Stephanie Bugden
Title
Cited by
Cited by
Year
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
1812011
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
1222016
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
1222013
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
1132012
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
542018
How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia
S Bugden, D Ansari
The Routledge international handbook of dyscalculia and mathematical …, 2015
342015
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
152016
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
92018
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
72019
When your brain cannot do 2+ 2: a case of developmental dyscalculia
S Bugden, D Ansari
Front. Young Minds 2 (8), 2014
62014
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), 1-4, 2021
12021
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, 100149, 2021
12021
Characterizing persistent Developmental Dyscalculia: A cognitive neuroscience approach
SD Bugden
12014
Rules of order: Evidence for a novel influence on ordinal processing of numbers.
SU Gattas, S Bugden, IM Lyons
Journal of Experimental Psychology: General, 2021
2021
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
2021
The International Science and Evidence-based Education Assessment
D Anantha, A Stanley, B Gregoire, S Bugden, E Oren, S Fraser, M Julien, ...
NPJ Science of Learning 6 (1), 2021
2021
Relationship Between the Neural Correlates of Symbolic Numerical Magnitude Processing and Individual Differences in Children's Arithmetic Competence
SD Bugden
School of Graduate and Postdoctoral Studies, University of Western Ontario, 2010
2010
Frontiers for Young Minds
S Bugden
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Articles 1–18