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Dr Dénes Szűcs

Dr Dénes Szűcs

Senior Lecturer

Fellow, Darwin College, Cambridge

Deputy Director, Centre for Neuroscience in Education

Dénes Szűcs is accepting applications for PhD students.

Dénes Szűcs is available for consultancy.


Biography:

Dr Dénes Szűcs

Qualifications MA (Psychology);PhD (Cognitive Neuroscience)

Profile

Dénes Szűcs has background in cognitive neuroscience and psychology. He has used electro-encephalography (EEG), electro-myography (EMG), functional near infrared imaging (fNIRS), functional magnetic resonance imaging (fMRI) and behavioural methods. On the one hand, he investigates mathematical understanding and development, mathematics anxiety (including gender differences), dyscalculia, and gifted mathematics. On the other had, he is very interested in modern research methodology and in the meta-analysis of the published neuroscience and psychology literature. Dénes was the recipient of the prestigious scholar award of the James S. McDonnell foundation (2013).

Subject groups/Research projects

Developmental Dyscalculia:
Maths Anxiety:

Research Interests

Current Research Projects

  • Meta-analysis of published literature; modern statistical methods
  • Mathematical Development; EU Horizon 2020; Marie Skłodowska-Curie Fellow: Dr Sara Caviola; 2016-2018; PI
  • Developmental dyscalculia, mathematics anxiety and normal numerical cognition in children and adults.
    Funded by the James S. McDonnel Foundation. 2013-2019. PI
  • Understanding mathematics anxiety. Funded by the Nuffield Foundation. 2013-2016. PI

 

    Completed funded Projects

       

      Staff members

      • Dr Sara Caviola (Research Associate; Marie Skłodowska-Curie Fellow)
      • Dr Lincoln Colling (Research Associate)
      • Emma Carey (Research Assisstant)

       

      Current students

      • Karolina Farr (MPhil)
      • Emma Carey, PhD, learning disabilities
      • Chiara Avancini, PhD, numerical cognition and maths anxiety

       

      Current student interns

      • Giorgia Fontana (Padova, Italy)

       

      Students who have completed their studies

      • Jack Clearman, PhD, 2017, working memory and numerical cognition
      • Timothy Myers, PhD, 2017, working memory and numerical cognition
      • Amy Devine, PhD, 2017, dyscalculia and mathematics anxiety
      • Swiya Nath, PhD, 2015, working memory and numerical cognition
      • Laura Vuillier, PhD, 2014, cognitive control
      • Jan Zirk-Sadowski, PhD, 2013, numerical cognition
      • Hannah Pincham, PhD, 2013, attention
      • Clare Killikelly, PhD, 2012, cognitive control
      • Donna Bryce, PhD, 2011, cognitive control
      • Florence Gabriel, PhD, 2011, numerical cognition
      • Yi-Fang Hsu, PhD, 2011, numerical cognition
      • Sonia White, PhD, 2010, numerical cognition
      • Tianrui Shen, PhD, 2009, numerical cognition
      • Becky Wong, Research MPhil, 2012, numerical cognition (Researcher at the Ministry of Education, Singapore)
      • Jacqueline Chung, co-supervised Masters thesis (Dept of Education), numerical cognition
      • Giada Roccabruna, 2015/16, Masters thesis project: Mathematics anxiety. From the University of Padova, Italy.
      • Giulia Christoforetti, 2014/15, Masters thesis project: EEG & memory. From the University of Padova, Italy.
      • Luca Ronconi, 2013/14, 1 year PhD project: EEG & attention. From the University of Padova, Italy.
      • Chiara Avancini, 2012/13, Masters thesis project: EEG & numerical cognition. From the University of Padova, Italy.
      • Tinne Buelens (Leuven, Belgium)
      • Charlotte Boeykens (Ghent, Belgium)

       

      Past post-doctoral researchers

      • Dr Anshul Sirur (Research Associate)
      • Dr Fruzsina Soltesz (currently Research Fellow at the University of Southampton, UK)
      • Dr Kinga Morsanyi (past ESRC post-doctoral fellow; currently lecturer at the Queen's University, Belfast, UK)
      • Dr Florence Gabriel (Research Associate in the science of learning; Flinders University, Adelaide, Australia)

       

      Past staff members

      • Alison Nobes (EEG Technician)
      • Francesca Hill (Research Assisstant)

        Topics

        • neural oscillations
        • numerical cognition
        • meta-research
        • developmental dyscalculia
        • electro-encephalograhy (EEG)
        • psycho-physiology

        Key Publications

        Neurosience of Education issue of Current Opinion in Behavioural Sciences (Eds: D Szucs, F Hoeft, J Gabrieli)

        Special issue of Trends in Neuroscience and Education on Developmental Dyscalculia (Eds: D Szucs and U Goswami):

        Developmental Dyscalculia: Fresh Perspectives

         

        Szűcs D, Ioannidis JPA (2017), Empirical assessment of published effect sizes and power in the recent cognitive neuroscience and psychology literature. PLoS Biology, 15(3): e2000797. 2 March 2017. Pre-print: 25 Aug 2016. bioRxiv; doi: http://dx.doi.org/10.1101/071530

        Preprint: Szűcs D, Ioannidis JPA (2016), When null-hypothesis significance testing is unsuitable for research: A reassessment. bioRxiv; http://biorxiv.org/content/early/2016/12/20/095570; doi: https://doi.org/10.1101/095570

        Szűcs D (2016), Subtypes and co-morbidity in mathematical learning disabilities: Multi-dimensional study of verbal and visual memory processes is key to understanding. Progress in Brain Research. In press.

        Szűcs D, Devine A, Soltesz F, Nobes A, Gabriel F (2014), Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science. 17, 506-524

        Szűcs D, Devine A, Soltesz F, Nobes A, Gabriel F (2013), Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex. In Press.

        Devine A, Fawcett K, Szűcs D, Dowker  A (2012), Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions. 8:33.

        Szűcs D, Soltész F, White S (2009), Motor conflict in Stroop tasks: direct evidence from single-trial electro-myography and electro-encephalography.Neuroimage, 47, 1960-1973

         

        Other Publications

        Latest

        Multi-lab replication project: We lead a registered replication project on the so-called attentional SNARC effect.

        Preprint: Szűcs D, Ioannidis JPA (2016), When null-hypothesis significance testing is unsuitable for research: A reassessment. bioRxiv; http://biorxiv.org/content/early/2016/12/20/095570; doi: https://doi.org/10.1101/095570

        Szűcs D, Ioannidis JPA (2017), Empirical assessment of published effect sizes and power in the recent cognitive neuroscience and psychology literature. PLoS Biology, 15(3): e2000797. 2 March 2017. Pre-print: 25 Aug 2016. bioRxiv; doi: http://dx.doi.org/10.1101/071530

        Carey E, Devine A, Hill F, Szűcs D (2017), Differentiating anxiety forms and their role in academic performance from primary to secondary school. PLoS One. In Press.

        Carey E, Hill F, Devine A, Szűcs D (2017), The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in Psychology. In Press.

        Szűcs D, Myers T (2017), A critical analysis of design, facts, bias and inference in the approximate number system training literature: a systematic review. Trends in Neuroscience and Education. 6, 187-203

        Szűcs D (2016), A tutorial on hunting statistical significance by chasing N. Frontiers in Psychology. doi:  10.3389/fpsyg.2016.01444

         

        Link to ORCID.

        Thematic listing:
         

        Meta-research

        Preprint: Szűcs D, Ioannidis JPA (2016), When null-hypothesis significance testing is unsuitable for research: A reassessment. bioRxiv; http://biorxiv.org/content/early/2016/12/20/095570; doi: https://doi.org/10.1101/095570

        Szűcs D, Ioannidis JPA (2017), Empirical assessment of published effect sizes and power in the recent cognitive neuroscience and psychology literature. PLoS Biology, 15(3): e2000797. 2 March 2017. Pre-print: 25 Aug 2016. bioRxiv; doi: http://dx.doi.org/10.1101/071530

        Szűcs D (2016), A tutorial on hunting statistical significance by chasing N. Frontiers in Psychology. doi:  10.3389/fpsyg.2016.01444

         

         

        Dyscalculia and working memory and mathematics development

        Szűcs D (2016), Subtypes and co-morbidity in mathematical learning disabilities: Multi-dimensional study of verbal and visual memory processes is key to understanding. Progress in Brain Research. In press. (d)

        Clearman J, Klinger V, Szűcs D (2016), Visuo-spatial and verbal memory in mental arithmetic. Quarterly Journal of Experimental Psychology. In Press.

        Mammarella I, Hill F, Devine A, Caviola S, Szűcs D (2015), Math anxiety and Developmental Dyscalculia: A study on working memory processes. Journal of Clinical and Experimental Neuropsychology. In Press.

        Nath S, Szűcs D (2014), Construction Play and Cognitive Skills Associated with the Development of Mathematical Abilities, Learning and Instruction. 32, 73-80.

        Szűcs D, Devine A, Soltesz F, Nobes A, Gabriel F (2014), Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science. 17, 506-524

        Szűcs D, Goswami (2013), Developmental Dyscalculia: Fresh Perspectives, Trends in Neuroscience and Education. 2, 33-37.

        Szűcs D, Devine A, Soltesz F, Nobes A, Gabriel F (2013), Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex. In Press.

        Fias W, Menon V, Szűcs D (2013), Multiple components of developmental dyscalculia. Trends in Neuroscience and Education. 2, 43-47.

        Kaufmann L, Mazzocco MM, Dowker A, von Aster M, Goebel S, Grabner R, Henik A, Jordan NC, Karmiloff-Smith AD, Kucian K, Rubinsten O, Szűcs D, Shalev R, Nuerk H-C (2013), Dyscalculia from a developmental and differential perspective. Frontiers in Developmental Psychology. In Press.

        Devine A, Soltesz F, Nobes A, Goswami U, Szűcs D (2013), Gender differences in developmental dyscalculia depend on diagnostic criteria. Learning and Instruction. 27, 31-39.

        Morsanyi K, Devine A, Nobes A, Szűcs D (2013), The link between logic, mathematics and imagination. Evidence from children with developmental dyscalculia and mathematically gifted children. Developmental Science. In press.

        Soltész F, Szűcs D, Szücs L (2010), Relationships between magnitude representation, counting and memory in 4- to 7-year-old children: a developmental study.Behavioural and Brain Functions. 6:13.

        Soltész F, Szűcs D (2009), An electro-physiological temporal principal component analysis of processing stages in number comparison and developmental dyscalculia. Cognitive Development. 24, 473-485.

        Soltész F, Szűcs D, Dékány J, Márkus A, Csépe V (2007), A combined event-related potential and neuropsychological investigation of developmental dyscalculia.Neuroscience Letters. 417, 181-186.

         

        Magnitude representation (number sense; approximate number system)

        Szűcs D, Myers T (2017), A critical analysis of design, facts, bias and inference in the approximate number system training literature: a systematic review. Trends in Neuroscience and Education. 6, 187-203

        Zhang L, Xin Z, Feng T, Chen Y, Szűcs D (2017), Physical similarity or numerical representation counts in same-different numerical comparison, physical comparison and counting tasks? The Quarterly Journal of Experimental Psychology. In Press.

        Myers T, Szűcs D (2015), Arithmetic memory is modality specific. PLOS One. DOI: 10.1371/journal.pone.0145614

        Smets K, Sasanguine D, Szűcs D, Reynvoet B (2015), The effect of different methods to construct non-symbolic stimuli in numerosity estimation and comparison. Journal of Cognitive Psychology. In Press.

        Szűcs D, Devine A, Soltesz F, Nobes A, Gabriel F (2014), Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science. 17, 506-524 (d)

        Soltesz F, Szűcs D (2014), Neural adaptation to non-symbolic number and visual shape: An electrophysiological study. Biological Psychology. 103. 203-211.

        Szűcs D, Nobes A, Devine A, Gabriel F, Gebuis T (2013), Visual stimulus parameters seriously compromise the measurement of approximate number system acuity and comparative effects between adults and children. Frontiers in Psychology. 4:444.

        Hsu YF, Szűcs D (2012), The time course of symbolic number adaptation: Oscillatory EEG activity and event-related potential analysis. NeuroImage. In Press. (d)

        Soltész F, Szűcs D, Szücs L (2010), Relationships between magnitude representation, counting and memory in 4- to 7-year-old children: a developmental study.Behavioural and Brain Functions. 6:13. (d)

        Soltész F, Szűcs D, Dékány J, Márkus A, Csépe V (2007), A combined event-related potential and neuropsychological investigation of developmental dyscalculia.Neuroscience Letters. 417, 181-186. (d)

        Szűcs D, Csépe V (2004), Access to numerical information is dependent on the modality of stimulus presentation in mental addition: a combined ERP and behavioral study. Cognitive Brain Research. 19 (1) 10-27. (d)

         

        Mathematics anxiety

        Carey E, Devine A, Hill F, Szűcs D (2017), Differentiating anxiety forms and their role in academic performance from primary to secondary school. PLoS One. In Press.

        Carey E, Hill F, Devine A, Szűcs D (2017), The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in Psychology. In Press.

        Hill F, Mammarella I, Devine A, Caviola S, Passolunghi MC, Szűcs D (2016), Math anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences. 48, 45-53.

        Carey E, Devine A, Hill F, Szűcs D (2015). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology. 6: 1987.

        Mammarella I, Hill F, Devine A, Caviola S, Szűcs D (2015), Math anxiety and Developmental Dyscalculia: A study on working memory processes. Journal of Clinical and Experimental Neuropsychology. In Press. (d)

        Zirk J, Lamptey C, Devine A, Haggard M, Szűcs D (2013), Young-age gender differences in mathematics mediated by independent control or uncontrollabilityDevelopmental Science. In Press.

        Devine A, Fawcett K, Szűcs D, Dowker  A (2012), Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions. 8:33.

         

        Education and Neuroscience

        Neurosience of Education issue of Current Opinion in Behavioural Sciences (Eds: D Szucs, F Hoeft, J Gabrieli)

        Special issue of Trends in Neuroscience and Education on Developmental Dyscalculia (Eds: D Szucs and U Goswami):

        Developmental Dyscalculia: Fresh Perspectives

        Goswami U, Szűcs D, (2011), Educational neuroscience: Developmental mechanisms: towards a conceptual framework., Neuroimage. 2011 Aug 1;57(3):651-8.

        Szűcs D, Goswami U (2007), Educational neuroscience: Defining a new discipline for the study of mental representations. Mind, Brain and Education 114-127.

        Szűcs D (2005). Teachers can substantially inform cognitive psychological and cognitive neuroscience research. The journal of the professional association of teachers of students with specific learning disabilities. Nov 2005. 4-7.

        Szűcs D (2005), The role of electrophysiology in the study of early development: A commentary. Infant and Child Development. 14, 99-102.

         

        Mathematics learning and development (general)

        Morsanyi K, Chiesi F, Primi C, Szűcs D (2016), The illusion of replacement in research into the development of thinking biases: The case of the conjunction fallacy. Journal of Cognitive Psychology. In Press.

        Zhang L, Fang Q, Gabriel F, Szűcs D (2015), Common magnitude representation of fractions and decimals is task dependent. Quarterly Journal of Experimental Psychology. In Press.

        Zhang L, Fang Q, Gabriel F, Szűcs D (2014), The componential processing of fractions in adults and children: effects of stimuli variability and contextual interference. Frontiers in Psychology. 5:981

        Zhang L, Chen M, Lin C, Szűcs D (2014), Flexible and unique representations of two-digit decimals. Acta Psychologica. 151, 89-97.

        Gabriel F, Szűcs D, Contant A (2013), The development of the mental representation of the magnitude of fractions, PLOS One. 8(11): e80016

        Wong B, Szűcs D (2013), Single-Digit Arabic Numbers Do Not Automatically Activate Magnitude Representations in Adults or in Children: Evidence from the Symbolic Same-Different Task. Acta Psychologica. In Press.

        Gabriel FC, Coché F, Szűcs D, Carette V, Rey B, Content A (2013), A Componential View of Children’s Difficulties in Learning Fractions. Frontiers in Psychology. In Press.

        Gabriel F, Szűcs D, Contant A (2013), The Mental Representations of Fractions: Adults' Same-Different Judgments. Frontiers in Cognition. In Press.

        Morsányi K, Szűcs D (2013), ­­Intuition in mathematical and probabilistic reasoning. Oxford Handbook of Numerical Cognition. In Press.

        White S, Szűcs D, Soltesz F. (2012), The integration of magnitude and spatial representations in children aged 6 to 8 years. Frontiers in Psychology. In Press.

        White S, Szűcs D. (2012), Representational change and strategy use in children’s number line estimation during the first years of primary school. Behavioral and Brain Functions. 8:1.

        Gabriel F, Coche F, Szűcs D, Carette V, Rey B, Content A (2012), An intervention program to improve children’s understanding of fractions. Mind, Brain and Education, In Press.

        Szűcs D, Soltész F, Goswami U (2009), Beyond format-specificity: Is analogue magnitude really the core abstract feature of the cultural number representation? Behavioral and Brain Sciences. 32, 352-3; Discussion commentary, pages 356-73.

        Szűcs D, Soltész F, Jármi É, Csépe V (2007), The speed of magnitude processing and executive functions in controlled and automatic number comparison in children: an electro-encephalography study. Behavioral and Brain Functions. 3:23.

         

        Executive functions, cognitive control and the attentional blink

        Kobor A, Takacs A, Bryce D, Szűcs D, Honbolygo F, Csepe V (2015), Children with ADHD show impairments in multiple stages of information processing in a Stroop task.Developmental Neuropsychology. In Press.

        Pincham H, Bowman H, Szűcs D (2016), The Experiential Blink: Mapping the Cost of Working Memory Encoding onto Conscious Perception in the Attentional Blink. Cortex. In press.

        Vuilier L, Bryce D, Szűcs D (2016), The maturation of interference suppression and response inhibition: ERP analysis of a cued go/nogo task. PLOS One. In Press.

        Ronconi L, Pincham H, Cristoforetti G, Facoetti A, Szűcs D (2016). Shaping pre-stimulus neural activity with auditory rhythmic stimulation improves the temporal allocation of attention. Neuroreport. In Press.

        Vuillier L, Whitebread D, Szűcs D (2015), ERP evidence of cognitive strategy change in motivational conditions with varying level of difficulty, Neuropsychologia. In Press.

        Ronconi L, Pincham H, Facoetti A, Szűcs D (2015) Inducing attention not to blink: auditory entrainment improves conscious visual processing. Psychological Research. In Press.

        Bryce D, Whitebread D, Szűcs D (2014), The relationships among executive functions, metacognitive skills and educational achievement in 5 to 7 year-old children. Metacognition and Learning. In Press.

        Pincham H, Szűcs D (2014), Disruption reduces accuracy and P3b amplitudes in the attentional blink. Neuroscience Letters. In Press.

        Killikelly C, Szűcs D (2013), Asymmetry in stimulus and response conflict processing across the adult lifespan: ERP and EMG evidence. Cortex. In Press.

        Zirk J, Holmes J, Szűcs D (2013), Content-specifiity in verbal recall: A randomized controlled study. PLOS One. 8(11), e79528

        Killikelly C, Szűcs D (2013), Delayed development of proactive response preparation in adolescents: ERP and EMG evidence. Developmental Cognitive Neuroscience. In Press.

        Szűcs D, Killikelly C, Cutini S (2012), Event-related near-infrared spectroscopy detects conflict in the motor cortex in a Stroop task. Brain Research. In Press.

        Pincham H, Szűcs D (2012), Intentional subitizing: Exploring the role of automaticity in enumeration. Cognition. In Press.

        Pincham H, Szűcs D (2012), Target Cueing Provides Support for Target- and Resource-Based Models of the Attentional Blink. PLOS One. In Press.

        Pincham H & Szűcs D (2012). Conscious access is linked to ongoing brain state: Electrophysiological evidence from the attentional blink. Cerebral Cortex. In Press.

        Szűcs D & Soltesz F (2012). Functional definition of the N450 event-related brain potential marker of conflict processing: a numerical Stroop study. BMC Neuroscience. 13: 35.

        Bryce D, Szűcs D, Soltész F, Whitebread D (2011), The development of inhibitory control: an averaged and single-trial Lateralized Readiness Potential study. Neuroimage. 57, 671-685

        Szűcs D, Soltész F, (2010), Stimulus and response conflict in the color-word Stroop task: a combined electro-myography and event-related potential study.Brain Research. 1325, 63-76.

        Szűcs D, Soltész F, White S (2009), Motor conflict in Stroop tasks: direct evidence from single-trial electro-myography and electro-encephalography. Neuroimage, 47, 1960-1973.

        Szűcs D, Soltész F, Bryce D, Whitebread D (2009), Real-time tracking of motor response activation and response competition in a Stroop task in young children: a lateralized readiness potential study. Journal of Cognitive Neuroscience. 11, 2195-2206.

        Szűcs D, Soltész F (2008), The interaction of task-relevant and task-irrelevant stimulus features in the number/size congruency paradigm: an ERP study. Brain Research. 1190, 143-158.

        Szűcs D, Soltész F, (2007), Event-related potentials dissociate facilitation and interference effects in the numerical Stroop paradigm. Neuropsychologia. 45, 3190-3202.

        Szűcs D, Soltész F, Czigler I, Csépe V (2007). Electro-encephalography effects to semantic and non-semantic mismatch in properties of visually presented single characters: the N2b and the N400. Neuroscience Letters. 412, 18-23.

         

        Electro-physiology (EEG) of the magnitude representation and mathematics

        Avancini C, Soltesz F, Szűcs D (2015), Separating stages of arithmetic verification: An ERP study with a novel paradigm. Neuropsychologia. In Press.

        Soltesz F, Szűcs D (2014), Neural adaptation to non-symbolic number and visual shape: An electrophysiological study. Biological Psychology. 103. 203-211.

        Avancini C, Galfano G, Szűcs D (2014), Dissociation between arithmetic relatedness and distance effects is modulated by task properties: An ERP study comparing explicit vs. implicit arithmetic processing. Biological Psychology. In Press.

        Hsu YF, Szűcs D (2012), The time course of symbolic number adaptation: Oscillatory EEG activity and event-related potential analysis. NeuroImage. In Press.

        Hsu YF, Szűcs D. (2011), Arithmetic mismatch negativity and numerical magnitude processing in number matching. BMC Neurosci. 2011 Aug 11;12(1):83. [Epub ahead of print]

        Soltész F, White S, Szűcs D. (2011), Event-related brain potentials dissociate the developmental time-course of automatic numerical magnitude analysis and cognitive control functions during the first three years of primary school. Dev Neuropsychol. 2011;36(6):682-701.

        Soltész F, White S, Szűcs D, (2011), Event-related brain potentials dissociate the developmental time-course of automatic numerical magnitude analysis and cognitive control functions during the first three years of primary school. Developmental Neuropsychology. 36(6):682-701.

        Soltész F, Goswami U, White S, Szűcs D, (2011) Executive function effects on numerical development in children: Behavioural and ERP evidence from a numerical Stroop paradigm. Learning and Individual Differences.

        Szűcs D, Soltész F, (2010), Event-related brain potentials to violations of arithmetic syntax represented by place value structure. Biological Psychology. 2010 May;84(2):354-67.

        Szűcs D, Csépe V (2005), The parietal distance effect appears in both the congenitally blind and matched sighted controls in an acoustic number comparison task. Neuroscience Letters. 384, 11-16. P-5.

         

        Szűcs D, Csépe V (2004), Access to numerical information is dependent on the modality of stimulus presentation in mental addition: a combined ERP and behavioral study. Cognitive Brain Research. 19 (1) 10-27.

         

        Dyslexia

        Cutini S, Szűcs D, Mead N, Huss M, Goswami U (2016), Atypical right hemisphere response to slow temporal modulations in children with developmental dyslexia: An fNIRS study. NeuroImage. In press

        Soltesz F, Szűcs D, White S, Cheah V, Goswami U (2013), Differential entrainment of neuroelectric delta oscillations in developmental dyslexia. PLOS One. 8(10), e766078

        Hamaalainen J, Rupp A, Soltesz F, Szűcs D, Goswami U (2012), Reduced phase locking to slow amplitude modulation in adults with dyslexia: An MEG study. Neuroimage. 59, 2952-2961.

        Hämäläinen JA, Fosker T, Szűcs D, Goswami U. (2011), N1, P2 and T-complex of the auditory brain event-related potentials to tones with varying rise times in adults with and without dyslexia. Int J Psychophysiol. 2011 Jul;81(1):51-9. Epub 2011 May 10.

        Stefanics G, Fosker T, Huss M, Mead N, Szűcs D, Goswami U. (2011), Auditory sensory deficits in developmental dyslexia: a longitudinal ERP study. Neuroimage. 2011 Aug 1;57(3):723-32. Epub 2011 Apr 12

        Goswami U, Fosker T, Huss M, Fegan N, Szűcs D (2011), Rise time and formant transition duration in the discrimination of speech sounds: the Ba-Wa distinction in developmental dyslexia. Developmental Science.

        Csépe V, Szűcs D, Honbolygó F (2003), Number-word reading as challenging task in dyslexia? An ERP study. 51, 69-83.