Sarah Clayton


Research Associate


Department of Health Sciences
University of Leicester
Centre for Medicine
University Road
Leicester, LE1 7RH

Tel: 00 44 116 252 3210



I am a research associate working on the PRISM-2 (PRemature Infants’ Skills in Mathematics) Study. My main research interests are:

  • Numerical cognition
  • The Approximate Number System  
  • Domain-specific and domain-general skills related to mathematics ability
  • The long-term impact of premature birth on cognitive development


Peer reviewed journal papers:

Norris, J., Clayton, S., Gilmore, C., Inglis, M., & Castronovo, J. (in  press). The measurement of Approximate Number System acuity across the lifespan is compromised by congruency effects. Quarterly Journal of Experimental Psychology.

Clayton, S., Inglis, M., & Gilmore, C. (2018). Developmental differences in approaches to nonsymbolic comparison tasks. Quarterly Journal of Experimental Psychology, advance online publication. doi: 10.1177/1747021818755296

Simms, V., Clayton, S., Cragg, L., Gilmore, C., & Johnson, S. (2016). Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills. Journal of Experimental Child Psychology, 145, 22-33. doi: 10.1016/j.jecp.2015.12.004

Clayton, S., Gilmore, C., & Inglis, M. (2015). Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement. Acta Psychologica, 161, 177-184. doi: 10.1016/j.actpsy.2015.09.007

Simms, V., Gilmore, C., Cragg, L., Clayton, S., Marlow, N., & Johnson, S. (2015). The nature and origins of mathematics difficulties in very preterm children: A different etiology than Developmental Dyscalculia. Pediatric Research, 77, 389-395. doi: 10.1038/pr.2014.184

Clayton, S., & Gilmore, C. (2014). Inhibition in dot comparison tasks. ZDM  Mathematics Education, 47(5), 759-770. doi: 10.1007/s11858-014-0655-2

Gilmore, C., Attridge, N., Clayton, S., Cragg, L., Johnson, S., Marlow, N., Simms, V., & Inglis, M. (2013). Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement. PLOS ONE, 8(6), e67374. doi:10.1371/journal.pone.0067374.

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