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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,

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

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

 Bugden, S., & Ansari, D. (2014). How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? In Chinn, S. (Ed.) The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties. Routledge

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.

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.

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.