Research Articles

Starling-Alves, I., Wilkey, E. D. (accepted for publication). Congruency and Distance Effects Vary Across Simultaneous and Sequential Two-Digit Integer, Fraction, and Decimal 2AFC Tasks. Behavior Research Methods.

Trassi, A. P.*, Starling-Alves, I., & Santos, F. H. (accepted for publication). Understanding the selective impact of math anxiety on mathematical skills in first graders. Frontiers in Education.

Starling-Alves, I., Liao, X., Huang, Q., Bolt, D. M., Hubbard, E. M., & Matthews, P. G. (2026) Tracking fraction knowledge development with grade-appropriate measures. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2026.106488

Starling-Alves, I., Shanley, L., Cook, M.A., Sabb, F. W., Smith, J., Clarke, B. & Wilkey, E. D. (2025). Children identified for classroom-based math support show altered resting-state connectivity in parietal brain regions. Scientific Reports, 15 (1), 27013. https://doi.org/10.1038/s41598-025-12809-7

Starling-Alves, I., Peters, L., & Wilkey, E. D. (2025). Beyond the sum of their parts: a multi-dimensional approach to dyscalculia-dyslexia comorbidity integrating studies of the brain, behavior, and genetics. Developmental Cognitive Neuroscience, 72, 101510. https://doi.org/10.1016/j.dcn.2025.101510

Starling-Alves, I., Gomides, M.R.A., Ribeiro, D., Haase, V.G., & Hubbard, E.M. (2024). From one half to 12th: fraction writing in children and adult education students. Journal of Numerical Cognition, 10, 1-23. https://doi.org/10.5964/jnc.11475

Starling-Alves, I., Russell-Lasalandra, L. L.*, Lau, N. T. T., Paiva, G. M., Haase, V.G., & 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. https://doi.org/10.1037/dev0001814

Starling-Alves, I., Hirata, G., & Oliveira, J. B. A. (2023). Covid-19 school closures negatively impacted Elementary-school students’ reading comprehension and reading fluency skills. International Journal of Educational Development, 102753. https://doi.org/10.1016/j.ijedudev.2023.102753

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

Araujo, J. B. O. & Starling-Alves, I. (2022). A relação entre fluência em leitura e compreensão de sentença – evidências para falantes do Português Brasileiro. Cadernos de Linguística, 3 (1), e631. https://doi.org/10.25189/2675-4916.2022.V3.N1.ID631

Starling‐Alves, I., Wronski, M. R.*, & Hubbard, E. M. (2022). Math anxiety differentially impairs symbolic, but not nonsymbolic, fraction skills across development. Annals of the New York Academy of Sciences, 1509(1), 113-129. https://doi.org/10.1111/nyas.14715

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

Starling-Alves, I., Júlio-Costa, A., Moura, R. J. D., & Haase, V. G. (2021). Nonsymbolic and symbolic numerical magnitude processing in the Brazilian children with mathematics difficulties. Dementia & Neuropsychologia, 15, 524-532. https://doi.org/10.1590/1980-57642021dn15-040013

Gomides, M. R. A., Starling-Alves, I., Paiva, G.M., Caldeira, L.S., Aichinger, A.L.P.N., Carvalho, M.R. S., Bahnmueller, J., Moeller, K., Lopes-Silva, J.B., & Haase, V.G. (2021). The quandary of diagnosing mathematical difficulties in a generally low performing population. Dementia & Neuropsychologia, 15, 267-274. https://doi.org/10.1590/1980-57642021dn15-020015

Gomides, M. R. A., Martins, G. A., Starling-Alves, I., Júlio-Costa, A., Jaeger, A., & Haase, V. G. (2018). Heterogeneity of math difficulties and its implications for interventions in multiplication skills. Dementia & Neuropsychologia, 12, 256-263. https://doi.org/10.1590/1980-57642018dn12-030006

Haase, V. G. & Starling-Alves, I. (2017). In search of the moral-psychological and neuroevolutionary basis of political partisanship. Dementia & Neuropsychologia, 11, 15-17. https://doi.org/10.1590/1980-57642016dn11-010004

Júlio‐Costa, A., Starling‐Alves, I., Lopes‐Silva, J. B., Wood, G., & Haase, V. G. (2015). Stable measures of number sense accuracy in math learning disability: Is it time to proceed from basic science to clinical application?. PsyCh journal, 4(4), 218-225. https://doi.org/10.1002/pchj.114

Haase, V. G., Júlio-Costa, A., Lopes-Silva, J. B., Starling-Alves, I., Antunes, A. M., Pinheiro-Chagas, P., & Wood, G. (2014). Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties. Frontiers in Psychology, 5, 102. https://doi.org/10.3389/fpsyg.2014.00102

Pinheiro-Chagas, P., Wood, G., Knops, A., Krinzinger, H., Lonnemann, J., Starling-Alves, I., Willmes, K., & Haase, V. G. (2014). In how many ways is the approximate number system associated with exact calculation?. PLoS one, 9, e111155. https://doi.org/10.1371/journal.pone.0111155

Antunes, A. M., Costa, A. J., Starling-Alves, I., Paiva, G. M., & Haase, V. G. (2013). Reabilitação neuropsicológica do transtorno de aprendizagem da matemática na síndrome de Turner: um estudo de caso. Neuropsicologia Latinoamericana, 66-75. http://dx.doi.org/10.5579/rnl.2013.0140

Haase, V.G., Costa, A. J., Antunes, A.M., & Starling-Alves, I. (2012). Heterogeneidade cognitiva nas dificuldades de aprendizagem da matemática: uma revisão bibliográfica. Psicologia em Pesquisa, 139-150. https://doi.org/10.5327/Z1982-12472012000200007

Rivero, T. S., Querino, E. H. G., & Starling-Alves, I. (2012). Videogame: seu impacto na atenção, percepção e funções executivas. Neuropsicologia Latinoamericana, 4(3), 38-52. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S2075-94792012000300004&lng=pt&tlng=pt.