Gilmore, C., Keeble, S., Richardson, S., & Cragg, L. (in press). The interaction of procedural skill, conceptual understanding and executive functions in early mathematics achievement. Journal of Numerical Cognition. [pre-print]
Cragg, L., Keeble, S., Richardson, S., Roome, H.E., & Gilmore, C. (2017). Direct and indirect influences of executive functions on mathematics achievement. Cognition, 162, 12-26. [open access journal version]
Gilmore, C., Cragg, L., Hogan, G., & Inglis, M. (2016). Congruency effects in dot comparison tasks: Convex hull is more important than dot area. Journal of Cognitive Psychology, 28, 923-931. [open access journal version].
Simms, V., Clayton, S., Cragg, L., Gilmore, C., & Johnson, S. (2016). Explaining the relationship between number line estimation and mathematical achievement: The role of visuo-motor integration and visuo-spatial skills. Journal of Experimental Child Psychology, 145, 22-33.
Cragg, L. (2016). The development of stimulus and response interference control in mid-childhood. Developmental Psychology, 52(2), 242-252. doi: 10.1037/dev0000074
Gilmore, C., Keeble, S., Richardson, S., & Cragg, L. (2015). The role of cognitive inhibition in different components of arithmetic. ZDM: The International Journal on Mathematics Education, 47(5), 771-782. doi: 10.1007/s11858-014-0659-y
Simms, V., Gilmore, C., Cragg, L., Clayton, S., Marlow, N., & Johnson, S. (2015). Nature and origins of mathematics difficulties in very preterm children: A different etiology than developmental dyscalculia. Pediatric Research, 77, 389–395.
Groom, M. J., & Cragg, L. (2015). Differential modulation of the N2 and P3 event-related potentials by response conflict and inhibition Brain and Cognition, 97, 1-9. doi: 10.1016/j.bandc.2015.04.004
Brogan, E., Cragg, L., Gilmore, C., Marlow, N., Simms, V., & Johnson, S. (2014). Inattention in very preterm children: implications for screening and detection. Archives of Disease in Childhood, 99(9), 834-839. doi:10.1136/archdischild-2013-305532
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. doi:10.1016/j.tine.2013.12.001. pdf
Gilmore, C., & Cragg, L. (2014). Teachers’ understanding of the role of executive functions in mathematics learning. Mind, Brain, and Education, 8(3), 132–136. doi:10.1111/mbe.12050. pdf
FitzGibbon, L., Cragg, L., & Carroll, D. J. (2014). Primed to be inflexible: the influence of set size on cognitive flexibility during childhood. Frontiers in Developmental Psychology, 5, 101. doi:10.3389/fpsyg.2014.00101. pdf
Mulder, H., & Cragg, L. (2014). Executive Functions and Academic Achievement: Current Research and Future Directions. Infant and Child Development, 23(1), 1–3. doi:10.1002/icd.1836. pdf
Hubber, P. J., Gilmore, C., & Cragg, L. (2014). The roles of the central executive and visuospatial storage in mental arithmetic: A comparison across strategies. The Quarterly Journal of Experimental Psychology, 67(5), 936–954. doi:10.1080/17470218.2013.838590. pdf
Gilmore, C., Attridge, N., Clayton, S., Cragg, L., Johnson, S., Marlow, N., Simms, V., & Inglis, M. (2013) Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement. PLoS ONE 8(6): e67374. doi:10.1371/journal.pone.0067374. post-print
Simms, V., Cragg, L., Gilmore, C., Marlow, N., &Johnson, S., (2013). Mathematics difficulties in children born very preterm: current research and future directions. Arch Dis Child Fetal Neonatal Ed, 98(5), F457-F463. doi:10.1136/archdischild-2013-303777
Simms, V., Gilmore, C., Cragg, L., Marlow, N., Wolke, D. & Johnson, S., (2013). Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing Pediatric Research, 73(2), 236–244.
Cragg, L., & Chevalier, N. (2012). The processes underlying flexibility in childhood. The Quarterly Journal of Experimental Psychology, 65(2), 209-232. post-print
Cragg, L., Kovacevic, N., McIntosh, A. R., Poulsen, C., Martinu, K., Leonard, G., & Paus, T. (2011). Maturation of EEG power spectra in early adolescence. A longitudinal study. Developmental Science, 14(5), 935-943. post-print
Cragg, L., & Nation, K. (2010). Language and the development of cognitive control. Topics in Cognitive Science, 2(4), 631-642. post-print
Cragg, L., Fox, A., Nation, K., Reid, C., & Anderson, M. (2009). Neural correlates of successful and partial inhibitions in children: An ERP study. Developmental Psychobiology, 51(7), 533-543. post-print
Cragg, L., & Nation, K. (2009). Shifting development in mid-childhood: The influence of between-task interference. Developmental Psychology, 45(5), 1465-1479. post-print
Norbury, C. F., Brock, J., Cragg, L., Einav, S., Griffiths, H., & Nation, K. (2009). Eye-movement patterns are associated with communicative competence in autistic spectrum disorders. Journal of Child Psychology and Psychiatry, 50(7), 834-842.
Cragg, L. (2008, August 1). Brakes off for the peer show. Times Educational Supplement Magazine, pp. 20-22.
Cragg, L., & Nation, K. (2008). Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood. Developmental Science, 11(6), 819-827. post-print
Cragg, L., & Nation, K. (2007). Self-ordered pointing as a test of working memory in typically developing children. Memory, 15(5), 526-535. post-print
Cragg, L., & Nation, K. (2006). Exploring written narrative in children with poor reading comprehension. Educational Psychology, 26(1), 55-72.