • Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121-151.
    [ article in pdf ]
  • Geary, D. C. (2003). Learning disabilities in arithmetic: Problem solving differences and cognitive deficits. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 199-212). New York: Guilford Press.
    [ article in pdf ]