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Kuchynka, S.L., Abreu-Mendoza, R.A., Powell, A.B., Renninger, K.A., Rosenberg-Lee, M. Vulic, J., Weimar, S.A., & Rivera, L.M. (under review). “Exploring the Relation and Validity of Social-Psychological Factors in the Authentic Context of ERM Middle-School Students in Mathematics. Social Psychology of Education. Abstract PDF

Schiller, L.K., Abreu-Mendoza, R.A., Siegler, R.S., Rosenberg-Lee, M. & Thompson, C.A. (under review). “Children’s Estimates of Equivalent Rational Number Magnitudes Are Not Equal: Evidence From Whole Numbers, Percentages, Decimals, and Fractions.” Journal of Experimental Child Psychology. Abstract PDF

Younger, J. W., O’Laughlin, K. D., Anguera, J., Bunge, S. A., Ferrer, E., Hoeft, F., McCandliss, B. D., Mishra, J., Rosenberg-Lee, M., Gazzaley, A. & Uncapher, M. (Preprint 2021, April 20). “Development of Executive Function in Middle Childhood: A Large-Scale, In-School, Longitudinal Investigation.” Abstract PDF

Schiller, L.K., Abreu-Mendoza, R.A., Fitzsimmons, C., Siegler, R.S., Thompson, C.A. & Rosenberg-Lee, M. (submitted). “Lack of Integrated Number Sense Among College Students: Evidence from Rational Number Cross-Notation Comparison.” Journal of Experimental Psychology: Human Perception and Performance. Abstract PDF

Schiller, L.K., Abreu-Mendoza, R.A., Siegler, R.S., Rosenberg-Lee, M. & Thompson, C.A. (Preprint 2023, September 27th). “Building Integrated Number Sense: Comparing Fraction-Only to Cross-Notation Number Line Training.” Abstract PDF



Chen, L., Liu, J., Kang, J. B., Rosenberg-Lee, M., Abrams, D. A., & Menon, V. (2024). “Atypical Pattern Separation Memory and Its Association with Restricted Interests and Repetitive Behaviors in Autistic Children.” Autism: The International Journal of Research and Practice, 0, 13623613. Abstract PDF


Rosenberg-Lee, M., Varma, S., Cole, M.W., & Abreu-Mendoza, R. A. (2023). “Competing Numerical Magnitude Codes in Decimal Comparison: Whole Number and Rational Number Distance Both Impact Performance.” Cognition, 241,105608. Abstract PDF

Liu, J., Chang, H., Abrams, D., Boram Kang, J., Chen, L., Rosenberg-Lee, M. & Menon, V. (2023). Atypical Cognitive Training-Induced Learning and Brain Plasticity and Their Relation to Insistence on Sameness in Children with Autism.” eLife, 12, e86035. Abstract PDF

Younger, J. W., O’Laughlin, K. D., Anguera, J., Bunge, S. A., Ferrer, E., Hoeft, F., McCandliss, B. D., Mishra, J., Rosenberg-Lee, M., Gazzaley, A. & Uncapher, M. (2023). “Better Together: Novel Methods for Measuring and Modeling Development of Executive Function Diversity While Accounting for Unity.”  Frontiers in Human Neuroscience, 17, 1195013. Abstract PDF

Abreu-Mendoza, R.A., Powell, A.B., Renninger, K.A., Rivera, L.M., Vulic, J., Weimar, S.A. & Rosenberg-Lee, M. (2023). “Middle-Schooler’s Misconceptions in Discretized Nonsymbolic Proportional Reasoning Explain Fraction Biases Better Than Their Continuous Reasoning: Evidence from Correlation and Cluster Analyses.” Cognitive Psychology, 143, 101575. Abstract PDF

Schiller, L.K., Abreu-Mendoza, R.A. & Rosenberg-Lee, M. (2023). Adults Systematically Underestimate Decimals and Priming Induces Further Magnitude-Based Underestimation. Journal of Experimental Psychology: Learning, Memory, and Cognition, Advanced Online Publication, 50(3), 484–499. Abstract PDF

Leib, E., Starr, A. Younger, J. W., Project iLead Consortium, Bunge, S., Uncapher, M. & Rosenberg-Lee, M. (2023). “Testing the Whole Number Interference Hypothesis: Contributions of Inhibitory Control and Whole Number Knowledge to Fraction Understanding.” Developmental Psychology, 59(8), 1407–1425. Abstract PDF (Selected for APA Showcase)

Toledo, R.V.F. , Abreu-Mendoza, R.A. & Rosenberg-Lee, M. (2023). “Brazilian Math Teacher’s Magnitude Representation and Strategy Use in Fraction Comparison: A Mixed Methods Study.” Caminhos da Educação Matemática em Revista (Online), 13 (01), 93-116 4. Abstract PDF

Abreu-Mendoza, R.A. & Rosenberg-Lee, M. (2023). “Measuring Fences and Sharing Pizzas: Current Advances in Nonsymbolic Fraction Interventions.” Caminhos da Educação Matemática em Revista (Online), 13 (01), 25-46 Abstract PDF



Mattheiss, S. R., Levinson, H., Rosenberg-Lee, M., & Graves, W. W. (2022). “Exposure to Violence is Associated with Decreased Neural Connectivity in Emotion Regulation and Cognitive Control, But not Working Memory, Networks after Accounting for Socioeconomic Status: A Preliminary Study.” Behavioral and Brain Functions, 18(1), 15. Abstract  PDF

Chang, H., Chen, L., Zhang, Y., Xie, Y., de Los Angeles, C., Adair, E., Zanitti, G., Wassermann, D., Rosenberg-Lee, M., Menon, V. (2022). “Foundational Number Sense Training Gains are Predicted by Hippocampal-Parietal Circuits.” Journal of Neuroscience, 42(19), 4000–4015. Abstract PDF

Graves, W. W., Purcell, J. J., Rothlein, D., Bolger, D. J., Rosenberg-Lee, M., & Staples, R. (2022). “Correspondence between Cognitive and Neural Representations for Phonology, Orthography, and Semantics in Supramarginal Compared to Angular Gyrus.” Brain Structure and Function, 228 (1), 255–271. Abstract PDF

Graves, W., Levinson, H., Coulanges, L., Cahalan, S., Cruz, D., Sancimino, C., Bal, V., & Rosenberg-Lee, M. (2022). “Neural Differences in Social and Figurative Language Processing on the Autism Spectrum.” Neuropsychologia, 171, 108240. Abstract PDF

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). Abstract PDF


Coulanges, L., Abreu-Mendoza, R. A., Varma, S., Uncapher, M. R., Gazzaley, A., Anguera, J., & Rosenberg-Lee, M. (2021). “Linking Inhibitory Control to Math Achievement via Comparison of Conflicting Decimal Numbers.” Cognition, 214, 104767. Abstract PDF

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.” Frontiers in Psychology, 12, 633077. Abstract PDF

Rosenberg-Lee, M. (2021). “Probing the Neural Basis of Rational Number Difficulties: The Role of Inhibitory Control and Magnitude Processing.” In “Learning and Education in Numerical Cognition”. A. Henik and W. Fias, Editors, Elsevier. Abstract PDF


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, 104931. Abstract PDF


Chang, H., Rosenberg-Lee, M., Qin, S., Menon, V. (2019). “Faster learners transfer their knowledge better: behavioral, mnemonic, and neural mechanisms of individual differences in children’s learning.” Developmental Cognitive Neuroscience, 40: 100719. Abstract PDF

Ghazy, N., Ratner, E., & Rosenberg-Lee, M. (2019). “Differential Contributions of Empathy to Math Achievement in Women and Men.” Frontiers in Psychology10, 1941. Abstract PDF


Chen, L., Abrams, D. A., Rosenberg-Lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., Chen, T., Menon, V. (2018). “Quantitative Analysis of Heterogeneity in Academic Achievement of Children With Autism.” Clinical Psychological Science: A Journal of the Association for Psychological Science7(2), 362–380. Abstract PDF

Rosenberg-Lee, M., Iuculano, T., Bae, S. R., Richardson, J., Qin, S., Jolles, D., Menon, V. (2018). “Short-term Cognitive Training Recapitulates Hippocampal Functional Changes Associated with One Year of Longitudinal Skill Development.” Trends in Neuroscience and Education, 10: 19-29. Abstract PDF

Rosenberg-Lee, M. (2018). “Training Studies: An Experimental Design to Advance Educational Neuroscience.” Mind, Brain and Education: The Official Journal of the International Mind, Brain, and Education Society, 12(1): 12-22. Abstract PDF


Lukowski, S. L., Rosenberg-Lee, M., Thompson, L. A., Hart, S. A., Willcutt, E. G., Olson, R. K., Petrill, S. A., Pennington, B. F. (2017). “Approximate number sense shares etiological overlap with mathematics and general cognitive ability.” Intelligence, 65, 67-74. Abstract PDF


Jolles, D.D., Supekar, K., Richardson, J., Tenison, C., Ashkenazi, S., Rosenberg-Lee, M., Fuchs, V., & Menon, V. (2016). “Reconfiguration of parietal circuits with cognitive tutoring in elementary school children.” Cortex, 83, 231-245. Abstract PDF

Escovar, E., Rosenberg-Lee, M., Uddin, L.Q., & Menon, V. (2016). “The Empathizing-Systemizing Theory, Social Abilities and Mathematical Achievement in Children.” Scientific Reports, 6, 23011. Abstract PDF

Jolles, D.D., Ashkenazi, S., Kochalka, J., Evans, T.M., Richardson, J., Rosenberg-Lee, M., Zhao, H., Supekar, K., Chen, T., & Menon, V. (2016). “Parietal hyper-connectivity, aberrant brain organization and circuit-based biomarkers in children with mathematical disabilities.” Developmental Science, 19(4), 613-631. Abstract PDF

Hiniker, A.*, Rosenberg-Lee, M.*, & Menon, V. (2016). “Distinctive role of symbolic number sense in mediating the mathematical abilities of children with autism.” Journal of Autism and Developmental Disorders, 46(4), 1268-81. Abstract PDF


Iuculano, T., Rosenberg-Lee, M.*, Richardson, J.*, Tenison, C., Fuchs, V., Supekar, K., & Menon, V. (2015). “Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities.” Nature Communications, 6, 8453. Abstract PDF

Chang, T.T., Rosenberg-Lee, M.*, Metcalfe, A.W.S. *, Chen, T., & Menon, V. (2015). “Development of common neural representations for distinct numerical problems.” Neuropsychologia, 75, 481-495. Abstract PDF

Rosenberg-Lee, M., Ashkenazi, S., Chen, T., Young, C. B., Geary, D. C., & Menon, V. (2015). “Brain hyper-connectivity and operation-specific deficits during arithmetic problem-solving in children with developmental dyscalculia.” Developmental Science, 18(3), 351-372. Abstract PDF


Qin, S.Z., Cho, S., Chen, T., Rosenberg-Lee, M., Geary, D., & Menon, V. (2014). “Hippocampal-neocortical functional reorganization underlies children’s cognitive development.” Nature Neuroscience, 17(9), 1263-1269. Abstract PDF

Iuculano, T., Rosenberg-Lee, M., Supekar, K., Lynch, C., Khouzam, A., Philips, J., Uddin, L.Q., & Menon, V. (2014). “Brain organization underlying superior mathematical abilities in children with autism.” Biological Psychiatry, 75(3), 223-230. Abstract PDF


Ashkenazi, S.*, Rosenberg-Lee, M.*, Metcalfe, A.W.S., Swigart, A., & Menon, V. (2013). “Visual-spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition.” Neuropsychologia, 51(11), 2305-2317. Abstract PDF

Metcalfe, A. W., Ashkenazi, S., Rosenberg-Lee, M., & Menon, V. (2013). “Fractionating the neural correlates of individual working memory components underlying arithmetic problem-solving skills in children.” Developmental Cognitive Neuroscience, 6, 162-175. Abstract PDF

Supekar, K., Swigart, A., Tenison, C., Jolles, D., Rosenberg-Lee, M., Fuchs, L., & Menon, V. (2013). “Neural predictors of individual differences in response to math tutoring in primary-grade school children.” Proc Natl Acad Sci USA, 110(20), 8230-8235. Abstract PDF


Rosenberg-Lee, M.*, Tsang, J.M., Schwartz, D.L., & Menon, V. (2012). “Beyond natural numbers: Representation of negative numbers in the parietal cortex.” Frontiers in Human Neuroscience, 6(7), 1-15. Special Topics Issue on Numerical Cognition, edited by Filip Van Opstal, Daniel Ansari and Seppe Santens. Abstract PDF

Ashkenazi, S., Rosenberg-Lee, M., Tenison, C., & Menon, V. (2012). “Weak task-related modulation and stimulus representations during arithmetic problem-solving in children with developmental dyscalculia.” Developmental Cognitive Neuroscience, 2(S1), S152-S166. Special issue on Education and Neuroscience, edited by: Silvia Bunge and Sarah-Jayne Blakemore. Abstract PDF


Rosenberg-Lee, M., Barth, M., & Menon, V. (2011). “What difference does a year of schooling make? Maturation of brain response and connectivity between 2nd and 3rd grades during arithmetic problem.” NeuroImage, 57(3), 796-808. Special Issue on Educational Neuroscience, edited by Usha Goswami. Abstract PDF

Rosenberg-Lee, M.*, Chang, T.T.*, Young, C.B., Wu, S., & Menon, V. (2011). “Functional dissociations between four basic arithmetic operations in the human posterior parietal cortex.” Neuropsychologia, 49(9), 2592-2608. Abstract PDF


Rosenberg-Lee, M., Tsang, J.M., & Menon, V. (2009). “Symbolic, numeric, and magnitude representations in the parietal cortex.” Commentary on R. Cohen Kadosh and V. Walsh, Numerical representation in the parietal lobes: Abstract or not abstract? Behavioral and Brain Sciences, 32, 350-351. Abstract PDF

Rosenberg-Lee, M., Lovett, M., & Anderson, J. (2009). “Neural correlates of arithmetic strategies.” Cognitive Affective & Behavioral Neuroscience, 9, 270-285. Abstract PDF


Anderson, J. R., Carter, C. S., Fincham, J. M., Qin, Y., Ravizza, S. M., & Rosenberg-Lee, M. (2008). “Using fMRI to test models of complex cognition.” Cognitive Science, 32, 1323-1348. Abstract PDF


*Equal contribution