A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence von Nosworthy, Nadia, Bugden, Stephanie, Archibald, Lisa, Evans, Barrie, Ansari, Daniel

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Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia von Bugden, Stephanie, Ansari, Daniel

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A Translational Framework of Educational Neuroscience in Learning Disorders von Dresler, Thomas, Bugden, Stephanie, Gouet, Camilo, Lallier, Marie, Oliveira, Darlene G, Pinheiro-Chagas, Pedro, Pires, Ana C, Wang, Yunqi, Zugarramurdi, Camila, Weissheimer, Janaina

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The International Science and Evidence-based Education Assessment von Duraiappah, Anantha, van Atteveldt, Nienke, Asah, Stanley, Borst, Gregoire, Bugden, Stephanie, Buil, J. Marieke, Ergas, Oren, Fraser, Stephen, Mercier, Julien, Restrepo Mesa, Juan Felipe, Mizala, Alejandra, Mochizuki, Yoko, Okano, Kaori, Piech, Christopher, Pugh, Kenneth, Ramaswamy, Rajiv, Chatterjee Singh, Nandini, Vickers, Edward

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Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals von Bugden, Stephanie, Ansari, Daniel

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Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners von Lyons, Ian M., Bugden, Stephanie, Zheng, Samuel, De Jesus, Stefanie, Ansari, Daniel

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Rules of Order: Evidence for a Novel Influence on Ordinal Processing of Numbers von Gattas, Sylvia U., Bugden, Stephanie, Lyons, Ian M.

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Ordinal processing differences between children with persistent dyscalculia and typically performing children von Slipenkyj, Michael, Hutchison, Jane, Ansari, Daniel, Lyons, Ian M, Bugden, Stephanie

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Shared and distinct neural circuitry for nonsymbolic and symbolic double‐digit addition von Bugden, Stephanie, Woldorff, Marty G., Brannon, Elizabeth M.

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Cover Image von Bugden, Stephanie, Woldorff, Marty G., Brannon, Elizabeth M.

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Cover Image von Bugden, Stephanie, Woldorff, Marty G., Brannon, Elizabeth M.

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Identifying Children with Persistent Developmental Dyscalculia from a 2-min Test of Symbolic and Nonsymbolic Numerical Magnitude Processing von Bugden, Stephanie, Peters, Lien, Nosworthy, Nadia, Archibald, Lisa, Ansari, Daniel

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The role of the left intraparietal sulcus in the relationship between symbolic number processing and children's arithmetic competence von Bugden, Stephanie, Price, Gavin R, McLean, D Adam, Ansari, Daniel

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Reimagining Education: The International Science and Evidence based Education Assessment von Duraiappah, Anantha, van Atteveldt, Nienke, Borst, Grégoire, Bugden, Stephanie, Ergas, Oren, Gilead, Tal, Gupta, Latika, Mercier, Julien, Pugh, Kenneth, Chatterjee Singh, Nandini, Vickers, Edward

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When Your Brain Cannot Do 2 + 2: A Case of Developmental Dyscalculia von Bugden, Stephanie, Ansari, Daniel

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Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability von Bugden, Stephanie, DeWind, Nicholas K, Brannon, Elizabeth M

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A Two-Minute Paper-and-Pencil Test of Symbolic and Nonsymbolic Numerical Magnitude Processing Explains Variability in Primary School Children's Arithmetic Competence von Nosworthy, Nadia, Bugden, Stephanie, Archibald, Lisa, Evans, Barrie, Ansari, Daniel

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Pregnancy, obstetrical and neonatal outcomes in women exposed to physician-related occupational hazards: a scoping review von Marsters, Candace M, Stafl, Lenka, Bugden, Sarah, Gustainis, Rita, Nkunu, Victoria, Reimer, Renee, Fletcher, Sarah, Smith, Stephanie, Bruton Joe, Moss, Hyde, Christine, Dance, Erica, Ruzycki, Shannon M

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