In our lab, we strive to make our research accessible. As such, we are committed to recording audio versions of every article we publish. A downloadable infographic, along with the typed transcript, is also available for each article. If you can think of other ways to make our research accessible, please feel free to reach out to us via email or twitter.


Daker, R.J., Delage, V., Maloney, E.A. and Lyons, I.M. (2022), Testing the specificity of links between anxiety and performance within mathematics and spatial reasoning. Ann. N.Y. Acad. Sci., 1512: 174-191.

Hunt, T. E., & Maloney, E. A. (2022). Appraisals of previous math experiences play an important role in math anxiety. Ann NY Acad Sci. 00 1– 12.

Skwarchuk, S-L., Douglas, H., Cahoon, A., LeFevre, J-A., Xu, C., Roy, E., Simms, V., Wylie, J., Maloney, E. A., Osana, H. P., & Susperreguy, M. I. (2021). Relations Between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. Educational Sciences, 11.

Xu, C., Lafay, A., Douglas, H., Di Lonardo Burr, S., LeFevre, J.-A., Osana, H. P., Skwarchuk, S.-L., Wylie, J., Simms, V., & Maloney, E. A. (2022). The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology, 114(3), 513–539.


Delage, V., Trudel, G., Retanal, F., & Maloney, E. A. (2021). Spatial anxiety and spatial ability: Mediators of gender differences in math anxiety. Journal of Experimental Psychology. General

Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y. A., Zippert, E., Cabrera, N. J., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I. U., LeFevre, J.-A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., … Purpura, D. J. (2021). Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective. Journal of Numerical Cognition7(2), 195–220.

Retanal, F., Johnston, N. B., Di Lonardo Burr, S. M., Storozuk, A., DiStefano, M., & Maloney, E. A. (2021). Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement. Education Sciences, 11(10), 620.

Schaeffer, M. W., Rozek, C. S., Maloney, E. A., Berkowitz, T., Levine, S. C., Beilock, S. L. (2021). Elementary school teachers’ math anxiety and students’ math learning: A large-scale replication. Developmental Science.

Song, C. S., Xu, C., Maloney, E. A., Skwarchuk, S.-L., Di Lonardo Burr, S., Lafay, A., Wylie, J., Osana, H. P., Douglas, H., & LeFevre, J.-A. (2021). Longitudinal relations between young students’ feelings about mathematics and arithmetic performance. Cognitive Development59, 101078.

Xu, C., Di Lonardo Burr, S., Skwarchuk, S-L., Douglas , H., Lafay, A., Osana, H., Simms, V., Wylie, J., Maloney, E. A., & LeFevre, J-A. (2021). Pathways to Learning Mathematics for Students in French-Immersion and English-Instruction Programs. Journal of Educational Psychology, 114(6), 1321–1342.

Xu, C., LeFevre, J.-A., Skwarchuk, S.-L., Di Lonardo Burr, S., Lafay, A., Wylie, J., Osana, H. P., Douglas, H., Maloney, E. A., & Simms, V. (2021). Individual differences in the development of children’s arithmetic fluency from grades 2 to 3. Developmental Psychology57(7), 1067–1079.


Distefano M, O”Brien B, Storozuk A, Ramirez G, Maloney E.A. (2020). Exploring math anxious parents’ emotional experience surrounding math homework-help. International Journal of Educational Research.

Maloney, E. A., Retanal, F. (2020). Higher math anxious people have a lower need for cognition and are less reflective in their thinking. Acta Psychologica. doi:

Storozuk, A., Ashley, M., Delage, V., & Maloney, E. A. (2020). Got bots? Practical recommendations to protect online survey data from bot attacks. The Quantitative Methods for Psychology, 16(5), 472–481. https://10.20982/tqmp.16.5.p472


Maloney E.A., Barr N, Risko E.F., Fugelsang, J.A. (2019). Verbal Working Memory Load Dissociates Common Indices of the Numerical Distance Effect: Implications for the Study of Numerical Cognition. Journal of Numerical Cognition, 5(3), 337-357.

Ramirez, G., Fries, L., Gunderson, E. A., Schaeffer, M., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading anxiety – An early affective impediment to children’s success in reading. Journal of Cognition and Development. 20 (1), 15-34.


Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46.

Lyons IM, Ramirez G, Maloney E.A, Redina D, Levine SC, & Beilock SL (2018). Spatial Anxiety: A novel questionnaire with subscales for measuring three aspects of spatial anxiety. Journal of Numerical Cognition, 4(3), 526-553.

Ramirez, G., Shaw S, & Maloney E.A. (2018). Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework. Educational Psychologist, 53(3), 145-164.


Chang, H., Sprute, L., Maloney, E. A., Beilock, S. L., & Berman, M. G. (2017). Simple arithmetic: Not so simple for highly math anxious individuals. Social Cognitive and Affective Neuroscience, 1, 10.


Morsanyi, K., Mammarella, I. C., Szücs, D., Tomasetto, C., Primi, C., & Maloney, E. A. (2016). Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives. Frontiers in psychology7.

Ramirez, G., Chang, H., Maloney, E.A., Levine, S.C. & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: the role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83-100.


Beilock, S.L., & Maloney, E.A., (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4-12.

Berkowitz, T., Schaeffer, M.W., Maloney, E.A., Peterson, L., Gregor, C., Levine, S.C., & Beilock, S.L. (2015) Math at home adds up to achievement in school. Science

Ferguson, A. M., Maloney, E. A., Fugelsang, J., & Risko, E. F. (2015). On the relation between math and spatial ability: The case of math anxiety. Learning and Individual Differences, 39, 1 – 12.

Maloney, E.A., Converse, B.A., Gibbs, C., Levine, S.C., & Beilock, S.L. (2015). Jump-starting early childhood education at home: Public policy, parent motivation, and early learning. Perspectives on Psychological Science.

Maloney, E.A., Ramirez, G., Gunderson, E.A., Levine, S.C., & Beilock, S.L. (2015). Intergenerational effects of parent’s math anxiety on children’s math achievement and anxiety. Psychological Science


Maloney, E.A., Sattizahn, J.R., & Beilock, S.L. (2014). Anxiety and cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 5(4), 403-411.


Maloney, E.A, Schaeffer, M.W, & Beilock, S.L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences, and promising interventions. Research in Mathematics Education, 15, 115-128.

Risko, E.F., Maloney, E.A., & Fugelsang, J.A. (2013). Paying attention to attention: Evidence for an attentional contribution to the size congruity effect. Attention, Perception and Psychophysics, 1-11.


Maloney, E.A., & Beilock, S.L. (2012) Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Science, 16, 404-406.

Maloney, E.A., Waechter, S., Risko, E.F., & Fugelsang, J.A. (2012). Reducing the sex difference in math anxiety: The role of spatial processing ability. Learning and Individual Differences, 22, 380-384.


Maloney, E.A, Ansari, D., & Fugelsang, J.A. (2011). The effect of mathematics anxiety on the processing of numerical magnitude. Quarterly Journal of Experimental Psychology, 64(1), 10-16.


Maloney, E.A., Risko, E.F., Preston, F., Ansari, D., & Fugelsang, J.A. (2010). Challenging the reliability and validity of cognitive measures: The case of the numerical distance effect. Acta Psychologica, 134, 154-161.

Maloney, E.A., Risko, E.F, Ansari, D., & Fugelsang, J.A. (2010). Mathematics anxiety affects counting but not subitizing during visual enumeration. Cognition, 114, 293-297.


Maloney, E.A., Risko, E.F., O’Malley, S., Besner, D. (2009). Tracking the transition from sublexical to lexical processing: On the creation of orthographic and phonological lexical representations. Quarterly Journal of Experimental Psychology, 62, 858-867.