World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
40
Citations
7938
World Ranking
8160
National Ranking
805

Camilla Gilmore publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Camilla Gilmore sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 107 publications — 25th percentile

25% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Camilla Gilmore D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Camilla Gilmore sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 40 D-Index — 30th percentile

30% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

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

Neil Marlow
Neil Marlow University College London
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
Keith Weber
Keith Weber Rutgers, The State University of New Jersey
Nicole M. McNeil
Nicole M. McNeil University of Notre Dame
Derrick G. Watson
Derrick G. Watson University of Warwick

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