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Psychology

D-Index
40
Citations
7938
World Ranking
8163
National Ranking
807

Overview

Camilla Gilmore is affiliated with Loughborough University in the United Kingdom. Their research primarily focuses on the cognitive and developmental aspects of mathematical skills, mathematics education and teaching techniques, and related fields in psychology and social sciences.

The main areas of study include:

  • Mathematics
  • Psychology
  • Social Sciences

Within these broader fields, the scientist's work extends into several subfields such as statistics and probability, education, developmental and educational psychology, cognitive neuroscience, and automotive engineering.

The research is often published in notable academic venues. Frequent publication venues for this scientist include:

  • Journal of Numerical Cognition
  • Quarterly Journal of Experimental Psychology
  • Royal Society Open Science
  • Journal of Cognition and Development
  • Learning and Instruction

Camilla Gilmore's recent papers include the following:

  • "Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective" (2021), Journal of Numerical Cognition
  • "Understanding the complexities of mathematical cognition: A multi-level framework" (2023), Quarterly Journal of Experimental Psychology
  • "Developmental pathways of early numerical skills during the preschool to school transition" (2021), Learning and Instruction
  • "The role of parent-led and child-led home numeracy activities in early mathematical skills" (2022), Cognitive Development
  • "Verbal count sequence knowledge underpins numeral order processing in children" (2021), Acta Psychologica

The scientist collaborates frequently with other researchers. Regular co-authors include:

  • Victoria Simms
  • Katie Anne Gilligan-Lee
  • Emily K. Farran
  • Matthew Inglis
  • Lucy Cragg

The major topics covered by Camilla Gilmore's research focus on:

  • Cognitive and developmental aspects of mathematical skills
  • Mathematics education and teaching techniques
  • Reading and literacy development
  • Neuroscience, education and cognitive function
  • Child and animal learning development
  • Early childhood education and development
  • Spatial cognition and navigation

Best Publications

  • How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior

    Bert De Smedt;Marie-Pascale Noel;Camilla K. Gilmore;Daniel Ansari

  • Skills underlying mathematics: The role of executive function in the development of mathematics proficiency

    Lucy Cragg;Camilla K. Gilmore

  • Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement

    Camilla K. Gilmore;Nina Attridge;Sarah Clayton;Lucy Cragg

  • Children's mapping between symbolic and nonsymbolic representations of number.

    Eleanor Mundy;Camilla K. Gilmore

  • Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling.

    Camilla K. Gilmore;Shannon E. McCarthy;Elizabeth S. Spelke

  • Symbolic arithmetic knowledge without instruction

    Camilla K. Gilmore;Shannon E. McCarthy;Elizabeth S. Spelke

  • Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties

    Bert De Smedt;Camilla K. Gilmore

  • Direct and indirect influences of executive functions on mathematics achievement.

    Lucy Cragg;Sarah Keeble;Sophie Richardson;Hannah E. Roome

  • Non-verbal number acuity correlates with symbolic mathematics achievement: but only in children

    Matthew Inglis;Nina Attridge;Sophie Batchelor;Sophie Batchelor;Camilla K. Gilmore;Camilla K. Gilmore

  • Indexing the approximate number system

    Matthew Inglis;Camilla K. Gilmore

  • Measuring the approximate number system

    Camilla K. Gilmore;Nina Attridge;Matthew Inglis

  • Dot comparison stimuli are not all alike: The effect of different visual controls on ans measurement.

    Sarah Clayton;Camilla K. Gilmore;Matthew Inglis

  • Inhibition in Dot Comparison Tasks.

    Sarah Clayton;Camilla K. Gilmore

  • The role of cognitive inhibition in different components of arithmetic

    Camilla K. Gilmore;Sarah Keeble;Sophie Richardson;Lucy Cragg

  • Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills

    Victoria Simms;Sarah E. Clayton;Lucy Cragg;Camilla Gilmore

  • Congruency effects in dot comparison tasks: convex hull is more important than dot area

    Camilla K. Gilmore;Lucy Cragg;Grace Hogan;Matthew Inglis

  • Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

    Victoria Simms;Camilla K. Gilmore;Lucy Cragg;Sarah Clayton

  • Individual differences in children's understanding of inversion and arithmetical skill.

    Camilla K. Gilmore;Peter Bryant

  • Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective

    Caroline Byrd Hornburg;Giulia A. Borriello;Melody Kung;Joyce Lin

  • Substitution and sameness: two components of a relational conception of the equals sign.

    Ian Jones;Matthew Inglis;Camilla K. Gilmore;Margaret Dowens

  • Patterns of Individual Differences in Conceptual Understanding and Arithmetical Skill: A Meta-Analysis

    Camilla K. Gilmore;Marietta Papadatou-Pastou

  • The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters.

    Iro Xenidou-Dervou;Camilla K. Gilmore;Menno van der Schoot;Ernest C.D.M. van Lieshout

Frequent Co-Authors

Bert De Smedt
Bert De Smedt KU Leuven
Dieter Wolke
Dieter Wolke University of Warwick
Elizabeth S. Spelke
Elizabeth S. Spelke Harvard University
Michèle M.M. Mazzocco
Michèle M.M. Mazzocco University of Minnesota
Peter Bryant
Peter Bryant University of Oxford
Nicole M. McNeil
Nicole M. McNeil University of Notre Dame
Natasha J. Cabrera
Natasha J. Cabrera University of Maryland, College Park
Sara A. Hart
Sara A. Hart University of Waterloo
Derrick G. Watson
Derrick G. Watson University of Warwick

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