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Stephanie Bugden, MEd

Affiliations: 
Psychology  University of Western Ontario, London, Ontario, Canada 
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"Stephanie Bugden"
Mean distance: 18.9 (cluster 15)
 		SNBCP
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Daniel Ansari grad student Western University

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Slipenkyj M, Hutchison J, Ansari D, et al. (2024) Ordinal processing differences between children with persistent dyscalculia and typically performing children. Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale
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
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