Ramirez G, Shaw S, & Maloney E.A. (in press). Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework. Educational Psychologist
Lyons IM, Ramirez G, Maloney E.A, Redina D, Levine SC, & Beilock SL (in press). Spatial Anxiety: A novel questionnaire with subscales for measuring three aspects of spatial anxiety. Journal of Numerical Cognition
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46.
Chang, H., Sprute, L., Maloney, E. A., Beilock, S. L., & Berman, M. G. (2017). Simple arithmetic: Not so simple for highly math anxious individuals. Social Cognitive and Affective Neuroscience, 1, 10.
Morsanyi, K., Mammarella, I. C., Szücs, D., Tomasetto, C., Primi, C., & Maloney, E. A. (2016). Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives. Frontiers in psychology, 7, 1083.
Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Maloney, E.A., Levine, S.C., & Beilock, S.L. (2016). Response to comment on "Math at home adds up to achievement in school." Science, 351(6278), 1161.
Maloney, E.A., (2016). Math anxiety: Causes, consequences, and remediation. Handbook of Motivation at School 2nd ed.
Ramirez, G., Chang, H., Maloney, E.A., Levine, S.C. & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: the role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83-100
Maloney, E.A., Converse, B.A., Gibbs, C., Levine, S.C., & Beilock, S.L. (2015). Jump-starting early childhood education at home: Public policy, parent motivation, and early learning. Perspectives on Psychological Science.
Beilock, S.L., & Maloney, E.A., (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4-12
Berkowitz, T., Schaeffer, M.W., Maloney, E.A., Peterson, L., Gregor, C., Levine, S.C., & Beilock, S.L. (2015) Math at home adds up to achievement in school. Science. doi:10.1126/science.aac7427
Maloney, E.A., Ramirez, G., Gunderson, E.A., Levine, S.C., & Beilock, S.L. (2015). Intergenerational effects of low math achievement and high math anxiety. Psychological Science. doi:10.1177/0956797615592630
Ferguson, A. M., Maloney, E. A., Fugelsang, J., & Risko, E. F. (2015). On the relation between math and spatial ability: The case of math anxiety. Learning and Individual Differences, 39, 1 – 12
Maloney, E.A., Sattizahn, J.R., & Beilock, S.L. (2014). Anxiety and cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 5(4), 403-411
Risko, E.F., Maloney, E.A., & Fugelsang, J.A. (2013). Paying attention to attention: Evidence for an attentional contribution to the size congruity effect. Attention, Perception and Psychophysics, 1-11
Maloney, E.A, Schaeffer, M.W, & Beilock, S.L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences, and promising interventions. Research in Mathematics Education, 15, 115-128
Maloney, E.A., & Beilock, S.L. (2012) Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Science, 16, 404-406 (reprinted in The Best Writing on Mathematics (2013). Princeton University Press. Princeton, NJ)
Maloney, E.A., Waechter, S., Risko, E.F., & Fugelsang, J.A. (2012). Reducing the sex difference in math anxiety: The role of spatial processing ability. Learning and Individual Differences, 22, 380-384
Maloney, E.A, Ansari, D., & Fugelsang, J.A. (2011). The effect of mathematics anxiety on the processing of numerical magnitude. Quarterly Journal of Experimental Psychology, 64(1), 10-16
Maloney, E.A., Risko, E.F., Preston, F., Ansari, D., & Fugelsang, J.A. (2010). Challenging the reliability and validity of cognitive measures: The case of the numerical distance effect. Acta Psychologica, 134, 154-161
Maloney, E.A., Risko, E.F, Ansari, D., & Fugelsang, J.A. (2010). Mathematics anxiety affects counting but not subitizing during visual enumeration. Cognition, 114, 293-297
Maloney, E.A., Risko, E.F., O’Malley, S., Besner, D. (2009). Tracking the transition from sublexical to lexical processing: On the creation of orthographic and phonological lexical representations. Quarterly Journal of Experimental Psychology, 62, 858-867