Publications
Preprints
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
2024
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
2023
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. https://doi.org/10.1037/xlm0001235
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 Abstract PDF (Selected for APA Showcase)
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) Abstract PDF
2022
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). 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. 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
2021
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. 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
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
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, 104931. Abstract PDF
2019
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 Psychology. Abstract PDF
2018
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. 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
2017
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
2016
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
2015
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
2014
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
2013
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
2012
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
2011
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
2009
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
2008
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