Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five year prospective study. Journal of Educational Psychology, 104, 206–223.

Geary, D. C., Hoard, M. K., & Bailey, D. H. (2012). Fact retrieval deficits in low achieving children and children with mathematical learning disability. Journal of Learning Disabilities, 45, 291-307.

Cho, S., Metcalfe, A. W. S., Young, C. B., Ryali, S. Geary, D. C., & Menon, V. (2012). Hippocampal-prefrontal engagement and dynamic causal interactions in the maturation of children’s fact retrieval. Journal of Cognitive Neuroscience, 24, 1849–1866.

Bailey, D. H., Littlefield, A., & Geary, D. C. (2012). The co-development of skill at and preference for use of retrieval-based processes for solving addition problems: Individual and sex differences from first to sixth grade. Journal of Experimental Child Psychology, 113, 78-92.

Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D.C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113, 447-455.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., DeSelms, J., Seethaler, P. M., Wilson, J., Craddock , C. F., Bryant, J. D., Luther, K., & Changas, P. (in press). Understanding and promoting at-risk learners’ mathematics development in first grade: A randomized control trial. Journal of Educational Psychology.

Stoet, G., & Geary, D. C. (2012). Can stereotype threat explain the sex gap in mathematics performance and achievement? Review of General Psychology, 16, 93-102.

Geary, D. C. (in press). Learning disabilities in mathematics: Recent advances. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (second edition). New York: Guilford Press.

Geary, D.C., Hoard, M. K., & Nugent, L. (2012). Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems.Journal of Experimental Child Psychology, 113, 49-65.

Geary, D. C. (in press). The classification and cognitive characteristics of mathematical disabilities in children. In R. C. Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition. Oxford, UK: Oxford University Press.

Geary, D. C. (2011). Cognitive predictors of individual differences in achievement growth in mathematics: A five year longitudinal study. Developmental Psychology, 47, 1539-1552.

Cho, S., Ryali, S., Geary, D. C., & Menon, V. (2011). How do you solve 7+8?: Decoding children's brain activity patterns during counting versus retrieval. Developmental Science, 14, 989-1001.

Geary, D. C. (2011). Consequences, characteristics, and causes of poor mathematics achievement and mathematical learning disabilities. Journal of Developmental and Behavioral Pediatrics, 32, 250-263.

Geary, D. C., Hoard, M. K., & Bailey, D. H. (2011). How SLD manifests in mathematics. In Flanagan, D. P., & Alfonso, V. C. (Eds.), Essentials of Specific Learning Disability Identification (pp. 43-64). Hoboken, NJ: Wiley.

Geary, D. C., Berch, D. B., Boykin, A. W., Embretson, S., Reyna, V., & Siegler, R. S. (2011). Learning mathematics: Findings from the national (United States) mathematics advisory panel. In N. Canto (Ed.), Issues and proposals in mathematics education (pp. 175-221). Lisbon, Portugal: Gulbenkian.

Geary, D. C. (2010). Missouri longitudinal study of mathematical development and disability. British Journal of Educational Psychology Monograph Series II, 7, 31-49. In R. Cowan, M. Saxton, & A. Tolmie (Eds.), Understanding number development and number difficulties (No. 7, British Journal of Educational Psychology, Monograph Series II: Psychological Aspects of Education - Current Trends). Leicester, UK: British Psychological Society.

Geary, D. C. (2010). Mathematical learning disabilities. In J. Holmes (Ed.), Advances in Child Development and Behavior (Vol. 38, pp. 45-77). San Diego, CA: Academic Press.

Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C., & Menon V. (2010) Differential contribution of specific working memory components to mathematical skills in 2nd and 3rd graders. Learning and Individual Differences, 20, 101-109.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., & Hamlett, C. L. (2010). The contributions of numerosity and domain-general abilities for school readiness. Child Development, 81, 1520-1533.

Fuchs, L., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J. D., & Schatschneider, C. (2010). Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? Developmental Psychology, 46, 1731-1746.

Eriksson, K., Bailey, D. H., & Geary, D. C. (2010). The grammar of approximating number pairs. Memory & Cognition, 38, 333-343.

Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components. Learning and Individual Differences, 20, 130-133.

Geary, D. C., Bailey, D. H., Littlefield, A., Wood, P., Hoard, M. K., & Nugent, L. (2009). First-grade predictors of mathematical learning disability: A latent class trajectory analysis. Cognitive Development, 34, 411-429.

Geary, D. C. (2009). An evolutionary twist on sex, mathematics, and the sciences. In C. Hoff Sommers (Ed.), The science of women in science (pp. 170-189). Washington, DC: American Enterprise Institute Press.

Geary, D. C., Bailey, D. H., & Hoard, M. K. (2009). Predicting mathematical achievement and mathematical learning disability with a simple screening tool: The Number Sets Test. Journal of Psychoeducational Assessment, 27, 265-279.

Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33, 277-299.

Wu, S., S., Meyer, M. L., Maeda, U., Salimpoor, V., Tomiyama, S., Geary, D. C., & Menon, V. (2008). Standardized assessment of strategy use and working memory in early mental arithmetic performance. Developmental Neuropsychology, 33, 365-393.

Hoard, M. K., Geary, D. C., Byrd-Craven, J., & Nugent, L. (2008). Mathematical cognition in intellectually precocious children. Developmental Neuropsychology, 33, 251-276.

Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343-1359.

Geary, D. C. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In J. S. Carlson & J. R. Levin (Eds.), Educating the evolved mind (pp. 1-99, Vol. 2, Psychological perspectives on contemporary educational issues).  Greenwich, CT: Information Age.

Geary, D. C. (2007). Educating the Evolved Mind: Reflections and Refinements. In J. S. Carlson & J. R. Levin (Eds.), Educating the evolved mind (pp. 177-203, Vol. 2, Psychological perspectives on contemporary educational issues). Greenwich, CT: Information Age.

Geary, D. C. (2007). An evolutionary perspective on learning disability in mathematics.
Developmental Neuropsychology, 32, 471-519. Geary, D. C. (2007). An evolutionary perspective on sex differences in mathematics and the sciences. In S. J. Ceci & W. Williams (Eds.), Why aren’t more women in science? Top researchers debate the evidence (pp. 173-188). Washington, DC: American Psychological Association.

Halpern, D., Benbow, C., Geary, D. C., Gur, R., Hyde, J., & Gernsbacher, M. A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8 (No 1, 1-52).

Halpern, D., Benbow, C., Geary, D. C., Gur, R., Hyde, J., & Gernsbacher, M. A. (2007). Sex, Math and Scientific Achievement: Why do men dominate the fields of science, engineering and mathematics? Scientific American Mind, 18, 44-51.

Geary, D. C., Nugent, L., Hoard, M. K., & Byrd-Craven, J. (2007). Strategy use, long-term memory, and working memory capacity. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities (pp. 83-105). Baltimore, MD: Paul H. Brookes Publishing Co.

Geary, D. C. (2006). Development of mathematical understanding. In D. Kuhl & R. S. Siegler (Vol. Eds.), Cognition, perception, and language, Vol 2 (pp. 777-810). W. Damon (Gen. Ed.), Handbook of child psychology (6th Ed.). New York: John Wiley & Sons.

Fink, B., Brookes, H., Neave, N., Manning, J. T., & Geary, D. C. (2006). Second to fourth digit ratio and numerical competence in children. Brain and Cognition, 61, 211-218.

Geary, D. C. (2006). Dyscalculia at an Early Age: Characteristics and Potential Influence on Socio-Emotional Development. In R.E. Tremblay & R.D. Peters (Eds.), Encyclopaedia on Early Childhood Development [online]. Montreal, Quebec: Center of Excellence for Early Childhood Development; 1-4.

Geary, D. C. (2006). [Review of Gender differences in mathematics: An integrative psychological approach. Edited by A. M. Gallagher & J. C. Kaufman]. British Journal of Educational Studies, 54, 245-246.

Geary, D. C. (2005). Role of theory in study of learning difficulties in mathematics. Journal of Learning Disabilities, 38, 305-307.

Geary, D. C. (2005). Difficultés d’apprentissage en arithmétique: Le role de la mémoire travail et de connaissance conceptuelle [Learning disabilities in arithmetic: Role of working memory and conceptual knowledge]. In M.-P. Noël (Ed.), Approches neuropsychologique et de développement des difficultés d’apprentissage en mathématiques [Neuropsychological and developmental approaches to learning disabilities inmathematics]. (pp. 169-191). Belgium: Solal.

Geary, D. C., & Hoard, M. K. (2005). Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 253-267). New York: Psychology Press.

Geary, D. C., Hoard, M. K., & Byrd-Craven, J. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121-151.

Geary, D. C. (2003). Learning disabilities in arithmetic: Problem solving differences and cognitive deficits. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 199-212). New York: Guilford Press.

Geary, D. C. (2004).  Mathematics and learning disabilities.  Journal of Learning Disabilities, 37, 4-15.

Geary, D. C. (2003). Arithmetical development: Commentary and future directions. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 453-464). Mahwah, NJ: Erlbaum.

 Geary, D. C. (2002). Principles of evolutionary educational psychology. Learning and Individual Differences, 12, 317-345.

  Geary, D. C., & Hoard, M. K. (2002). Learning disabilities in basic mathematics: Deficits in memory and cognition. In J. M. Royer (Ed.), Mathematical cognition (pp. 93-115). Greenwich, CT: Information Age Publishing.

Geary, D. C. (2001). Darwinism, schooling, and mathematics: How an understanding of evolution can inform instructional practices. In T. Loveless (Ed.), Curriculum wars: Alternative approaches to reading and mathematics (pp. 85-107). Cambridge, MA: Harvard University Press.

 Geary, D. C., & Hoard, M. K. (2001). Numerical and arithmetical deficits in learning-disabled children: Relation to dyscalculia and dyslexia. Aphasiology, 15, 635-647.

Geary, D. C., Saults, S. J., Liu, F., & Hoard, M. K. (2000). Sex differences in spatial cognition, computational fluency, and arithmetical reasoning. Journal of Experimental Child Psychology, 77, 337-353.

Geary, D. C. (2000). From infancy to adulthood: The development of numerical abilities. European Child and Adolescent Psychiatry, 9, II11-II16.

 Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236-263.

Geary, D. C. (2000). Mathematical disorders: An overview for educators. Perspectives, 26, 6-9.

Geary, D. C., Liu, F., Chen, G.-P., Saults, S. J., & Hoard, M. K. (1999). Contributions of computational fluency to cross-national differences in arithmetical reasoning abilities. Journal of Educational Psychology, 91, 716-719.

Geary, D. C., Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74, 213-239.

 Hoard, M. K., Geary, D. C., & Hamson, C. O. (1999). Numerical and arithmetical cognition: Performance of low- and average-IQ child. Mathematical Cognition, 5, 65-91.

Geary, D. C. (1999). Sex differences in mathematical abilities: Commentary on the math-fact retrieval hypothesis. Contemporary Educational Psychology 24, 267-274.

California Department of Education. (1999). Mathematics framework for California public schools: Kindergarten through grade twelve. Sacramento, CA: Author.

 Geary, D. C., & Lin, J. (1998). Numerical cognition: Age-related differences in the speed of executing biologically-primary and biologically-secondary processes. Experimental Aging Research, 24, 101- 137.

Geary, D. C., Hamson, C. O., Chen, G. P., Liu, F., & Hoard, M. K. (1998). A biocultural model of academic development. In S. G. Paris & H. M. Wellman (Eds.), Global prospects for education: Development, culture and schooling (pp. 13-43). Washington, DC: American Psychological Association.

Geary, D. C., Hamson, C. O., Chen, G. P., Liu, F., Hoard, M. K., & Salthouse, T. A. (1997). Computational and reasoning abilities in arithmetic: Cross-generational change in China and the United States. Psychonomic Bulletin & Review, 4, 425-430.

Geary, D. C. (1996). Sexual selection and sex differences in mathematical abilities. Behavioral and Brain Sciences, 19, 229-284.

Geary, D. C. (1996). International differences in mathematical achievement: Their nature, causes, and consequences. Current Directions in Psychological Science, 5, 133-137.

Reprinted in Meehan, A. M. & Astor-Stetson (Eds.)(1998). Annual editions: Adolescent Psychology (pp. 71-75). Guilford, CT: Dushkin/McGraw-Hill.

Geary, D. C., Bow-Thomas, C. C., Liu, F., & Siegler, R. S. (1996). Development of arithmetical competencies in Chinese and American children: Influence of age, language, and schooling. Child Development, 67, 2022- 2044.

Geary, D. C., Salthouse, T. A., Chen, G. P., & Fan, L. (1996). Are East Asian versus American differences in arithmetical ability a recent phenomenon? Developmental Psychology, 32, 254-262.

Geary, D. C. (1996). The problem size effect in mental addition: Developmental and cross-national trends. Mathematical Cognition, 2, 63- 93.

Geary, D. C. (1996). Biology, culture, and cross-national differences in arithmetical ability. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 145-171). Hillsdale, NJ: Erlbaum.

Geary, D. C. (1995). Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction. American Psychologist, 50, 24-37.

Geary, D. C. (1994). Children's mathematical development: Research and practical applications. Washington, DC: American Psychological Association.

Geary, D. C., & Siegler, R. S. (1994). Mathematical development and language. Science, 263, 903.

Fan, L., Geary, D. C., Bow-Thomas, C. C., & Siegler, R. S. (1994). Influences of numerical memory span on strategy choices in addition: A comparative study of numerical skill differences in Chinese and American children. [Chinese journal, Psychological Science, 17, 21-27].

Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362.

Geary, D. C., Frensch, P. A., & Wiley, J. G. (1993). Simple and complex mental subtraction: Strategy choice and speed-of-processing differences in younger and older adults. Psychology and Aging, 8, 242-256.

Geary, D. C., Fan, L., Bow-Thomas, C. C., & Siegler, R. S. (1993). Even before formal instruction, Chinese children outperform American children in mental addition. Cognitive Development, 8, 517-529.

Frensch, P. A., & Geary, D. C. (1993). The effects of practice on component processes in complex mental addition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 433-456.

Geary, D. C., Cormier, P., Goggin, J. P., Estrada, P., & Lunn, M. C. E. (1993). Mental arithmetic: A componential analysis of speed-of-processing across monolingual, weak bilingual, and strong bilingual adults. International Journal of Psychology, 28, 185-201.

Geary, D. C., Fan, L., & Bow-Thomas, C. C. (1992). Numerical cognition: Loci of ability differences comparing children from China and the United States. Psychological Science, 3, 180-185.

Geary, D. C., Bow-Thomas, C. C., & Yao, Y. (1992). Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 372-391.

Geary, D. C., & Widaman, K. F. (1992). Numerical cognition: On the convergence of componential and psychometric models. Intelligence, 16, 47-80.

Widaman, K. F., Little, T. D., Geary, D. C., & Cormier, P. (1992). Individual differences in the development of skill in mental addition: Internal and external validation of chronometric models. Learning and Individual Differences, 4, 167-213.

Geary, D. C., Brown, S. C, & Samaranayake, V. A. (1991). Cognitive addition: A short longitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children. Developmental Psychology, 27, 787-797.

Geary, D. C., & Wiley, J. G. (1991). Cognitive addition: Strategy choice and speed-of-processing differences in young and elderly adults. Psychology and Aging, 6, 474-483.

Geary, D. C., & Brown, S. C (1991). Cognitive addition: Strategy choice and speed-of-processing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27, 398-406.

Geary, D. C. (1990). A componential analysis of an early learning deficit in mathematics. Journal of Experimental Child Psychology, 49, 363-383.

Reprinted in Messer, D., & Dockrell, J. (Eds.) (1998). Developmental psychology: A reader. London, England: Arnold.

Geary, D. C., & Burlingham-Dubree, M. (1989). External validation of the strategy choice model for addition. Journal of Experimental Child Psychology, 47, 175-192.

Widaman, K. F., Geary, D. C., Cormier, P., & Little, T. D. (1989). A componential model for mental addition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 898-919.

Geary, D. C., & Widaman, K. F. (1987). Individual differences in cognitive arithmetic. Journal of Experimental Psychology: General, 116, 154-171.

Geary, D. C., Widaman, K. F., Little, T. D., & Cormier, P. (1987). Cognitive addition: Comparison of learning disabled and academically normal elementary school children. Cognitive Development, 2, 149-169.

Geary, D. C. (1987). Cognitive addition: On the convergence of statistical and conceptual models. Bulletin of the Psychonomic Society, 25, 427-430.

Geary, D. C., Widaman, K. F., & Little, T. D. (1986). Cognitive addition and multiplication: Evidence for a single memory network. Memory & Cognition, 14, 478-487.

Widaman, K. F., Geary, D. C., Cormier, P., & Little, T. D. (1985). Cognitive processing strategies for complex addition. Proceedings of the Cognitive Science Society, 7, 385-389.

last updated: October 2, 2012

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