Ganayim, D. & Dowker, A. (2021). Writing units or decades first in two-digit number dictation tasks: The case of Arabic-an inverted language. Brain Sciences, 11: 1518
Allen, L. & Dowker, A. (2022). Spatial working memory counts: evidence for a specific association between visuo-spatial working memory and arithmetic in children. International Electronic Journal of Elementary Education, 14, 199-211.
Cipora, K., Santos, F. H., Kucian, K., & Dowker, A. (2022). Mathematics anxiety – where are we and where shall we go? Annals of the New York Academy of Sciences, 1513, 10-20.
Dowker, A. & Sheridan, H. (2022). Relationships between mathematical performance and attitudes to mathematics: influences of gender, test anxiety and working memory. Frontiers in Psychology, 13: 814992.
Santos. F.H., Ribeiro F.S., Dias-Piovezana, A.L, Primi, C., Dowker. A. & von Aster, M. (2022). Discerning developmental dyscalculia and neurodevelopmental models of numerical cognition in a disadvantaged educational context. Brain Sciences, 12: 653.
Bellon, E., van Bergen, E. & Dowker, A.D. (2022. Is parental mathematics anxiety associated with young children’s arithmetical performance? Education Sciences, 12, 812.
Dowker. A., Frye, D. & Tsuji, H. (2023). Editorial: Theory of mind in relation to other cognitive abilities. Frontiers in Psychology, 13:1123321.
Gosling, E., Demeyere, N. & Dowker, A. (2023).Numerical cognition after brain injury: Is there a relationship between subitizing and arithmetical abilities? Brain Sciences, 13: 381.
Orbach, L, Fritz, A, Haase, V.G., Dowker, A. & Räsänen P. (2023). Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic. Frontiers in Education, 8:1083074.
Dowker, A. (2021). Home numeracy and preschool children's mathematical development: Expanding home numeracy models to include parental attitudes and emotions. Frontiers in Education, 6: 575664
A sample of other publications:
Kadosh Choen, R. and Dowker, A. (2015, eds.) 'The Oxford Handbook of Numerical Cognition'. Oxford: Oxford University Press
Baroody, A. and Dowker, A. (2003, eds.) Baroody and Ann Dowker (eds.). The Development of Arithmetic Concepts and Skills. Hillsdale, N.J: Erlbaum, 2003.
Dowker, A. (2005). Individual Differences in Arithmetic: Implications for Psychology, Neuroscience and Education. Hove: Psychology Press
Dowker, A. (2008, ed.) Mathematical Difficulties: Psychology and Intervention. Oxford: Elsevier.
Rhodes, N., Dowker, A. and Claridge, G. (1995). Poetic devices and semantic content in poetry by people with psychotic illnesses. British Journal of Medical Psychology, 68, 311-321.
Dowker, A., Hermelin, B. and Pring, L. (1996). A savant poet. Psychological Medicine, 26, 913-924.
Dowker, A., Krasowicz, G., Pinto, G., Roazzi, A. and Smith, A. (1998). Phonological and semantic devices in young children's poems: a cross-cultural study; Cahiers de Psychologie Cognitive/ Current Psychology of Cognition, 17: 389-416.
Dowker, A. (1998). Individual differences in arithmetical development. In C. Donlan (ed.). The Development of Mathematical Skills. London: Psychology Press (pp 275-302).
Sutcliffe, A., Dowker, A. and Campbell, R. (1999). Deaf children's spelling: does it show sensitivity to phonology? Journal of Deaf Studies and Deaf Education, 4, 111-123.
Dowker, A. (2001). Intervention in numeracy: the development of a Numeracy Recovery project for young children with arithmetical difficulties. Support for Learning, 16, 6-10.
Wright, B. and Dowker, A. (2002). The role of differential absolute size cues in children's transitive inferences. Journal of Experimental Child Psychology, 81, 249-275.
Dowker, A. (2005). Early identification and intervention for students with mathematics difficulties. Journal of Learning Disabilities, 38, 324-332.
Kaufmann, L., Delazer, M., Pohl, R., Semenza, C. and Dowker, A. (2005). Effects of a specific numeracy intervention program in kindergarten children: a pilot study. Educational Research and Evaluation, 11, 405-431.
Dowker, A. and Lloyd, D. (2005). Linguistic influences on numeracy. Education Transactions B, 20-35.
Dowker, A. (2006). What can brain imaging studies tell us about typical and atypical development? Journal of Physiology, Paris, 99, 333-341.
Dowker, A. (2007). What can intervention tell us about the development of arithmetic? Educational and Child Psychology, 24, 64-82.
Dowker, A. (2008). Numeracy Recovery with children with arithmetical difficulties: intervention and research. In A. Dowker (ed.) Mathematical Difficulties: Psychology and Intervention. Oxford: Elsevier (pp. 181-202).
Dowker, A. (2008). Individual differences in numerical abilities in preschoolers. Developmental Science, 11, 650-654.
Dowker, A., Bala, S. and Lloyd, D. (2008). Linguistic influences on mathematical development: how important is the transparency of the counting system. Philosophical Psychology, 21, 523-538.
Dowker, A. (2009). Derived fact strategies in children with and without mathematical difficulties. Cognitive Development, 24, 401-410.
Wang, C.Y. & Dowker, A. (2010). A cross-cultural study of metaphoric understanding. In G. Low, Z. Todd, A. Deignan & L. Cameron (eds.) Researching and Applying Metaphor in the Real World. Amsterdam: John Benjamins (pp. 105-122).
Dowker, A. (2010). Targeted interventions for children with arithmetical difficulties. In British Journal of Educational Psychology Monograph, 11:7, 65-81.