Stephanie Bugden
Cited by
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Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals
S Bugden, D Ansari
Cognition 118 (1), 32-44, 2011
A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence
N Nosworthy, S Bugden, L Archibald, B Evans, D Ansari
PloS one 8 (7), e67918, 2013
Probing the nature of deficits in the ‘Approximate Number System’in children with persistent Developmental Dyscalculia
S Bugden, D Ansari
Developmental science 19 (5), 817-833, 2016
The role of the left intraparietal sulcus in the relationship between symbolic number processing and children's arithmetic competence
S Bugden, GR Price, DA McLean, D Ansari
Developmental cognitive neuroscience 2 (4), 448-457, 2012
Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.
IM Lyons, S Bugden, S Zheng, S De Jesus, D Ansari
Developmental psychology 54 (3), 440, 2018
How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia?
S Bugden, D Ansari
The Routledge international handbook of dyscalculia and mathematical …, 2014
Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability
S Bugden, NK DeWind, EM Brannon
Current Opinion in Behavioral Sciences 10, 73-80, 2016
A translational framework of educational neuroscience in learning disorders
T Dresler, S Bugden, C Gouet, M Lallier, DG Oliveira, P Pinheiro-Chagas, ...
Frontiers in Integrative Neuroscience 12, 25, 2018
Approximate arithmetic training does not improve symbolic math in third and fourth grade children
S Bugden, E Szkudlarek, EM Brannon
Trends in Neuroscience and Education 22, 100149, 2021
Shared and distinct neural circuitry for nonsymbolic and symbolic double‐digit addition
S Bugden, MG Woldorff, EM Brannon
Human Brain Mapping 40 (4), 1328-1343, 2019
Identifying Children with Persistent Developmental Dyscalculia from a 2‐min Test of Symbolic and Nonsymbolic Numerical Magnitude Processing
S Bugden, L Peters, N Nosworthy, L Archibald, D Ansari
Mind, Brain, and Education 15 (1), 88-102, 2021
When your brain cannot do 2+ 2: A case of developmental dyscalculia
S Bugden, D Ansari
Front. Young Minds 2 (8), 2014
The international science and evidence-based education assessment
A Duraiappah, N Van Atteveldt, S Asah, G Borst, S Bugden, JM Buil, ...
npj Science of Learning 6 (1), 7, 2021
Rules of order: Evidence for a novel influence on ordinal processing of numbers.
SU Gattas, S Bugden, IM Lyons
Journal of Experimental Psychology: General 150 (10), 2100, 2021
The neural basis of number word processing in children and adults
S Bugden, AT Park, AP Mackey, EM Brannon
Developmental Cognitive Neuroscience 51, 101011, 2021
Characterizing persistent Developmental Dyscalculia: A cognitive neuroscience approach
SD Bugden
The University of Western Ontario (Canada), 2014
Towards an integrative view of the Learning Experience in the context of Human Flourishing
G Borst, S Bugden, A Linzarini, R Merkley, M Saadatmand
Reimagining Education: The International Science and Evidence based …, 2022
Identifying and supporting children with learning disabilities
A Linzarini, S Bugden, R Merkley, N Gaab, H Aldersey, J Anderson, ...
Reimagining Education: The International Science and Evidence based …, 2022
The International Science and Evidence-based Education Assessment: ISEE Assessment Working Group 2
AK Duraiappah, N Van Atteveldt, G Borst, S Bugden, O Ergas, T Gilead, ...
UNESCO: United Nations Educational, Scientific and Cultural Organisation, 2022
The International Science and Evidence-based Education Assessment
D Anantha, A Stanley, B Gregoire, S Bugden, BJ Marieke, E Oren, ...
NPJ Science of Learning 6 (1), 2021
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