| 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 | 157 | 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 | 78 | 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 | 61 | 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 | 44 | 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 | 34 | 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 | 22 | 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 | 17 | 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 | 12 | 2016 |
| 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 | 11 | 2019 |
| 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 | 9 | 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 | 7 | 2017 |
| 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 | 6 | 2021 |
| 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 57 (4), 2021 | 6 | 2021 |
| 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 | 5 | 2018 |
| Beyond number sense: Contributions of domain-general processes to the development of numeracy in early childhood R Merkley University of Oxford, 2015 | 5 | 2015 |
| 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 | 4 | 2020 |
| 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 91 (4), 1073-1109, 2021 | 2 | 2021 |
| 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 | 2 | 2017 |
| Caregiver perspectives of risk and protective factors influencing early childhood development in low-income, urban settings: a social ecological perspective C Draper, C Cook, S Howard, H Makaula, R Merkley, M Mshudulu, ... PsyArXiv, 2022 | 1 | 2022 |
| 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 | 1 | 2019 |
Daniel AnsariProfessor, Department of Psychology & Faculty of Education, University of Western OntarioVerified email at uwo.ca
