# Dr Nina Attridge

## Profile

Nina joined the Centre for Pain Research in April 2013 to work on the Bath Test of Attention to Pain (Bath TAP) project. Pain has a disruptive effect on attention and it could be argued that the return of such cognitive functions should be the primary aim of analgesics. The Bath TAP project aims to develop a battery of cognitive tasks which are sensitive to the effects of pain on attention. These tasks can then be used to assess the efficacy of analgesics.

Before coming to Bath, Nina completed her PhD at Loughborough University investigating the development of reasoning skills in advanced mathematics students. Prior to this, she completed a BSc and MSc in psychology at the University of Kent.

### Research interests

- The effect of pain on cognitive functions
- Development of reasoning skills

### Publications

## Articles

Attridge, N., Eccleston, C., Noonan, D., Wainwright, E. and Keogh, E., 2017. Headache impairs attentional performance: a conceptual replication and extension. *Journal of Pain*, 18 (1), pp. 29-41.

Wainwright, E., Attridge, N., Wainwright, D., Alcock, L. and Inglis, M., 2017. Support with caveats:advocatesâ€™ views of the Theory of Formal Discipline as a reason for the study of advanced mathematics. *Research in Mathematics Education*, 19 (1), pp. 20-41.

Attridge, N., Keogh, E. and Eccleston, C., 2016. The effect of pain on task switching:pain reduces accuracy and increases reaction times across multiple switching paradigms. *Pain*, 157 (10), pp. 2179-2193.

Attridge, N., Noonan, D., Eccleston, C. and Keogh, E., 2015. The disruptive effects of pain on n-back task performance in a large general population sample. *Pain*, 156 (10), pp. 1885-1891.

Attridge, N., Crombez, G., Van Ryckeghem, D., Keogh, E. and Eccleston, C., 2015. The experience of cognitive intrusion of pain:scale development and validation. *Pain*, 156 (10), pp. 1978-1990.

Attridge, N. and Inglis, M., 2015. Increasing cognitive inhibition with a difficult prior task:implications for mathematical thinking. *ZDM Mathematics Education*, 47 (5), pp. 723-734.

Attridge, N., Doritou, M. and Inglis, M., 2015. The development of reasoning skills during compulsory 16 to 18 mathematics education. *Research in Mathematics Education*, 17 (1), pp. 20-37.

Ahmed, T.Y., Turnbull, A.M.J., Attridge, N.F., Biswas, S., Lloyd, I.C., Au, L. and Ashworth, J.L., 2014. Anterior segment OCT imaging in mucopolysaccharidoses type I, II, and VI. *Eye*, 28 (3), pp. 327-336.

Alcock, L., Attridge, N., Kenny, S. and Inglis, M., 2014. Achievement and behaviour in undergraduate mathematics:Personality is a better predictor than gender. *Research in Mathematics Education*, 16 (1), pp. 1-17.

Gilmore, C., Attridge, N., De Smedt, B. and Inglis, M., 2014. Measuring the approximate number system in children:Exploring the relationships among different tasks. *Learning and Individual Differences*, 29, pp. 50-58.

Attridge, N. F. and Inglis, M., 2014. Intelligence and negation biases on the Conditional Inference task:A dual-processes analysis. *Thinking & Reasoning*, 20 (4), pp. 454-471.

Attridge, N. and Inglis, M., 2013. Advanced mathematical study and the development of conditional reasoning skills. *PLoS ONE*, 8 (7), e69399.

Gilmore, C., Attridge, N. F., Clayton, S., Cragg, L., Johnson, S., Marlow, N., Simms, V. and Inglis, M., 2013. Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement. *PLoS ONE*, 8 (6), e67374.

Inglis, M., Attridge, N., Batchelor, S. and Gilmore, C., 2011. Non-verbal number acuity correlates with symbolic mathematics achievement:But only in children. *Psychonomic Bulletin & Review*, 18 (6), pp. 1222-1229.

Gilmore, C., Attridge, N. and Inglis, M., 2011. Measuring the approximate number system. *Quarterly Journal of Experimental Psychology*, 64 (11), pp. 2099-2109.

Attridge, N. F., Gilmore, C. and Inglis, M., 2010. Non-dyscalculic adults' use of the approximate number system in symbolic addition. *Research in Mathematics Education*, 12 (2), pp. 149-150.

## Conference or Workshop Items

Attridge, N., Crombez, G., Eccleston, C., Keogh, E. and Van Ryckeghem, D., 2014. Cognitive intrusion and pain dominance:a new scale to measure attentional disruption by pain. *In*: *15th International Association for the Study of Pain (IASP) World Congress on Pain, 2014*, 2014-10-06 - 2014-10-11.

Attridge, N., Keogh, E. and Eccleston, C., 2014. Pain reduces rational responding to reasoning tasks. *In*: *15th International Association for the Study of Pain (IASP) World Congress on Pain, 2014*, 2014-10-06 - 2014-10-11.

Attridge, N. F. and Inglis, M., 2013. Studying advanced mathematics develops conditional reasoning skills. *In*: *15th Biennial Conference of the European Association for Research on Learning and Instruction,*, 2013-08-27 - 2013-08-31.

Attridge, N. F. and Inglis, M., 2013. Studying advanced mathematics fosters a defective interpretation of conditionals. *In*: *London Reasoning Workshop*, 2013-07-25 - 2013-07-26, Birkbeck.

Attridge, N. F., Gilmore, C. and Inglis, M., 2013. Is non-symbolic "number sense" necessary for exact symbolic arithmetic? *In*: *Day Conference of the British Society for Research into the Learning of Mathematics*, 2009-11-14 - 2009-11-14.

Attridge, N. F. and Inglis, M., 2012. Advanced Mathematics and deductive reasoning skills: evidence for the theory of formal discipline. *In*: *. International Conference on Thinking 2012*, 2012-07-04 - 2012-07-06, Birkbeck.

Attridge, N. F. and Inglis, M., 2011. The development of deductive reasoning skills in A level mathematics students. *In*: *Day Conference of the British Society for Research into the Learning of Mathematics*, 2011-11-26 - 2011-11-26.

Inglis, M., Attridge, N. F., Batchelor, S. and Gilmore, C., 2011. Non-symbolic number acuity correlates with formal mathematics achievement: But only in children. *In*: *14th Biennial Conference of the European Association for Research on Learning and Instruction*, 2011-08-30 - 2011-09-03.

Attridge, N. F., Gilmore, C. and Inglis, M., 2011. The Approximate Number System: What is it? And what is its role in mathematics education? *In*: *Annual Conference of the Mathematical Association*, 2011-04-14 - 2011-04-16.

Attridge, N. F., Gilmore, C., Inglis, M. and Batchelor, S., 2010. The relationship between number sense and mathematics achievement in children and adults. *In*: *Day Conference of the British Society for Research into the Learning of Mathematics*, 2010-06-19 - 2010-06-19.

Attridge, N. F., Gilmore, C. and Inglis, M., 2009. Symbolic addition tasks, the approximate number system and dyscalculia. Bristol: British Society for Research into Learning Mathematics, pp. 7-12. (Proceedings of the British Society for Research into Learning Mathematics)