Publications can be viewed on Google Scholar

Bugden, S., Park, A., Mackey, A., Brannon, E. M. (2021). The brain basis of number word mapping in young children and adults. Developmental Cognitive Neuroscience, 51, 101011

Bugden, S., Szkudlarek E., & Brannon, E. M. (2021). Approximate arithmetic training does not improve symbolic mathematics in third and fourth grade children. Trends in Neuroscience and Education, 22, doi: 10.1016/j.tine.2021.100149.

Duraiappah, A., van Atteveldt, N. M., Asah, S., Borst, G., Bugden, S., Chatterjee, N., Egras, O., Fraser, S., Mercier, J., Mesa, J. F., Piech, C., Pugh, K., Ramaswamy, R., Vickers., E. (2021). The international science and evidenced-based education assessment. npj Science of Learning, 6(7), 1-4, doi: 10.1038/s41539-021-00085-9.

Gattas, S. U., Bugden, S., Lyons, I. M. (in press). Rules of order: Evidence for a fundamental bias when processing the ordinality of numbers. Journal of Experimental Psychology.

Bugden, S., Peters, L., Nosworthy, N., Archibald, L., & Ansari, D. (2021). Identifying children with persistent developmental dyscalculia from a 2-minute test of symbolic and non-symbolic numerical magnitude processing. Mind, Brain, and Education, 15(1), 88-102, doi: 10.1111/mbe.12268.

Bugden, S., Woldorff, M., & Brannon E.M. (2019). Shared and distinct neural circuitry for nonsymbolic and symbolic double-digit addition, Human Brain Mapping, 40(4), 1328-1343, doi: 10.1002/hbm.24452.

Dresler, T., Bugden, S., Gouet, C., Lallier, M., Oliveira, D., Pinheiro-Chagas, P., Pires, A., Want, Y., Zugarramudi, C., & Weissheimer, J. (2018). A translational framework of educational neuroscience in learning disorders. Frontiers in Integrative Neuroscience, 12:25, doi: 10.3389/fnint.2018.00025.

Lyons, I.M., Bugden, S., Zhang, S., De Jesus, S., & Ansari, D. (2018). Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners. Developmental Psychology, 5(3), 440-457, doi: 10.1037/dev0000445.

Bugden, S., DeWind, N., & Brannon, E. M. (2016). Using cognitive training to unravel the mechanistic link between the approximate number system and symbolic math skills, Current Opinions in Behavioral Sciences, 10, 73-80, doi: 10.1016/j.cobeha.2016.05.002.

Bugden, S., & Ansari, D. (2016). Probing the nature of deficits in the ‘Approximate Number System’ in children with persistent Developmental Dyscalculia. Developmental Science, 19(5), 817-33, doi: 10.1111/desc.12324.

Bugden, S. & Ansari, D. (2014). Why your brain can’t do 2 + 2: A case of developmental dyscalculia. Frontiers for Young Minds, 2(8), doi: 10.3389/frym.2014.00008.

Nosworthy, N., Bugden, S., Archibald, L., Evans, B., & Ansari, D. (2013). A two-minute paper and pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children’s arithmetic competence. Plos One, 8(7), e67918. doi: 10.1371/journal.pone.0067918.

Bugden, S., Price, G., McLean, A., & Ansari, D. (2012). The role of the left intraparietal sulcus in the relationship between symbolic number processing and children’s arithmetic competence, Developmental Cognitive Neuroscience, 118(1), 32-44, doi: 10.1016/j.dcn.2012.04.001.

Bugden, S., & Ansari, D. (2011). Individual differences in children’s mathematical competence are related to intentional but not automatic processing of Arabic numerals. Cognition, 118, 32-44, doi: 10.1016/j.cognition.2010.09.005.