My publications
Journal's papers
Kuzmina, Y., Marakshina, J., Lobaskova, M., Zakharov, I., Tikhomirova, T., & Malykh, S. (2023). The Interaction between Congruency and Numerical Ratio Effects in the Nonsymbolic Comparison Test. Behavioral Sciences, 13(12), 983.
Kuzmina, Y., Ivanova, A., & Denisov, I. (2023). Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions. The Elementary School Journal, 123(4), 538-562.
Tikhomirova, T., Malykh, A., Lysenkova, I., Kuzmina, Y., & Malykh, S. (2023). The development of number line accuracy in elementary school children: A cross‐country longitudinal study. British Journal of Educational Psychology, 93(2), 423-436.
Kuzmina, Y., & Malykh, S. (2022). The effect of visual parameters on nonsymbolic numerosity estimation varies depending on the format of stimulus presentation. Journal of Experimental Child Psychology, 224, 105514.
Kuzmina, Y., & Antipkina, I. (2022). The Association between Approximate Number Sense (ANS) and Math Achievement Depends on the Format of the ANS Test. Journal of Cognition and Development, 1-26.
Kanonire, T., Lubenko, J., & Kuzmina, Y. (2022). The Effects of Intrinsic and Extrinsic Reading Motivation on Reading Performance in Elementary School. Journal of Research in Childhood Education, 1-13.
Kuzmina, Y., Ivanova, A., & Kanonirs, G. (2021). Inattention, hyperactivity/impulsivity, and mathematics: Exploring gender differences in a nonclinical sample. Research in Developmental Disabilities, 119, 104107.
Malykh, S., Kuzmina, Y., & Tikhomirova, T. (2021). Developmental Changes in ANS Precision Across Grades 1–9: Different Patterns of Accuracy and Reaction Time. Frontiers in psychology, 12.
Kuzmina, Y., Tikhomirova, T., Lysenkova, I., & Malykh, S. (2020). Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children. PloS one, 15(2), e0228960.
Kuzmina, Y., Ivanova, A., & Kaiky, D. (2019). The effect of phonological processing on mathematics performance in elementary school varies for boys and girls: Fixed‐effects longitudinal analysis. British Educational Research Journal, 45(3), 640-661.
Malykh, S., Tikhomirova, T., Kuzmina, Y., & Malykh, S. A. (2019). The Relationship between Nonsymbolic and Symbolic Numerosity Representations in Elementary School: The Role of Intelligence. Frontiers in Psychology, 10, 2724.
Tyumeneva, Y., Kardanova, E., & Kuzmina, J. (2019). Grit: Two related but independent constructs instead of one. Evidence from item response theory. European Journal of Psychological Assessment, 35(4), 469.
Tikhomirova, T., Kuzmina, Y., Lysenkova, I., & Malykh, S. (2019). Development of Approximate Number Sense across the Elementary School Years: a Cross-cultural Longitudinal Study. Developmental science, e12823-e12823.
Loyalka, P., Zakharov, A., & Kuzmina, Y. (2018). Catching the Big Fish in the Little Pond Effect: Evidence from 33 Countries and Regions. Comparative Education Review, 62(4), 542-564.
Kuzmina Y., Ivanova A. (2018), The effects of academic class composition on academic progress in elementary school for students with different levels of initial academic abilities. Learning and Individual Differences. 2018. No. 64. P. 43-53
Kuzmina, J., & Carnoy, M. (2016). The effectiveness of vocational versus general secondary education: Evidence from the PISA 2012 for countries with early tracking. International Journal of Manpower, 37(1), 2-24.