Research

Items by Attridge, Nina

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Number of items: 26.

Articles

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., 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.

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.

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.

Gilmore, C., Attridge, N. and Inglis, M., 2011. Measuring the approximate number system. Quarterly Journal of Experimental Psychology, 64 (11), pp. 2099-2109.

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.

Conference or Workshop Items

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., 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. 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.

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.

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.

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., 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)

This list was generated on Wed May 24 04:35:28 2017 IST.