Publications

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., ... & 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. 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