PUBLICATIONS
Preprints
Rosenberg-Lee, M., Rennerfeldt, P., Nkwo, C., Shaheed, P., Coulanges, L., Cole, M., Mill, R., Pincus, M., & Abreu-Mendoza, R. A. (under review). Whole number interference in rational number processing: Neuroimaging evidence from decimal comparison. https://osf.io/uwr7j
Fan, A.^, Abreu-Mendoza, R.A., van Hoof, J., van Dooren, W., Rosenberg-Lee, M. (under review). From whole number bias to gap thinking: College students’ strategy choices in fraction comparisons and relations to cognitive abilities. https://osf.io/preprints/osf/yg7mb
Romero-Juárez, L.D.^, Matute, E., Chamorro, Y., Schiller, L.K., Rosenberg-Lee, M., & Abreu-Mendoza, R.A. (2024). Distinct Fraction Comparison Strategies Relate to Rational Number Difficulties and Cognitive Outcomes Among High-School Students. https://osf.io/preprints/psyarxiv/ngvuf. Code: 🧑🏽💻
2025
Abreu-Mendoza R. A., Members of the ManyNumbers Research Network, & Gunderson, E. (2025). ManyNumbers 1: A multi-lab international study of preschool number knowledge [Stage 1 submission. In principle acceptance]. Developmental Science.
Schiller, L., Abreu-Mendoza, R.A., Fitzsimmons, C.J., Thompson, C.A., & Rosenberg-Lee, M. (2025). Lack of integrated number sense among college students: evidence from rational number cross-notation comparison. Journal of Experimental Psychology: Human Perception and Performance. 10.1037/xhp0001268 Code1: 🧑🏽💻 Code2: 🧑🏽💻
2024
Schiller, L., Abreu-Mendoza, R.A., Fitzsimmons, C.J., Thompson, C.A., & Rosenberg-Lee, M. (2024). Children’s estimates of equivalent rational number magnitudes are not equal: evidence from whole numbers, percentages, decimals, and fractions. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2024.106030
Schiller, L., Abreu-Mendoza, R.A., Siegler, R., Rosenberg-Lee, M. & Thompson, C.A. (2024). Building integrated number sense in adults and children: comparing fraction-only training to cross-notation number line training. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2024.106017
Chamorro, Y., Mendizábal-Ruiz, A. P., Abreu-Mendoza, R.A., Morales, J.A., Ramírez-Dueñas, M., & Matute, E. (2024). Preliminary evidence for a positive relation between the COMT rs4680 Met/Met genotype and Math Achievement. Developmental Neuropsychology. https://doi.org/10.1080/87565641.2024.2326879.
2023
Rosenberg-Lee, M., Varma, S., Cole, M., & Abreu-Mendoza, R.A. (2023). Competing number codes in decimal comparison: whole and rational distance both impact performance. Cognition, 105608, https://doi.org/10.1016/j.cognition.2023.105608
Abreu-Mendoza, R.A., Powell, A.B., Renninger, K.A., Rivera, L. M., Vulic, J., Weimar, S., & Rosenberg-Lee, M. (2023). Middle-Schoolers' Misconceptions in Discretized Nonsymbolic Proportional Reasoning Better Explain Fraction Biases than their Continuous Reasoning: Evidence from Correlation and Cluster Analyses. Cognitive Psychology, 143, 101575. https://doi.org/10.1016/j.cogpsych.2023.101575
Schiller, L., Abreu-Mendoza, R.A., Rosenberg-Lee, M. (2023). Adults' underestimate decimals and priming induces further magnitude-based underestimation. Journal of Experimental Psychology: Learning, Memory, and Cognition. https://doi.org/10.31234/osf.io/dhz9p
2022
Angulo-Chavira, A.*, Abreu-Mendoza, R.A.*, Flores-Coronado, M., Vargas-García, E., & Arias-Trejo, N. (2022). Perceptual dissimilarity, cognitive and linguistic skills predict novel word retention, but not extension skills in Down syndrome. Cognitive Development, 62, 101166. https://doi.org/10.1016/j.cogdev.2022.101166
Friend, M., Lopez, O., DeAnda, S., Abreu-Mendoza, R.A., & Arias-Trejo, N. (2022). Maternal Education Revisited: Vocabulary Growth in English and Spanish before 30 Months of Age. Infant Behavior and Development, 6,101685. https://doi.org/10.1016/j.infbeh.2021.101685
Abreu-Mendoza, R. A., Pincus, M., Chamorro, Y., Jolles, D., Matute, E., Rosenberg-Lee, M. (2022). Parietal and hippocampal hyper-connectivity is associated with low math achievement in adolescence – A preliminary study. Developmental Science, 25(3), e13187. https://doi.org/10.1111/desc.13187
2021
Abreu-Mendoza, R.A., Coulanges, L., Ali, K., Powell, A. B., & Rosenberg-Lee, M. (2021). From non-symbolic to symbolic proportions and back: a Cuisenaire rod proportional reasoning intervention enhances continuous proportional reasoning skills. Front. Psychol. 12:633077. https://doi.org/10.3389/fpsyg.2021.633077
Coulanges, L., Abreu-Mendoza, R.A., Varma, S., Uncapher, M., Gazzaley, A., Anguera, J., and Rosenberg-Lee, M. (2021) Linking inhibitory control to math achievement via counterintuitive decimal comparison. Cognition, 214, 104767. https://doi.org/10.1016/j.cognition.2021.104767
2020
Abreu-Mendoza, R.A., Coulanges, L., Ali, K., Powell, A. B., & Rosenberg-Lee, M. (2020). Children’s Discrete Proportional Reasoning Is Related to Inhibitory Control and Enhanced by Priming Continuous Representations. Journal of Experimental Child Psychology, 199. https://doi.org/10.1016/ j.jecp.2020.104931
Abreu-Mendoza, R.A., Jasso, T., Soto-Alba, E.E. & Arias-Trejo, N. (2020). Receptive Number Morphosyntax in Children with Down Syndrome. Language and Cognition. 12(4), 679-704. https://doi.org/10.1017/langcog.2020.18
Abreu-Mendoza, R.A. (2020). Research on Numerical Cognition in Mexico. Studies in Psychology, 41(2), 245-270. https://doi.org/10.1080/02109395.2020.1748999
2019 and Earlier
Abreu-Mendoza, R.A., Chamorro, Y. & Matute, E. (2019). Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents. Journal of Psychoeducational Assessment, 37(8), 957-972. https://doi.org/10.1177/0734282918809793
Abreu-Mendoza, R.A., Chamorro, Y., García-Barrera, M. & Matute, E. (2018). The Contribution of Executive Functions to Mathematical Learning Disabilities and Mathematical Talent During Adolescence. PLoS One. https://doi.org/10.1371/journal.pone.0209267
Beltrán-Navarro, B., Abreu-Mendoza, R.A., Matute, E., & Rosselli, M. (2018). The development of early numerical abilities of Spanish-speaking Mexican preschoolers: a new assessment tool. Applied Neuropsychology: Child, 7(2), 117-128. https://doi.org/10.1080/21622965.2016.1266940
Abreu-Mendoza, R.A. & Arias-Trejo, N. (2017). Counting Abilities in Down Syndrome: The Role of the One-to-One Correspondence Principle and Receptive Vocabulary. Neuropsychology, 31(7), 750-758. https://doi.org/10.1037/neu0000377
Abreu-Mendoza, R.A. & Arias-Trejo, N. (2015). Numerical and Area Comparison Abilities in Down Syndrome. Research in Developmental Disabilities, 41-42, 58-65. https://doi.org/10.1016/j.ridd.2015.05.008
Arias-Trejo, N., Abreu-Mendoza, R.A. & Aguado-Servín, O. (2014). Spanish-speaking children's production of number morphology. First Language, 34 (4), 372-384. https://doi.org/10.1177/0142723714544411
Abreu-Mendoza R.A., Soto-Alba E.E. & Arias-Trejo N. (2013). Area vs. Density: Influence of visual variables and cardinality knowledge in early number comparison. Front. Psychol. 4(805). https://doi.org/10.3389/fpsyg.2013.00805
In Preparation
Rennerfeldt, P.^, Abreu-Mendoza, R.A., Rosenberg-Lee, M. (in prep) Whole-number magnitudes interfere with decimal processing in children across strategies, and high performers additionally process rational magnitudes.
Abreu-Mendoza R. A., Nkwo, C., Cole, M., Mill, R., Pincus, M., & Rosenberg-Lee, M. (in prep). Similarity of neural representations of nonsymbolic proportional reasoning and fraction knowledge.
Nkwo, C.^, Abreu-Mendoza, R. A., Rosenberg-Lee, M. (in prep). Differential relationship between math achievement and functional connectivity in young adults with autism.
*These authors contributed equally to this work.
^Graduate student mentee