publications:
mathematical cognition and development

Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2020). In-class attentive behavior, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement. Journal of Educational Psychology. Advance online doi.org/10.1037/edu0000487

Stoet, G., & Geary, D. C. (2020). Sex-specific academic ability and attitude patterns in students across developed nations. Intelligence, 81, 101453.

Bailey, D., Fuchs, L. S., Gilbert, J. K., Geary, D. C., & Fuchs, D. (2020). Prevention: Necessary but insufficient? A two-year follow-up of an effective first-grade mathematics intervention. Child Development, 91, 382-400.

Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Craddock, C., Fuchs, D. Compton, D. L., Geary, D. C. & Changas, P. (2020). Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology. Advance online doi.org/10.1037/edu000046

Geary, D. C., & Stoet, G. (2020). Ideological blinders in the study of sex difference in participation inscience, technology, engineering, and mathematics fields. In D. Allen and B. Howell, editors, Groupthink in science: Greed, pathological altruism, ideology, competition, and culture (pp. 175-183).New York: Springer.

Geary, D. C., & Menon, V. (in press). Fact retrieval deficits in mathematical learning disability: Potential contributions of prefrontal-hippocampal functional organization. In M. Vasserman, & W. S. MacAllister (Eds.), The Neuropsychology of Learning Disorders: A Handbook for the Multi-disciplinary Team, New York: Springer.

Geary, D. C., vanMarle, K., Chu, F., Hoard, M. K., & Nugent, L. (2019). Predicting age of becoming a cardinal principle knower. Journal of Educational Psychology, 111, 256-267.

Geary, D. C., Hoard, M. K., Nugent, L., Chu, F. W., Scofield, J. E., & Hibbard, D. F. (2019). Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence. Journal of Educational Psychology,111, 1447–1461.

Rhodes, K. T., Lukowski, S., Branum-Martin, L., Opfer, J., Geary, D. C., & Petrill, S. A. (2019). Individual differences in addition strategy choices: A modern psychometric evaluation. Journal of Educational Psychology, 111, 414-433.

Chu, F. W., vanMarle, K., Hoard, M. K., Nugent, L., Scofield, J., & Geary, D. C. (2019). Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disabilities. Journal of Experimental Child Psychology, 188, 104668.

Geary, D. C., Berch, D. B., & Mann Koepke, K (2019). Introduction: Cognition foundations for improving mathematical learning. In D. C. Geary, D. B. Berch, and K. Mann Koepke (Eds.), Cognitive foundations for improving mathematical learning. (Vol. 5, Mathematical Cognition and Learning, pp. 1-36).San Diego, CA: Elsevier Academic Press.

Geary, D. C., Berch, D. B., & Mann Koepke, K. (Eds.) (2019).Cognitive foundations for improving mathematical learning. (Vol. 5, Mathematical Cognition and Learning).San Diego, CA: Elsevier Academic Press.

Berch, D. B., Geary, D. C., & Mann Koepke, K. (Eds.) (2018). Language and culture in mathematical cognition (Vol. 4, Mathematical Cognition and Learning).San Diego, CA: Elsevier Academic Press.

Geary, D. C., vanMarle, K., Chu, F., Rouder, J., Hoard, M. K., & Nugent, L. (2018). Early conceptual understanding of cardinality predicts superior school-entry number system knowledge. Psychological Science, 29, 191-205.

Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29, 581-593.

vanMarle, K., Chu, F. W., Mou, Y., Seok, J. H., Rouder, J. N., &. Geary, D. C. (2018). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental Science, 21, e12495.

Geary, D. C., & vanMarle, K. (2018). Growth of symbolic number knowledge accelerates after children cardinality. Cognition, 177, 69-78.

Geary, D. C., vanMarle, K., Chu, F., Hoard, M. K., & Nugent, L. (2018). Predicting age of becoming a cardinal principle knower. Journal of Educational Psychology.

Chu, F. W., vanMarle, K., Rouder, J., & Geary, D. C. (2018). Children’s early understanding of number predicts their later problem-solving sophistication in addition. Journal of Experimental Child Psychology, 169, 73-92.

Geary, D. C. (2018). Numeracy. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, and J. E. Lansford (Eds.), The Sage encyclopedia of lifespan human development (pp. 1521-1522). Thousand Oaks, CA: Sage Publications.

Rhodes, K. T., Lukowski, S., Branum-Martin, L., Opfer, J., Geary, D. C., & Petrill, S. A. (in press). Individual differences in addition strategy choices: A modern psychometric evaluation. Journal of Educational Psychology.

Bailey, D., Fuchs, L. S., Gilbert, J. K., Geary, D. C., & Fuchs, D. (in press). Prevention: Necessary but insufficient? A two-year follow-up of effective first-grade mathematics intervention. Child Development.

Berch, D. B., Geary, D. C., & Mann Koepke, K. (2018). Language and culture in mathematical cognitive development. In D. B. Berch, D. C. Geary, and K. Mann Koepke, (Eds.) Language and culture in mathematical cognition (Vol. 4, Mathematical Cognition and Learning, pp. 1-29).San Diego, CA: Elsevier Academic Press.

Geary, D. C., & Menon, V. (in press). Fact retrieval deficits in mathematical learning disability: Potential contributions of prefrontal-hippocampal functional organization. In M. Vasserman, & W. S. MacAllister (Eds.), The Neuropsychology of Learning Disorders: A Handbook for the Multi-disciplinary Team, New York: Springer.

Geary, D. C., & Stoet, G. (in press). Ideological blinders in the study of sex difference in participation in science, technology, engineering, and mathematics fields. In D. Allen and B. Howell, editors, Groupthink in science: Greed, pathological altruism, ideology, competition, and culture. New York: Springer.

Geary, D. C., Berch, D. B., & Mann Koepke, K (in press). Introduction: Cognition foundations for improving mathematical learning. In D. C. Geary, D. B. Berch, and K. Mann Koepke (Eds.), Cognitive foundations for improving mathematical learning. (Vol. 5, Mathematical Cognition and Learning, pp. xx-xx).San Diego, CA: Elsevier Academic Press.

Geary, D. C., Berch, D. B., Ochsendorf, R., & Mann Koepke, K. (Eds.) (2017). Acquiring complex arithmetic skills and higher-order mathematical concepts. (Vol. 3, Mathematical Cognition and Learning). San Diego, CA: Elsevier Academic Press.

Geary, D. C., Nicholas, A., Li, Y. & Sun, J. (2017). Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study. Journal of Educational Psychology, 109, 680–693.

Li, Y., & Geary, D. C. (2017). Children’s visuospatial memory predicts mathematics achievement through early adolescence. PLoS ONE, 12(2): e0172046.

Stoet, G., & Geary, D. C. (2017). Students in countries with higher levels of religiosity perform lower in science and mathematics. Intelligence, 62, 71-78.

Geary, D. C., Berch, D. B., Ochsendorf, R., & Mann Koepke, K. (2017). Insights from cognitive science on mathematical learning. In D. C. Geary, D. B., Berch, R. Ochsendorf, & K Mann Koepke (Eds.), Acquiring complex arithmetic skills and higher-order mathematical concepts. (Vol. 3, Mathematical Cognition and Learning, pp. 1-18). San Diego, CA: Elsevier Academic Press.

Geary, D. C. (2017). Early emergence of quantitative knowledge. In A. Mesoudi, J. Adams, & P. Barmby (Eds.). The nature and development of mathematics: Cross disciplinary perspectives on cognition, learning, and culture (pp. 91-104). London, UK: Routledge, Taylor and Francis Group.

Geary D. C. (2017). Commentary on culture, the environment, and the impact of society: An educational perspective. In A. Mesoudi, J. Adams, & P. Barmby (Eds.). The nature and development of mathematics: Cross disciplinary perspectives on cognition, learning, and culture (pp. 148-152). London, UK: Routledge, Taylor and Francis Group.

Berch, D. B., Geary, D. C., & Mann Koepke, K. (Eds.) (2016). Development of mathematical cognition: Neural substrates and genetic influences (Vol. 2, Mathematical Cognition and Learning).San Diego, CA: Elsevier Academic Press.

Geary, D. C., & vanMarle, K. (2016). Young children's core symbolic and non-symbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52, 2130-2144.

Fuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. L., & Hamlett, C. L. (2016). Pathways to third-grade calculation versus word-reading competence: Are they more alike or different? Child Development, 87, 558-567.

Stoet, G., Bailey, D. H., Moore, A. M., & Geary, D. C. (2016).Countries with higher levels of gender equality show
larger national sex differences in mathematics anxiety and relatively lower parental
mathematics valuation for girls. PloS ONE, 11(4): e0153857. (Top 1% of 2016 downloads).

Moore, A. M., vanMarle, K., & Geary, D. C. (2016). Kindergartners' fluent processing of symbolic numerical
magnitude is predicted by their cardinal knowledge and intuitive understanding of arithmetic 2 years earlier. Journal of ExperimentalChild Psychology, 150, 31-47.

Mou, Y, Li, Y., Hoard, M. K., Nugent, L., Chu, F., Rouder, J., & Geary, D. C. (2016). Developmental foundations of
children's fraction magnitude knowledge. CognitiveDevelopment, 39, 141-153.

Chu, F. W., vanMarle, K., & Geary, D. C. (2016) Predicting children's reading and mathematics achievement from
early quantitative knowledge and domain-general cognitive abilities. Frontiers in Cognitive Psychology, 7:775.

Geary, D. C., & Moore, A. M. (2016). Cognitive and brain systems underlying early mathematical development. In M.
Cappelletti and W. Fias (Eds.), Progress in Brain Research: The Mathematical Brain Across the Lifespan (Vol. 227, pp. 75-103). Amsterdam: Elsevier.

Berch, D. B., Geary, D. C., & Mann Koepke, K. (2016). How the study of neurobiological and genetic factors can
enhance our understanding of mathematical cognitive development. In D. B. Berch, D. C. Geary, , & K. Mann Koepke (Eds.), Development of mathematical cognition: Neural substrates and genetic influences (Vol. 2, Mathematical Cognition and Learning, pp. 1-24).San Diego, CA: Elsevier Academic Press

Geary, D. C., & Berch, D. B. (2016). Evolution and children's cognitive and academic development. In D. C. Geary& D. B. Berch (Eds.), Evolutionary perspectives on child development and education (pp.217-249). New York: Springer.

Geary, D. C., & Berch, D. B. (2016). Quantity estimation. In T. K. Shackelford & V. A. Weekes-Shackelford (Eds). Encyclopedia of evolutionary psychological science. New York: Springer.

Furlong, M., McLoughlin, F., McGilloway, S., Geary, D. C. (2016) Interventions to improve mathematical performance
for children with mathematical learning difficulties (MLD) (Protocol). Cochrane Database of Systematic Reviews, Issue 4. Art. No.: CD012130. DOI: 10.1002/14651858.CD012130.

Geary, D. C. (2016).Dyscalculia at an Early Age. 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. Available at: http://www.excellenceearlychildhood.ca/documents/GearyANGxp.pdf

Geary, D. C., Berch, D. B., & Mann Koepke, K. (Eds.) (2015). Evolutionary origins and earlydevelopment of number processing (Vol. 1, Mathematical Cognition and Learning). San Diego, CA: Elsevier Academic Press

Berch, D. B., Geary, D. C., & Mann Koepke, K. (Eds.) (2016). Development of mathematical cognition: Neural substrates and genetic influences (Vol. 2, Mathematical Cognition and Learning). San Diego, CA: Elsevier Academic Press

Geary, D. C., Hoard, M. K., Nugent, L., & Rouder, J.N. (2015). Individual differences in algebraic cognition: Relation to the approximate number and sematic memory systems. Journal of Experimental Child Psychology.

Stoet, G., & Geary, D. C. (2015). Sex differences in academic achievement are not related to political, economic, or social equality. Intelligence, 48, 137-151.

Rosenberg-Lee, M., Ashkenazi, S., Chen, T., Young, C. B., Geary, D. C., & Menon, V. (2015). Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia. Developmental Science, 18, 351-372.

Chu, F. W., vanMarle, K., & Geary, D. C. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205-212.

Geary, D. C. (2015). Developmental and measurement of preschoolers’ quantitative knowledge. Mathematical Thinking and Learning, 17, 1-7.

Fuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. L., & Hamlett, C. L. (in press). Pathways to third-grade calculation versus word-reading competence: Are they more alike or different? Child Development.

Geary, D. C. (2015). The classification and cognitive characteristics of mathematical disabilities in children. In R. C. Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition (751-770). Oxford, UK: Oxford University Press.

Geary, D. C. (2015). Preschool children’s quantitative knowledge and long-term risk for functional innumeracy. In S. Chinn (Ed.), International handbook of mathematical disabilities (pp. 235-242). Oxon, UK: Taylor & Francis.

Geary, D. C., Berch, D. B., & Mann Koepke, K. (2015). The evolution of number systems. In D. C. Geary, D. B. Berch, & K. Mann Koepke (Eds.), Evolutionary origins and early development of number processing (pp. 337-355). San Diego, CA: Academic Press/Elsevier.

Geary, D. C. (in press). Early emergence of quantitative knowledge. In A. Mesoudi, J. Adams, & P. Barmby (Eds.). The emergence of mathematical competencies. London, UK: Routledge, Taylor and Francis Group.

Geary, D. C. (2015). The classification and cognitive characteristics of mathematical disabilities in children. In R. C. Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition (751-770). Oxford, UK: Oxford University Press.

Geary, D. C. (2015). Preschool children’s quantitative knowledge and long-term risk for functionalinnumeracy. In S. Chinn (Ed.), International Handbook of Mathematical Disabilities (pp. 235-242). Oxon, UK: Taylor & Francis.

Geary, D. C., Berch, D. B., & Mann Koepke, K. (2015). The evolution of number systems. In D. C. Geary, D. B. Berch, & K. Mann Koepke (Eds.), Evolutionary origins and early development of number processing (pp. 337-355). San Diego, CA: Academic Press/Elsevier.

Geary, D. C., & Menon, V. (in press). Fact retrieval deficits in mathematical learning disability:
Potential contributions of prefrontal-hippocampal functional organization. In M. Vasserman, & W. S. MacAllister (Eds.), The Neuropsychology of Learning Disorders: A Handbook for the Multi-disciplinary Team, New York: Springer

Bailey, D. H., Watts, Littlefield, A. K., & Geary, D. C. (2014). State and trait effects on individual differences in children’s mathematical development. Psychological Science, 25, 2017-2026.

vanMarle, K., Chu, F. W.., Li, Y., & Geary, D. C. (2014). Acuity of the approximate number system and preschoolers’ quantitative development. Developmental Science, 17, 492-505.

Rouder, J. N., & Geary, D. C. (2014). Children’s cognitive representation of the mathematical number line. Developmental Science, 17, 525-536.

Bailey, D. H., Siegler, R.S, & Geary, D. C. (2014). First grade predictors of middle school fraction knowledge. Developmental Science, 17, 775-785.

Qin, S., Cho, S., Chen, T., Rosenberg-Lee, M., Geary, D. C., & Menon, V. (2014). Hippocampal-neocortical functional reorganization underlies children’s cognitive development. Nature Neuroscience, 17, 1263-1269.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., &. Hamlett, C. L. (2014). Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill. Journal of Educational Psychology, 106, 482-498.

Vukovic, R. K., Fuchs, L. S., Geary, D. C., Jordan, N. C., Siegler, R. S., & Gersten, R. (2014). Sources of individual differences in children’s conceptual understanding of fractions. ChildDevelopment, 85, 1461–1476.

Rode, C., Robson, R., Purviance, A., Geary, D. C., & Mayr, U. (2014). Is working memory training effective? A study in a school setting. PloS ONE, 9(8): e104796.

Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22, 23-27.

Geary, D.C., Hoard, M. K., Nugent, L., & Bailey, H. D. (2013). Adolescents’ functional numeracy is predicted by their school entry number system knowledge. PLoS ONE, 8(1): e54651. doi:10.1371/journal.pone.0054651

Stoet, G., & Geary, D. C. (2013). Sex differences in mathematics and reading achievement are inversely related: Within- and across-nation assessment of 10 years of PISA data. PLoS ONE, 8(3): e57988. doi:10.1371/journal.pone.0057988

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. (2013). Understanding and promoting at-risk learners’ mathematics development in first grade: A randomized control trial. Journal of Educational Psychology, 105, 58-77.

Geary, D. C. (2013). Learning disabilities in mathematics: Recent advances. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (second edition) (pp. 239-255). New York: Guilford Press.

Chu, F., vanMarle, K., & Geary, D. C. (2013). Quantitative deficits of preschool children at risk for mathematical learning disability. Frontiers in Developmental Psychology, 4,195. doi: 10.3389/fpsyg.2013.00195

Li, Y., & Geary, D. C. (2013). Developmental gains in visuospatial memory predict gains in mathematics achievement. PLoS ONE 8(7): e70160. doi:10.1371/journal.pone.0070160.

vanMarle, K., Chu, K., Li, Y., & Geary, D. C. (in press). Acuity of the approximate number system and preschoolers’ quantitative development. Developmental Science.

Rouder, J. N., & Geary, D. C. (in press). Children’s cognitive representation of the mathematical number line. Developmental Science.

Bailey, D. H., Siegler, R.S, & Geary, D. C. (in press). First grade predictors of middle school fraction knowledge. Developmental Science.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., &. Hamlett, C. L. (in press). Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill. Journal of Educational Psychology.

Vukovic, R. K., Fuchs, L. S., Geary, D. C., Jordan, N. C., Siegler, R. S., & Gersten, R. (in press). Sources of individual differences in children’s conceptual understanding of fractions. ChildDevelopment.

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. (in press). Preschool children’s quantitative knowledge and long-term risk for functional innumeracy. For S. Chinn (Ed.), International Handbook of Mathematical Disabilities. Oxon, UK: Taylor & Francis.

Rosenberg-Lee, M., Ashkenazi, S., Chen, T., Young, C. B., Geary, D. C., & Menon, V. Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia. (second revision submitted, Developmental Science).

Qin, S., Cho, S., Chen, T., Rosenberg-Lee, M., Geary, D. C., & Menon, V. Hippocampal-neocortical functional reorganization underlies cognitive development (submitted).

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.

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

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.

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.

Stoet, G., & Geary, D. C. (2012). Why are there fewer women working in science and technology? The Skeptic, 24, 28-30.

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 evolvedmind (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 evolvedmind (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? Topresearchers 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.

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., & 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). 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., & 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.