Cognitive Science & Numeracy Lab


Penner-Wilger, M. & Anderson, M. L. (2013). The relation between finger gnosis and mathematical ability: Why redeployment of neural circuits best explains the finding.  Frontiers in Theoretical and Philosophical Psychology, 4, 877. doi: 10.3389/fpsyg.2013.00877

Anderson, M. L. & Penner-Wilger, M. (2013). Neural reuse in the evolution and development of the brain: Evidence for developmental homology? Developmental Psychobiology, 55, 42-51.

*Das, R., LeFevre, J., & Penner-Wilger, M. (2010). Negative numbers in simple arithmetic. Quarterly Journal of Experimental Psychology, 63, 1943-1952.[1]

Kamawar, D., LeFevre, J., Bisanz, J., Fast, L., Skwarchuk, S., Smith-Chant, B. L., & Penner-Wilger, M. (2010). Knowledge of counting principles: How relevant is order irrelevance? Journal of Experimental Child Psychology, 105, 138-145.

LeFevre, J., Fast, L., Smith-Chant, B., Skwarchuk, S., Bisanz, J., Kamawar, D., & Penner-Wilger, M. (2010). Pathways to mathematics:  Longitudinal predictors of performance. Child Development, 81, 1753-1767.

Campbell, J. I. D., & Penner-Wilger, M. (2006). Calculation latency: The mu of memory and the tau of transformation. Memory & Cognition, 34, 217-226.

LeFevre, J., DeStefano, D., Penner-Wilger, M., & Daley, K. E. (2006). Selection of procedures in mental subtraction. Canadian Journal of Experimental Psychology, 60, 209-220.

LeFevre, J., Smith-Chant, B. L., Fast, L., Skwarchuk, S., Sargla, E., Arnup, J. S., Penner-Wilger, M., Bisanz, J., & Kamawar, D. (2006). What counts as knowing?  The development of conceptual and procedural knowledge of counting from kindergarten to grade 2. Journal of Experimental Child Psychology, 93, 285-303.

Penner-Wilger, M., Leth-Steensen, C., & LeFevre, J. (2002). Decomposing the problem-size effect: A comparison of response time distributions across cultures. Memory & Cognition, 30, 1160–1167.


[1] Indicates student co-author