Publications

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.

2022

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. https://doi.org/10.1111/nyas.14761

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. https://doi.org/10.1111/nyas.14805

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. https://doi.org/10.3390/educsci12080513

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. https://doi.org/10.1037/edu0000673

2021

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. Generalhttps://doi.org/10.1037/xge0000884

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. https://doi.org/10.5964/jnc.6143

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. https://doi.org/10.3390/educsci11100620

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.  https://doi.org/10.1111/desc.13080

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. https://doi.org/10.1016/j.cogdev.2021.101078

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. https://doi.org/10.1037/edu0000722

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. https://doi.org/10.1037/dev0001220

2020

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. https://doi.org/10.1016/j.ijer.2019.101526

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: https://doi.org/10.1016/j.actpsy.2019.102939

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

2019

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. https://doi.org/10.5964/jnc.v5i3.155

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. https://doi.org/10.1080/15248372.2018.1526175

2018

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. https://doi.org/10.1080/15248372.2017.1421538

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. https://doi.org/10.5964/jnc.v4i3.154

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. https://doi.org/10.1080/00461520.2018.1447384

2017

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. https://doi.org/10.1093/scan/nsx121

2016

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. https://doi.org/10.3389/fpsyg.2016.01083

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. https://doi.org/10.1016/j.jecp.2015.07.014

2015

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. https://doi.org/10.1177/2372732215601438

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. Sciencehttps://doi.org/10.1126/science.aac7427

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. https://doi.org/10.1016/j.lindif.2015.02.007

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. https://doi.org/10.1177/1745691615607064

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 Sciencehttps://doi.org/10.1177/0956797615592630

2014

Maloney, E.A., Sattizahn, J.R., & Beilock, S.L. (2014). Anxiety and cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 5(4), 403-411. https://doi.org/10.1002/wcs.1299

2013

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. https://doi.org/10.1080/14794802.2013.797744

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. https://doi.org/10.3758/s13414-013-0477-2

2012

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. https://doi.org/10.1016/j.tics.2012.06.008

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. https://doi.org/10.1016/j.lindif.2012.01.001

2011

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. https://doi.org/10.1080/17470218.2010.533278

2010

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. https://doi.org/10.1016/j.actpsy.2010.01.006

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. https://doi.org/10.1016/j.cognition.2009.09.013

2009

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. https://doi.org/10.1080/17470210802578385