- Preprints -
Mogan, A. D., Bhat, K. G., Lau, N. T. T., Murray, A., Wilkey, E. D. (under review) Working with numbers and letters: Stimulus domain shapes the structure and academic relevance of executive functions. (preprint: https://osf.io/preprints/psyarxiv/c7as8_v1)
- 2026 -
Starling-Alves, Bonilla, K., Bandler, S., Wilkey, E. D. (accepted) Rational Numbers: A Systematic Review and ALE Meta-Analysis of the Neuroimaging of Fraction and Decimal Processing in the Brain. Psychonomic Bulletin & Review, 33(5). https://doi.org/10.3758/s13423-026-02939-y
Mogan, A. D., Guang, C., Bishop, C., Zajas, M., Alvarez, S., Whitsitt, C., Wilkey, E. D., & McNeil, N. M. (2026). Bridging the divide: Comparing the efficiency and transparency of two division algorithms. Journal of Educational Psychology. https://doi.org/10.1037/edu0001046
Horowitz-Kraus, T., Cirino, P. T., Cutting, L. E., Hughes-Berheim, S., Wilkey, E. D., Barnes, M., Rosch, K. S., Church, J. A., (2026) The Interplay Between Executive Function and Learning Disabilities: Developmental Cognitive Neuroscience Perspectives on Reading, Math, and ADHD. Developmental Cognitive Neuroscience, 79, 101722. https://doi.org/10.1016/j.dcn.2026.101722
*Wilkey, E. D., *Gilmore, C., & *Cragg, L. (2026). Understanding the Role of Executive Functions in Academic Skills: A Primer on Measurement and Study Design. Journal of Cognition and Development, 0(0), 1–29. https://doi.org/10.1080/15248372.2026.2629825
Starling Alves, I., Wilkey, E. D. (2026). Congruency and distance effects vary across simultaneous and sequential two-digit integer, fraction, and decimal 2AFC tasks. Behavior Research Methods, 58(5), 117. https://doi.org/10.3758/s13428-026-02958-6
Khan, O. A., Peters, L., Kwok, F. Y., Lynn, A., Ansari, D., & Wilkey, E. D. (2026). Neural connectivity in developmental dyscalculia: A resting-state fMRI study using ROI-based and connectome-based approaches. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-026-01766-8
- 2025 -
Starling Alves, I., Shanley, L., Cook, M., Smith, J., Sabb, F. W., Clarke, B., Wilkey, E. D. (2025). Altered resting-state functional connectivity in subdivisions of the intraparietal sulcus and the angular gyrus in 1st graders identified for math support in the classroom. Scientific Reports. https://doi.org/10.1016/j.dcn.2025.101510
Starling-Alves, I., Peters, L., Wilkey, E. D. (2025). Beyond the sum of their parts: a multi-dimensional approach to dyscalculia-dyslexia comorbidity. Developmental Cognitive Neuroscience. https://doi.org/10.1016/j.dcn.2025.101510
- 2024 -
Starling-Alves, I., Russell-Lasalandra, L. L., Lau, N. T. T., Moreira Paiva, G., Geraldi Haase, V., & Wilkey, E. D. (2024). Number and domain both affect the relation between executive function and mathematics achievement: A study of children’s executive function with and without numbers. Developmental Psychology, 60(12), 2345–2366. https://doi.org/10.1037/dev0001814
- 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., Ribner, A. D., Soltanlou, M., Starling-Alves, I., Coolen, I., Ansari, D., & 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, 152(7), 2094–2117. 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. 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
- 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
- 2013 -
Tripney, J., Hombrados, T. J., Newman, M., Hovish, K., Brown, C., Steinka-Fry, K., & Wilkey, E. D. (2013). Technical and Vocational Education and Training Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low- and Middle Income Countries: Systematic Review. Campbell Systematic Reviews, 9. doi:10.4073/csr.2013.9
* denotes equal contribution