Ian M. Lyons, Ph.D.

Psychology University of Chicago, Chicago, IL 
working memory, expertise, attention, skilled performance
"Ian Lyons"
Mean distance: 17.02 (cluster 23)


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Sian L. Beilock grad student 2012 Chicago
 (A sense of order: Ordinality and the meaning of symbolic numbers.)
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Hutchison JE, Ansari D, Zheng S, et al. (2019) The Relation between Subitizable Symbolic and Non-Symbolic Number Processing over the Kindergarten School-Year. Developmental Science. e12884
Lyons IM, Beilock SL. (2018) Characterizing the neural coding of symbolic quantities. Neuroimage. 178: 503-518
Hutchison JE, Lyons IM, Ansari D. (2018) More Similar Than Different: Gender Differences in Children's Basic Numerical Skills Are the Exception Not the Rule. Child Development
Lyons IM, Bugden S, Zheng S, et al. (2017) Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners. Developmental Psychology
Lyons IM, Vogel SE, Ansari D. (2016) On the ordinality of numbers: A review of neural and behavioral studies. Progress in Brain Research. 227: 187-221
Ansari D, Lyons IM. (2016) Cognitive neuroscience and mathematics learning: how far have we come? Where do we need to go? Zdm - Mathematics Education. 48: 379-383
Necka EA, Sokolowski HM, Lyons IM. (2015) The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance. Frontiers in Psychology. 6: 1543
Wang Z, Lukowski SL, Hart SA, et al. (2015) Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation. Psychological Science
Lyons IM, Nuerk HC, Ansari D. (2015) Rethinking the implications of numerical ratio effects for understanding the development of representational precision and numerical processing across formats. Journal of Experimental Psychology. General. 144: 1021-35
Lyons IM, Ansari D. (2015) Foundations of children's numerical and mathematical skills: the roles of symbolic and nonsymbolic representations of numerical magnitude. Advances in Child Development and Behavior. 48: 93-116
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