Stephanie Bugden, MEd
Affiliations: | Psychology | University of Western Ontario, London, Ontario, Canada |
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Publications
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| Bugden S, Woldorff MG, Brannon EM. (2018) Shared and distinct neural circuitry for nonsymbolic and symbolic double-digit addition. Human Brain Mapping |
| Lyons IM, Bugden S, Zheng S, et al. (2017) Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners. Developmental Psychology |
| Bugden S, DeWind NK, Brannon EM. (2016) Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability. Current Opinion in Behavioral Sciences. 10: 73-80 |
| Bugden S, DeWind NK, Brannon EM. (2016) Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability Current Opinion in Behavioral Sciences. 10: 73-80 |
| Bugden S, Ansari D. (2015) Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia. Developmental Science |
| Bugden S, Ansari D. (2014) When Your Brain Cannot Do 2 + 2: A Case of Developmental Dyscalculia Frontiers For Young Minds. 2 |
| Nosworthy N, Bugden S, Archibald L, et al. (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: e67918 |
| Bugden S, Price GR, McLean DA, et al. (2012) The role of the left intraparietal sulcus in the relationship between symbolic number processing and children's arithmetic competence. Developmental Cognitive Neuroscience. 2: 448-57 |
| Bugden S, Ansari D. (2011) Individual differences in children's mathematical competence are related to the intentional but not automatic processing of Arabic numerals. Cognition. 118: 32-44 |