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Rebecca Merkley

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Assistant Professor

Carleton University

Canada

Research Interests

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Professors in Canada

Recent Grants

Grant: Close

Relationships between developing attentional processes and numerical cognition in preschoolers

Open Date: 2014-04-01

Close Date: 2015-03-31

Grant: Close

Relationships between developing attentional processes and numerical cognition in preschoolers

Open Date: 2013-04-01

Close Date: 2014-03-31

Articles (13)

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2026

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2026

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2025

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2025

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2025

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2025

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2025

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2021

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2021

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2021

Collaborators (7)

Andrew Ribner

Assistant Professor

University of Pittsburgh

UNITED STATES

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Daniel Ansari

Nanyang Technological University (NTU)

SINGAPORE

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Taeko Bourque

Carleton University

CANADA

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Catherine Draper

University of Witwatersrand

SOUTH AFRICA

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Alexandra Youmans

Continuing Adjunct Professor

Queen's University

CANADA

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Victoria Simms

Professor of Developmental Psychology

University of Ulster

UNITED KINGDOM

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Steven J Howard

University of Oxford

UNITED KINGDOM

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Rebecca Merkley

Research Interests

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Recent Grants

Articles (13)

Verbal working memory predicts twice the growth rate in math skills for children from low-income homes relative to their higher-income peers

The AIM Collective: Connecting Research and Practice in Canadian Early Mathematics Education

Putting research into context: A paradigm shift in conceptualizing executive functions in classroom learning

Co-developmental trajectories of comparison, ordering, and arithmetic skills for children in grade 2 to grade 4

Early number acquisition in bilingual children

Enhancing children's numeracy and executive functions via their explicit integration

Co-constructing Professional Development: A Framework for Fostering Educators’ Professional Growth

Engaging Educators in the Codesign, Feasibility, and Implementation Quality of Early Years Interventions: The ONE Program

Social Ecological Factors Influencing Children's School Readiness in Low-Income South African Communities

Thirty Years of the Give-N Task: A Systematic Review, Reflections, and Recommendations

Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research‐Practice Collaboration

Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1.

Collaborators (7)

Andrew Ribner

Daniel Ansari

Taeko Bourque

Catherine Draper

Alexandra Youmans

Victoria Simms

Steven J Howard

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