Geary, D. C., & Menon, V. (in press). Fact retrieval deficits in mathematical learning disability: Potential contributions of prefrontal-hippocampal functional organization. In M. Vasserman, & W. S. MacAllister (Eds.), The Neuropsychology of Learning Disorders: A Handbook for the Multi- disciplinary Team, New York: Springer.
Geary, D. C., Hoard, M. K., & Nugent, L., & Ünal, Z. E. (2022). Sex differences in developmental pathways to mathematical competence. Journal of Educational Psychology. Advance online publication. doi: 10.1037/edu0000763
Unal, Z. E., Forsberg, A., Geary, D. C., & Cowan, N. (2022). The role of domain-general attention and domain-specific processing in working memory in algebraic performance: An experimental approach. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48 (3), 348-374. doi: 10.1037/xlm0001117
Geary, D. C., Hoard, M. K., & Nugent, L. (2021) Boys’ visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics. Journal of Experimental Child Psychology, 211, 105-222. doi:10.1016/j.jecp.2021.105222
Scofield, J. E., Hoard, M. K., Nugent, L., LaMendola, J. V, & Geary, D. C. (2021). Mathematics clusters reveal strengths and weaknesses in adolescents’ mathematical competencies, spatial abilities, and mathematics attitudes. Journal of Cognition and Development (22) 695-720.
Geary, D. C., Scofield, J. E., Hoard, M. K., & Nugent, L. (2021). Boys’ advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal-spatial contribution to number line learning. Developmental Science, 24, Advance online doi: 10.1111/desc.13063.
Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematical achievement. Journal of Educational Psychology, 113, 764-769.
Geary, D. C., Hoard, M. K., Nugent, L., Ünal, Z. E., & Scofield, J. E. (2020). Comorbid learning difficulties in reading and mathematics: The role of intelligence and in-class attentive behavior. Frontiers in Psychology, 11, 572099.
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Geary, D. C., vanMarle, K., Chu, F., Hoard, M. K., & Nugent, L. (2019). Predicting age of becoming a cardinal principle knower. Journal of Educational Psychology, 111, 256-267.
Geary, D. C., Hoard, M. K., Nugent, L., Chu, F. W., Scofield, J. E., & Hibbard, D. F. (2019). Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence. Journal of Educational Psychology, 111, 1447–1461.
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Chu, F. W., vanMarle, K., Hoard, M. K., Nugent, L., Scofield, J. E., & Geary, D. C. (2019). Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability. Journal of Experimental Child Psychology, 188, 104668. doi: 10.1016/j.jecp.2019.104668
[ article on PubMed ]
Geary, D. C., vanMarle, K., Chu, F., Rouder, J., Hoard, M. K., & Nugent, L. (2018). Early conceptual understanding of cardinality predicts superior school-entry number system knowledge. Psychological Science, 29, 191-205. doi: 10.1177/0956797617729817
[ article on SAGE Journals ]
Chu, F. W., vanMarle, K., Rouder, J., & Geary, D. C. (2018). Children's early understanding of number predicts their later problem-solving sophistication in addition. Journal of Experimental Child Psychology, 169, 73–92. doi: 10.1016/j.jecp.2017.12.010
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vanMarle, K., Chu, F. W., Mou, Y., Seok, J. H., Rouder, J., & Geary, D. C. (2018). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental Science, 21(1), 10.1111/desc.12495. doi: 10.1111/desc.12495
[ article on PubMed ]
Li, Y., & Geary, D. C. (2017). Children's visuospatial memory predicts mathematics achievement through early adolescence. PLoS ONE, 12(2): e0172046. doi: 10.1371/journal.pone.0172046
[ article on PubMed ]
Geary, D. C., Nicholas, A., Li, Y., & Sun, J. (2017). Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study. Journal of Educational Psychology, 109(5), 680–693. doi: 10.1037/edu0000159
[ article on PubMed ]
Geary, D. C., & vanMarle, K. (2016). Young children's core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52(12), 2130–2144. doi: 10.1037/dev0000214
[ article on PubMed ]
Moore, A. M., vanMarle, K., & Geary, D. C. (2016). Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier. Journal of Experimental Child Psychology, 150, 31–47. doi: 10.1016/j.jecp.2016.05.003
[ article on PubMed ]
Mou, Y., Li, Y., Hoard, M. K., Nugent, L. D., Chu, F. W., Rouder, J. N., & Geary, D. C. (2016). Developmental foundations of children's fraction magnitude knowledge. Cognitive Development, 39, 141–153. doi: 10.1016/j.cogdev.2016.05.002
[ article on PubMed ]
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 Psychology, 7, 775. doi: 10.3389/fpsyg.2016.00775
[ article on PubMed ]
Geary, D. C., Hoard, M. K., Nugent, L., & Rouder, J. N. (2015). Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems. Journal of Experimental Child Psychology, 140, 211–227. doi: 10.1016/j.jecp.2015.07.010
[ article on PubMed ]
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. doi: 10.1016/j.jecp.2015.01.006
[ article on PubMed ]
Geary, D. C. (2015). Development and measurement of preschoolers’ quantitative knowledge. Mathematical Thinking and Learning, 17:2-3, 237-243, doi.org/10.1080/10986065.2015.1016823
vanMarle, K., Chu, F. W., Li, Y., & Geary, D. C. (2014). Acuity of the approximate number system and preschoolers' quantitative development. Developmental Science, 17(4), 492–505. doi: 10.1111/desc.12143
[ article on PubMed ]
Rouder, J. N., & Geary, D. C. (2014). Children's cognitive representation of the mathematical number line. Developmental Science, 17(4), 525–536. doi: 10.1111/desc.12166
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Bailey, D. H., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17(5), 775–785. doi: 10.1111/desc.12155
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Bailey, D. H., Watts, T. W., Littlefield, A. K., & Geary, D. C. (2014). State and trait effects on individual differences in children's mathematical development. Psychological Science, 25(11), 2017–2026. doi: 10.1177/0956797614547539
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Geary D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22(1), 23–27. doi: 10.1177/0963721412469398
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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.
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(1), 206–223. doi: 10.1037/a0025398
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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.
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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.
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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.
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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.
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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.
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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.
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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, 24(4), 4. doi: 10.1016/j.cogdev.2009.10.001
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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(3), 265–279. doi: 10.1177/0734282908330592
[ article on PubMed ]
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. doi: 10.1080/87565640801982361
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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. doi: 10.1080/87565640801982445
[ article on PubMed ]
Hoard, M. K., Geary, D. C., Byrd-Craven, J., & Nugent, L. (2008). Mathematical cognition in intellectually precocious first graders. Developmental Neuropsychology, 33(3), 251–276. doi: 10.1080/87565640801982338
[ article on PubMed ]
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(4), 1343–1359. doi: 10.1111/j.1467-8624.2007.01069.x
[ article on PubMed ]
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(2), 121–151. doi: 10.1016/j.jecp.2004.03.002
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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.
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