# Items by Attridge, Nina

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**27**.Attridge, N., Eccleston, C., Noonan, D., Wainwright, E. and Keogh, E., 2017. Headache impairs attentional performance: a conceptual replication and extension.

*Journal of Pain*, 18 (1), pp. 29-41.Wainwright, E., Attridge, N., Wainwright, D., Alcock, L. and Inglis, M., 2017. Support with caveats:advocates’ views of the Theory of Formal Discipline as a reason for the study of advanced mathematics.

*Research in Mathematics Education*, 19 (1), pp. 20-41.Attridge, N., Keogh, E. and Eccleston, C., 2016. The effect of pain on task switching:pain reduces accuracy and increases reaction times across multiple switching paradigms.

*Pain*, 157 (10), pp. 2179-2193.Attridge, N., Noonan, D., Eccleston, C. and Keogh, E., 2015. The disruptive effects of pain on n-back task performance in a large general population sample.

*Pain*, 156 (10), pp. 1885-1891.Attridge, N., Crombez, G., Van Ryckeghem, D., Keogh, E. and Eccleston, C., 2015. The experience of cognitive intrusion of pain:scale development and validation.

*Pain*, 156 (10), pp. 1978-1990.Attridge, N. and Inglis, M., 2015. Increasing cognitive inhibition with a difficult prior task:implications for mathematical thinking.

*ZDM Mathematics Education*, 47 (5), pp. 723-734.Attridge, N., Doritou, M. and Inglis, M., 2015. The development of reasoning skills during compulsory 16 to 18 mathematics education.

*Research in Mathematics Education*, 17 (1), pp. 20-37.Ahmed, T.Y., Turnbull, A.M.J., Attridge, N.F., Biswas, S., Lloyd, I.C., Au, L. and Ashworth, J.L., 2014. Anterior segment OCT imaging in mucopolysaccharidoses type I, II, and VI.

*Eye*, 28 (3), pp. 327-336.Alcock, L., Attridge, N., Kenny, S. and Inglis, M., 2014. Achievement and behaviour in undergraduate mathematics:Personality is a better predictor than gender.

*Research in Mathematics Education*, 16 (1), pp. 1-17.Gilmore, C., Attridge, N., De Smedt, B. and Inglis, M., 2014. Measuring the approximate number system in children:Exploring the relationships among different tasks.

*Learning and Individual Differences*, 29, pp. 50-58.Attridge, N., Crombez, G., Eccleston, C., Keogh, E. and Van Ryckeghem, D., 2014. Cognitive intrusion and pain dominance:a new scale to measure attentional disruption by pain.

*In*:*15th International Association for the Study of Pain (IASP) World Congress on Pain, 2014*, 2014-10-06 - 2014-10-11.Attridge, N. F. and Inglis, M., 2014. Intelligence and negation biases on the Conditional Inference task:A dual-processes analysis.

*Thinking & Reasoning*, 20 (4), pp. 454-471.Attridge, N., Keogh, E. and Eccleston, C., 2014. Pain reduces rational responding to reasoning tasks.

*In*:*15th International Association for the Study of Pain (IASP) World Congress on Pain, 2014*, 2014-10-06 - 2014-10-11.Attridge, N. F. and Inglis, M., 2013. Studying advanced mathematics develops conditional reasoning skills.

*In*:*15th Biennial Conference of the European Association for Research on Learning and Instruction,*, 2013-08-27 - 2013-08-31.Attridge, N. and Inglis, M., 2013. Advanced mathematical study and the development of conditional reasoning skills.

*PLoS ONE*, 8 (7), e69399.Attridge, N. F. and Inglis, M., 2013. Studying advanced mathematics fosters a defective interpretation of conditionals.

*In*:*London Reasoning Workshop*, 2013-07-25 - 2013-07-26, Birkbeck.Gilmore, C., Attridge, N. F., Clayton, S., Cragg, L., Johnson, S., Marlow, N., Simms, V. and Inglis, M., 2013. Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement.

*PLoS ONE*, 8 (6), e67374.Attridge, N. F., Gilmore, C. and Inglis, M., 2013. Is non-symbolic "number sense" necessary for exact symbolic arithmetic?

*In*:*Day Conference of the British Society for Research into the Learning of Mathematics*, 2009-11-14 - 2009-11-14.Attridge, N. F. and Inglis, M., 2012. Advanced Mathematics and deductive reasoning skills: evidence for the theory of formal discipline.

*In*:*. International Conference on Thinking 2012*, 2012-07-04 - 2012-07-06, Birkbeck.Inglis, M., Attridge, N., Batchelor, S. and Gilmore, C., 2011. Non-verbal number acuity correlates with symbolic mathematics achievement:But only in children.

*Psychonomic Bulletin & Review*, 18 (6), pp. 1222-1229.Attridge, N. F. and Inglis, M., 2011. The development of deductive reasoning skills in A level mathematics students.

*In*:*Day Conference of the British Society for Research into the Learning of Mathematics*, 2011-11-26 - 2011-11-26.Gilmore, C., Attridge, N. and Inglis, M., 2011. Measuring the approximate number system.

*Quarterly Journal of Experimental Psychology*, 64 (11), pp. 2099-2109.Inglis, M., Attridge, N. F., Batchelor, S. and Gilmore, C., 2011. Non-symbolic number acuity correlates with formal mathematics achievement: But only in children.

*In*:*14th Biennial Conference of the European Association for Research on Learning and Instruction*, 2011-08-30 - 2011-09-03.Attridge, N. F., Gilmore, C. and Inglis, M., 2011. The Approximate Number System: What is it? And what is its role in mathematics education?

*In*:*Annual Conference of the Mathematical Association*, 2011-04-14 - 2011-04-16.Attridge, N. F., Gilmore, C. and Inglis, M., 2010. Non-dyscalculic adults' use of the approximate number system in symbolic addition.

*Research in Mathematics Education*, 12 (2), pp. 149-150.Attridge, N. F., Gilmore, C., Inglis, M. and Batchelor, S., 2010. The relationship between number sense and mathematics achievement in children and adults.

*In*:*Day Conference of the British Society for Research into the Learning of Mathematics*, 2010-06-19 - 2010-06-19.Attridge, N. F., Gilmore, C. and Inglis, M., 2009. Symbolic addition tasks, the approximate number system and dyscalculia. Bristol: British Society for Research into Learning Mathematics, pp. 7-12. (Proceedings of the British Society for Research into Learning Mathematics)