Publications

2026

Mogan, A. D., Guang, C., Bishop, C., Zajas, M., Alvarez, S., Whitsitt, C., Wilkey, E. D., & McNeil, N. M. (2026). Bridging the divide: Comparing the efficiency and transparency of two division algorithms. Journal of Educational Psychology. https://doi.org/10.1037/edu0001046

Starling-Alves, I., Bonilla, D. A. S., Bandler, S. B., & Wilkey, E. D. (2026). Rational numbers: A systematic review and ALE meta-analysis of the neuroimaging of fraction and decimal processing in the brain. Psychonomic Bulletin & Review, 33(5). https://doi.org/10.3758/s13423-026-02939-y

Khan, O. A., Peters, L., Kwok, F. Y., Lynn, A., Ansari, D., & Wilkey, E. D. (2026). Neural connectivity in developmental dyscalculia: A resting-state fMRI study using ROI-based and connectome-based approaches. ZDM – Mathematics Education, 58(3), 399–413. https://doi.org/10.1007/s11858-026-01766-8

Horowitz-Kraus, T., Cirino, P. T., Cutting, L. E., Hughes-Berheim, S. S., Wilkey, E. D., Barnes, M. A., Rosch, K. S., & Church, J. A. (2026). The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD. Developmental Cognitive Neuroscience, 79, 101722. https://doi.org/10.1016/j.dcn.2026.101722

Starling-Alves, I., & Wilkey, E. D. (2026). Congruency and distance effects vary across simultaneous and sequential two-digit integer, fraction, and decimal 2AFC tasks. Behavior Research Methods, 58(5). https://doi.org/10.3758/s13428-026-02958-6

Wilkey, E. D., Gilmore, C., & Cragg, L. (2026). Understanding the role of executive functions in academic skills: A primer on measurement and study design. Journal of Cognition and Development, 1–29. https://doi.org/10.1080/15248372.2026.2629825

2025

Starling-Alves, I., Shanley, L., Cook, M. A., Sabb, F. W., Smith, J., Clarke, B., & Wilkey, E. D. (2025). Children identified for classroom-based math support show altered resting-state connectivity in parietal brain regions. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-12809-7

Starling-Alves, I., Peters, L., Wilkey, E. D. (2025). Beyond the sum of their parts: a multi-dimensional approach to dyscalculia-dyslexia comorbidity. Developmental Cognitive Neuroscience. https://doi.org/10.1016/j.dcn.2025.101510

2024

Starling-Alves, I., Russell-Lasalandra, L. L., Lau, N. T. T., Moreira Paiva, G., Geraldi Haase, V., & Wilkey, E. D. (2024). Number and domain both affect the relation between executive function and mathematics achievement: A study of children’s executive function with and without numbers. Developmental Psychology, 60(12), 2345–2366. https://doi.org/10.1037/dev0001814

Bhat, K. G., Mogan, A. D., Saavedra, A., Fuentes-Jimenez, M., Siebert, J. M., Anya Ma, W., Townley-Flores, C., Richie-Halford, A. C., The ROAR Developer Consortium, *Wilkey, E. D., *Yeatman. J. D. https://osf.io/preprints/osf/em3bg_v1. Shared and Unique Influences of Phonological Processing on Reading and Math

*Denotes shared senior authorship

2023

Kwok, F. Y., Wilkey, E. D., Peters, L., Khiu, E., Bull, R., Lee, K., & Ansari, D. (2023). Developmental dyscalculia is not associated with atypical brain activation: A univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory. Human Brain Mapping, 44(18), 6308–6325. https://doi.org/10.1002/hbm.26495

Wilkey, E. D. (2023). The Domain-Specificity of Domain-Generality: Attention, Executive Function, and Academic Skills. Mind, Brain, and Education, 17(4), 349–361. https://doi.org/10.1111/mbe.12373

Mielicki, M. K., Wilkey, E. D., Scheibe, D. A., Fitzsimmons, C. J., Sidney, P. G., Bellon, E., Ribner, A. D., Soltanlou, M., Starling-Alves, I., Coolen, I., Ansari, D., & Thompson, C. A. (2023). Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies. Journal of Experimental Psychology: General, 152(7), 2094-2117. https://doi.org/10.1037/xge0001382

Wilkey, E. D., Peiris, A., Gupta, I., Ansari, D. (2023) The Mathematical Brain at Rest. Current Opinion in Behavioral Sciences, 49, 101246. https://doi.org/10.1016/j.cobeha.2022.101246

2022

Smith, J., Wilkey, E. D., Clarke, B., Shanley, L., Men, V., Fair, D., Sabb, F. W. (2022) Can this data be saved? Techniques for high motion in resting state scans of first grade children. Techniques for high motion in resting state scans of first grade children. Developmental Cognitive Neuroscience, 58, 101178. https://doi.org/10.1016/j.dcn.2022.101178

Wilkey, E. D., Shanley, L., Sabb, F., Ansari, D., Cohen, J. C., Men, V., Heller, N. A., & Clarke, B. (2022). Sharpening, focusing, and developing: A study of change in nonsymbolic number comparison skills and math achievement in 1st grade. Developmental Science, 25(3), e13194. https://doi.org/10.1111/desc.13194

Pollack, C., Wilkey, E. D., & Price, G. R. (2022). Predictors of Middle School Students’ Growth in Symbolic Number Comparison Performance. Journal of Numerical Cognition, 8(1), 53–72. https://doi.org/10.5964/jnc.8069

Lau, N. T., Wilkey, E. D., Soltanlou, M., Lagacé Cusiac, R., Peters, L., Tremblay, P., ... & Ansari, D. (2022). Numeracy and COVID-19: examining interrelationships between numeracy, health numeracy and behaviour. Royal Society Open Science, 9(3), 201303. https://doi.org/10.1098/rsos.201303 Project page: https://osf.io/qpdnt/

Lynn, A., Wilkey, E. D., & Price, G. R. (2022). Predicting Children’s Math Skills from Task-Based and Resting-State Functional Brain Connectivity. Cerebral Cortex, 32(19), 4204–4214. https://doi.org/10.1093/cercor/bhab476

2020

Wilkey, E. D., & Ansari, D. (2020). Challenging the neurobiological link between number sense and symbolic numerical abilities. Annals of the New York Academy of Sciences. https://doi.org/10.1111/nyas.14225

Wilkey, E. D., Conrad, B. N., Yeo, D. J. & Price, G. R. (2020). Shared Numerosity Representations Across Formats and Tasks Revealed with 7 Tesla fMRI: Decoding, Generalization, and Individual Differences in Behavior. Cerebral Cortex Communications. https://doi.org/10.1093/texcom/tgaa038

Conrad, B. N., Wilkey, E. D., Yeo, D. J. & Price, G. R. (2020). Network topology of symbolic and nonsymbolic number comparison. Network Neuroscience. https://doi.org/10.1162/netn_a_00144

Wilkey, E.D., Pollack, C., Price, G. R. (2020). Dyscalculia and typical math achievement are associated with individual differences in number specific executive function. Child Development, 91(2), 596-619. https://doi.org/10.1111/cdev.13194

2019

Yeo, D. J., Wilkey, E.D., Price, G. R. (2019). Malleability of mapping between Arabic numerals and approximate quantities: Factors underlying individual differences and the relation to math. Acta Psychologica, 198, 102877. https://doi.org/10.1016/j.actpsy.2019.102877

Wilkey, E. D., & Price, G. R. (2019). Attention to number: The convergence of numerical magnitude processing, attention, and mathematics in the inferior frontal gyrus. Human Brain Mapping, 1–16. https://doi.org/10.1002/hbm.24422

2018

Wilkey, E. D., Cutting, L. E., & Price, G. R. (2018). Neuroanatomical correlates of performance in a state-wide test of math achievement. Developmental Science, 21(2), e12545. http://doi.org/10.1111/desc.12545

Price, G. R., Yeo, D. J., Wilkey, E. D., & Cutting, L. E. (2018). Prospective relations between resting-state connectivity of parietal subdivisions and arithmetic competence. Developmental Cognitive Neuroscience, 30, 280–290. http://doi.org/10.1016/j.dcn.2017.02.006

Price, G. R. & Wilkey, E. D. (2018). Developmental Dyscalculia. In The SAGE encyclopedia of intellectual and developmental disorders. E. B. Braaten (Ed.). (Vol. 1, pp 379-383). Thousand Oaks, CA. Sage. http://dx.doi.org/10.4135/9781483392271.n125

2017

Wilkey, E. D., Barone, J. C., Mazzocco, M. M. M., Vogel, S. E., & Price, G. R. (2017). The effect of visual parameters on neural activation during nonsymbolic number comparison and its relation to math competency. NeuroImage, 159(August), 430–442. http://doi.org/10.1016/j.neuroimage.2017.08.023

Price, G. R. & Wilkey, E. D. (2017). Cognitive mechanisms underlying the relation between nonsymbolic and symbolic magnitude processing and their relation to math. Cognitive Development, 44(September), 139–149. http://doi.org/10.1016/j.cogdev.2017.09.003

Yeo, D. J., Wilkey, E. D., & Price, G. R. (2017). The search for the number form area: A functional neuroimaging meta-analysis. Neuroscience & Biobehavioral Reviews, 78(April), 145 160. http://doi.org/10.1016/j.neubiorev.2017.04.027

Price, G. R., Wilkey, E. D., & Yeo, D. J. (2017). Eye-movement patterns during nonsymbolic and symbolic numerical magnitude comparison and their relation to math calculation skills. Acta Psychologica, 176(March), 47–57. http://doi.org/10.1016/j.actpsy.2017.03.012

2016

Merkley, R., Wilkey, E. D., & Matejko, A. A. (2016). Exploring the Origins and Development of the Visual Number Form Area: A Functionally Specialized and Domain-Specific Region for the Processing of Number Symbols? Journal of Neuroscience, 36, 4659–4661. DOI: http://dx.doi.org/10.1523/JNEUROSCI.0710-16.2016

Price, G. R., Wilkey, E. D., Yeo, D. J., & Cutting, L. E. (2016). The relation between 1st grade grey matter volume and 2nd grade math competence. NeuroImage, 124, 232–237. https://doi.org/10.1016/j.neuroimage.2015.08.046