PUBLICATIONS

Ghazy, N., Ratner, E., & Rosenberg-Lee, M. (2019). "Differential Contributions of Empathy to Math Achievement in Women and Men." Frontiers in Psychology. 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. 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

Blair, K.P.*, 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

RUTGERS UNIVERSITY

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