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2017

2016

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2006

2005

2004

2003

2002

In Press & Submitted

2017

Articles

  • Goswami U (2017). A Neural Basis for Phonological Awareness? An Oscillatory “Temporal Sampling” Perspective. Current Directions in Psychological Science. Restricted access via doi. 10.17863/CAM.11061

  • Colling LJ, Noble HL, Goswami UC (2017). Neural entrainment and sensorimotor synchronization to the beat in children with developmental dyslexia: An EEG study. Frontiers in Neuroscience. doi: 10.3389/fnins.2017.00360

  • Leong V, Kalashnikova M, Burnham D, Goswami U (2017). The Temporal Modulation Structure of Infant-Directed Speech. Open Mind: Discoveries in Cognitive Science 1-13, 27. doi: 10.1162/OPMI_a_00008.
  • 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. doi: 10.1371/journal.pone.0174418.
  • 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 Neuroscience. doi: 10.3389/fpsyg.2017.00011

2016

Articles

Books

  • Goswami U & Bryant P (2016). Phonological Skills and Learning to Read. London: Psychology Press.
  • Goswami U & Leong V (2016). Speech Rhythm and Temporal Structure. Converging Perspectives? Chapter 6, in Linguistic Rhythm and Literacy, eds. Jenny Thomson and Linda Jarmulowicz, 17, 111-132. Amsterdam/Philadelphia: John Benjamins.

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    2015

    Articles

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    2014

    Articles

    • Goswami U (2014). The neural basis of dyslexia may originate in primary auditory cortex. Brain, 137(12), 3100-3102. doi: 10.1093/brain/awu229
    • Leong V, Kalashnikova M, Burnham D & Goswami U (2014). Infant-directed speech enhances temporal rhythmic structure in the envelope. INTERSPEECH 2014, 15th Annual Conference of the International Speech Communication Association (ISCA). Small PDF icon
    • Leong V, Stone M, Turner R & Goswami U. (2014). A role for amplitude modulation phase relationships in speech rhythm perception. Journal of the Acoustical Society of AmericaSmall PDF icon  doi: 10.1121/1.4883366
      [Supplementary audio files]
    • 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 doi:10.1016/j.biopsycho.2014.10.003
    • Goswami U, Power A, Lallier M & Facoetti A. (2014). Oscillatory 'temporal sampling' and developmental dyslexia: toward an over-arching theoretical framework. Frontiers in Human Neurosciencedoi 10.3389/fnhum.2014.00904 
    • 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(4), 506-524. doi: 10.1111/desc.12144.
    • Bishop-Liebler P, Welch G, Huss M, Thomson JM & Goswami U. (2014). Auditory temporal processing skills in musicians with dyslexia. Dyslexia, 20, 3, 261-279. doi: 10.1002/dys.1479
    • Nath S & Szűcs D (2014). Construction play and cognitive skills associated with the development of mathematical abilities in 7-year-old children.  Learning & Instruction, 32, 73-80. doi 10.1016/j.learninstruc.2014.01.006
    • Leong V & Goswami U (2014). Impaired extraction of speech rhythm from temporal modulation patterns in speech in developmental dyslexia. Frontiers in Human Neurosciencedoi: 10.3389/fnhum.2014.00096.
    • Zirk-Sadowski, J., Lamptey, C., Devine, A., Haggard, M. and Szűcs, D. (2014), Young-age gender differences in mathematics mediated by independent control or uncontrollability. Developmental Sciencedoi: 10.1111/desc.12126. [video]
    • Leong V & Goswami U (2014). Assessment of rhythmic entrainment at multiple timescales in dyslexia: Evidence for disruption to syllable timing. Hearing Research, 1-21. doi: 10.1016/j.heares.2013.07.015.

    Books

    Child Psychology: A Very Short Introduction

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    2013

    Articles

    • Power AJ, Mead N, Barnes L & Goswami U (2013). Erratum: Neural entrainment to rhythmically-presented auditory, visual and audio-visual speech in children. Frontiers in Human Neurosciencedoi: 10.3389/fpsyg.2013.00905
    • Power AJ, Mead N, Barnes L & Goswami U (2013). Neural entrainment to rhythmic speech in children with developmental dyslexia. Frontiers in Human Neurosciencedoi: 10.3389/fnhum.2013.00777
    • Szűcs D, Devine A, Soltesz F, Nobes A, Gabriel F (2013), Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49, 10, 2674–2688. doi: 10.1016/j.cortex.2013.06.007.
    • Killikelly C & Szűcs D (2013). Asymmetry in stimulus and response conflict processing across the adult lifespan: ERP and EMG evidence. Cortex., 49, 10, 2888-2903. doi: 10.1016/j.cortex.2013.08.017
    • Gabriel F, Szűcs D, Contant A (2013). The mental representations of fractions: Adult's same-different judgements. Frontiers in Cognitiondoi: 10.3389/fpsyg.2013.00385.
    • Gabriel F, Szűcs D, Contant A (2013). The development of the mental representation of the magnitude of fractions. PLOS Onedoi: 10.1371/journal.pone.0080016.
    • Soltész F, Szűcs D, Leong V, White S, Goswami U (2013) Differential Entrainment of Neuroelectric Delta Oscillations in Developmental Dyslexia. PLoS ONE 8(10): e76608. doi:10.1371/journal.pone.0076608
    • Fias W, Menon V, Szűcs D (2013). Multiple components of developmental dyscalculia. Trends in Neuroscience and Education, 2, 2, 43-47. doi: 10.1016/j.tine.2013.06.006.
    • Killikelly C & Szűcs D (2013). Delayed development of proactive response preparation in adolescents: ERP and EMG evidence. Developmental Cognitive Neuroscience, 3,33-43. doi: 10.1016/j.dcn.2012.08.002
    • 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 TaskActa Psychologica, 144, 3.
    • Gabriel FC, Coché F, Szűcs D, Carette V, Rey B, Content A (2013), A Componential View of Children’s Difficulties in Learning FractionsFrontiers in Psychology. doi: 10.3389/fpsyg.2013.00715.
    • Goswami U & Leong V (2013). Speech rhythm and temporal structure: Converging perspectives? Lab. Phon. 4 (1), 67-92. doi  10.1515/lp-2013-0004
    • Szucs D & Goswami U (2013). Developmental dyscalculia: Fresh perspectives. Trends in Neuroscience and Education, 2, 2, 33-37. doi 10.1016/j.tine.2013.06.004
    • 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, 4:444doi: 10.3389/fpsyg.2013.00444.
    • Bhide A, Power A & Goswami U (2013). A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter-Based Intervention. Mind, Brain, and Education, 7, 2, 113-123. doi: 10.1111/mbe.12016
    • Goswami U, Mead N, Fosker T, Huss M, Barnes L, Leong V (2013). Impaired perception of syllable stress in children with dyslexia: A longitudinal study. Journal of Memory and Language, 69, 1, 1-17. doi: 10.1016/j.jml.2013.03.001
    • Megnin-Viggars O & Goswami U (2013). Audiovisual perception of noise vocoded speech in dyslexic and non-dyslexic adults: The role of low-frequency visual modulations. Brain and Language, 124, 165-173. doi: 10.1016/j.bandl.2012.12.002
    • Thomson J, Leong V & Goswami U (2013). Auditory processing interventions and developmental dyslexia: A comparison of phonemic and rhythmic approaches. Reading and Writing. 26, 139-161 doi: 10.1007/s11145-012-9359-6.
    • Devine A, Soltesz F, Nobes A, Goswami U & Szucs D (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learning & Instruction. 27, 31-39 doi: 10.1016/j.learninstruc.2013.02.004
    • Goswami U (2013). Dyslexia - in tune but out of time. Psychologist. 26, 2, 106-109.
    • Kyle F, Kujala J, Richardson U, Lyytinen H & Goswami U (2013). Assessing the Effectiveness of Two Theoretically Motivated Computer-Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme. Reading Research Quarterly, 48, 1, 61-76. doi: 10.1002/rrq.038
    • Kuppen S, Huss M & Goswami U (2013). A longitudinal study of basic auditory processing and phonological skills in children with low IQ. Applied Psycholinguistics. doi: http://dx.doi.org/10.1017/S0142716412000719
    • MacSweeney M, Goswami U & Neville H (2013). The neurobiology of rhyme judgment by deaf and hearing adults: An ERP study. Journal of Cognitive Neuroscience. doi: 10.1162/jocn_a_00373
    • Morsányi K, Devine A, Nobes A, Szűcs D (2013), The link between logic, mathematics and imagination. Evidence from children with developmental dyscalculia and mathematically gifted childrenDevelopmental Science. doi: 10.1111/desc.12048.
    • 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. Dyscalculia from a developmental and differential perspective. Developmental Psychologydoi: 10.3389/fpsyg.2013.00516.

    Chapters

    • Hruby, GG, & Goswami, U (2013). Educational neuroscience for reading education researchers. In D. Alvermann, N. Unrau and R. Ruddell (Eds), Theoretical Models and Processes of Reading (6th ed.), 558-588. Newark, DE: International Reading Association.
    • Goswami, U (2013). Educational neuroscience: Bridging the gulf between basic research and implications for practice. In Lani Florian (Ed) The SAGE Handbook of Special Education: Two Volume Set, Volume 1. London: SAGE Publications Ltd. ISBN 978-1-4462-1053-6.
    • Goswami, U (2013). The development of reasoning by analogy. In Pierre Barrouillet and Caroline Gauffroy (Eds) The Development of Thinking and Reasoning, 49-70. Hove: Psychology Press.

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    2012

    Articles

    • Szűcs D, Killikelly C, Cutini S (2012), Event-related near-infrared spectroscopy detects conflict in the motor cortex in a Stroop task. Brain Research, 1477, 27-36. doi: http://dx.doi.org/10.1016/j.brainres.2012.08.023
    • Pincham H & Szűcs D (2012), Intentional subitizing: Exploring the role of automaticity in enumeration. Cognition, 124, 2, 107-116 doi: 10.1016/j.cognition.2012.05.010
    • 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. 6, 3, 137-146. doi: 10.1111/j.1751-228X.2012.01149.x
    • White S, Szűcs D , Soltesz F. (2012). Symbolic number: The integration of magnitude and spatial representaitons in children ages 6 to 8 years. Frontiers in Psychology. doi: 
      10.3389/fpsyg.2011.00392
    • 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, 1-12. doi: 10.1186/1744-9081-8-1
    • Goswami, U (2012). Entraining the brain: Applications to language research and links to musical entrainment. Musicology Review, 7, 1-2, 57-63. http://hdl.handle.net/1811/52980
    • Devine A, Fawcett K, Szucs 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. doi: 10.1186/1744-9081-8-33
    • Goswami, U (2012). Universals of reading: Developmental evidence for linguistic plausibility. Behavioral & Brain Sciences, 35, 5, 25-26 doi 10.1017/S0140525X12000052.
    • Power AJ, Mead N, Barnes L & Goswami U (2012). Neural entrainment to rhythmically-presented auditory, visual and audio-visual speech in children. Frontiers in Psychology, 3: 216; doi 10.3389/fpsyg.2012.00216.
    • Pincham H & Szucs D (2012). Target cueing provides support for tartget- and resource-based models of the attentional blink. PLoS One, 7, 5: e37596 doi: 10.1371/journal.pone.0037596.
    • Goswami U, Huss M, Mead N, Fosker T, & Verney J (2012). Perception of Patterns of Musical Beat Distribution in Phonological Developmental Dyslexia: Significant Longitudinal Relations with Word Reading and Reading Comprehension. Cortex doi: 10.1016/j.cortex.2012.05.005
    • Pincham HL, Killikelly C, Vuillier L & Power AJ (2012). Examining the expectation deficit in normal aging. J Neuroscience, 32, 4, 1143-5 doi: 10.1523/JNEUROSCI.5255-11
    • Pincham H & Szűcs D (2012). Conscious access is linked to ongoing brain state: Electrophysiological evidence from the attentional blink. Cerebral Cortexdoi: 10.1093/cercor/bhr314.
    • Hsu YF, Szűcs D (2012). The time course of symbolic number adaptation: Oscillatory EEG activity and event-related potential analysis. NeuroImage, 15, 59, 3103-9, doi: 10.1016/j.neuroimage.2011.11.017.
    • 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. doi: 10.1186/1471-2202-13-35.
    • Goswami, U (2012). Neuroscience and Education: Can we go from basic research to translation? A possible framework from dyslexia research. British Journal of Educational Psychology Monograph Series Vol. 1, Issue 1, 129-142.
    • Wang H-L, Huss M, Hämäläinen J & Goswami U (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25, 2, 509-536. doi: 10.1007/s11145-010-9284-5

    Chapters

    • Goswami U (2012). Principles of learning, implications for teaching? Cognitive neuroscience and the classroom. In Sergio Della Sala & Mike Anderson (Eds) Neuroscience in Education: The Good, The Bad and The Ugly47-57. Oxford: OUP.
    • Goswami U (2012). Reading and spelling: Revisiting Bradley and Bryant's study. In Alan M. Slater & Paul C. Quinn (Eds) Developmental Psychology: Revisiting the Classic Studies, 132-147. London: SAGE Publications Ltd. (Review from CHOICE, part of the American Library Association)
    • Goswami U & Wyse D (2012). Early Reading Development. In J Larson & J Marsh (Eds), Handbook of Early Childhood Literacy, 2nd Edition. London: Sage.

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    2011

    Articles

    • Soltész F, Goswami U, White S, Szűcs D (2011). Executive function effects and numerical development in children: Behavioural and ERP evidence from a numerical Stroop paradigm. Learning and Individual Differences, 21, 6, 662-671. doi: 10.1016/j.lindif.2010.10.004
    • Hämäläinen JA, Rupp A, Soltész F, Szücs D & Goswami U (2011). Reduced phase locking to slow amplitude modulation in adults with dyslexia: An MEG study. NeuroImage, 59, 3, 2952-2961. doi: 10.1016/neuroimage.2011.09.075
    • Hämäläinen JA, Fosker T, Szücs 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. 81, 1, 51-59. doi: 10.1016/j.ijpsycho.2011.04.005
    • Huss M, Verney JP, Fosker T, Mead N & Goswami U (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47, 674-89. doi: 10.1016/j.cortex.2010.07.010
    • Goswami U & Szűcs D (2011). Educational neuroscience: Developmental mechanisms: towards a conceptual framework. Neuroimage, 57, 3, 651-658. doi: 10.1016/j.neuroimage.2010.08.072
    • 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, 723-732. doi: 10.1016/j.neuroimage.2010.12.006
    • Goswami U, Wang H-L, Cruz A, Fosker T, Mead N & Huss M (2011). *Language-universal sensory deficits in developmenta dyslexia: English, Spanish and Chinese. Journal of Cognitive Neuroscience, 23, 325-337. doi:10.1162/jocn.2010.21453
      *Cited by the British Educational Research Association (BERA) as one of 40 landmark studies to have made a significant impact on educational policy, practice, research methodology and/or theory over the past 40 years.
    • Hsu YF & Szűcs D (2011). Arithmetic mismatch negativity and numerical magnitude processing in number matching. BMC Neurosci, 12:83. doi: 10.1186/1471-2202-12-83
    • Stefanics G, Fosker T, Huss M, Mead N, Szücs D, & Goswami U (2011). Auditory sensory deficits in developmental dyslexia: a longitudinal ERP study. Neuroimage, 57, 3, 723-732. doi: 10.1016/j.neuroimage.2011.04.005
    • Soltész F , White S, Szücs 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. 36, 6, 682-701. doi: 10.1080/87565641.2010.549982
    • Hruby, G., & Goswami, U. (2011). Neuroscience and reading: A review for reading education researchers. Reading Research Quarterly, 46, 156-172. doi: 10.1598/RRQ.46.2.4
    • Leong V, Hämäläinen J, Soltesz F & Goswami U. (2011). Rise time perception and detection of syllable stress in adults with developmental dyslexia. Journal of Memory and Language, 64, 59-73. doi:10.1016/j.jml.2010.09.003
    • Goswami U, Fosker T, Huss M, Mead N & Szücs D. (2011). Rise time and formant transition duration in the discrimination of speech sounds: The ba-wa distinction in developmental dyslexia. Developmental Science, 14, 34-43. doi: 10.1111/j.1467-7687.2010.00955.x
    • Kuppen S, Huss M, Fosker T, Fegan N & Goswami U (2011). Basic auditory processing skills and phonological awareness in low-IQ readers and typically-developing controls. Scientific Studies of Reading, 15, 3, 211-243. doi: 10.1080/10888431003706291.

    Chapters

    • Goswami, U (2011). What cognitive neuroscience really tells educators about learning and development. In J. Moyles, J. Paylor, J. Georgeson, Eds, Beginning Teaching, Beginning Learning, 4th Edition, pp. 21-31. Open University Press.

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    2010

    Articles

    • Fischer KW, Goswami U, & Geake J (2010). The future of educational neuroscience. Mind, Brain & Education, 4, 68-80. doi: 10.1111/j.1751-228X.2010.01086.x
    • Goswami U, Gerson D, & Astruc L (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing. doi: 10.1007/s11145-009-9186-6
    • Stefanics G, Fosker T, Fegan N, Huss M, Szücs D & Goswami U (2010). Amplitude envelope onset (rise time) detection and developmental dyslexia — A longitudinal ERP study. International Journal of Psychophysiology, 77, 3, 236-237. doi:10.1016/j.ijpsycho.2010.06.350
    • Thomson JM, & Goswami U (2010). Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading & Writing, 23, 453-69. doi: 10.1007/s11145-009-9167-9
    • Corriveau K, Goswami U & Thomson JM (2010). Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities. doi: 10.1177/0022219409355476
    • Johnson C & Goswami U (2010). Phonological awareness, vocabulary and reading in deaf children with cochlear implants. Journal of Speech, Language, and Hearing Research, 53, 237-261. doi: 10.1044/1092-4388(2009/08-0139)
    • Szücs D & Soltész F (2010), Stimulus and response conflict in the color-word Stroop task: a combined electro-myography and event-related potentials study. Brain Research. 1325, 63-76. doi: 10.1016/j.brainres.2010.02.011
    • Fraser J, Goswami U & Conti-Ramsden G (2010). Dyslexia and specific language impairment: The role of phonology and auditory processing. Scientific Studies of Reading, 14, 1, 8-29. doi: 10.1080/10888430903242068
    • Szücs D & Soltész F (2010), Event-related brain potentials to violations of arithmetic syntax represented by place value structure. Biological Psychology. doi: 10.1016/j.biopsycho.2010.04.002
    • 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.
    • Goswami U (2010). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15, 1 3-10. doi: 10.1016/j.tics.2010.10.001

    Books

    • Hall K, Goswami U, Harrison C, Ellis S & Soler J (2010). Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy. London: Routledge.
    • Goswami U (August 2010). The Wiley-Blackwell Handbook of Childhood Cognitive Development: 2nd Edition. Blackwell Handbooks of Developmental Psychology. Oxford: Wiley-Blackwell.

    Chapters

    • Goswami U (2010). Phonology, reading and reading difficulties. In K. Hall et al. (Eds), Interdisciplinary Perspectives on Learning to Read. London: Routledge.
    • Goswami U (2010). A psycholinguistic grain size view of reading acquisition across languages. In N. Brunswick, S. McDougall & P. Mornay-Davies (Eds). Reading and dyslexia in different orthographies. Hove: Psychology Press. (isbn-10: 1841697125, isbn-13: 9781841697123)
    • Goswami U (2010). Language, music and children's brains: A rhythmic timing perspective on language and music as cognitive systems. In P. Rebuschat et al. (Eds.) Language and Music as Cognitive Systems. Oxford: Oxford University Press.

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    2009

    Articles

    • Szücs 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, 352-353. doi: 10.1017/S0140525X09990884
    • Corriveau K, & Goswami U (2009). Rhythmic motor entrainment in children with speech and language impairment: Tapping to the beat. Cortex, 45, 119-130. doi:10.1016/j.cortex.2007.09.008
    • Hämäläinen JA, Leppänen PHT, Eklund K, Thomson J, Richardson U, Guttorm TK, Witton C, Poikkeus, A-M, Goswami U, & Lyytinen H (2009). Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities. Applied Psycholinguistics, 30, 3, 511-530. doi: 10.1017/S0142716409090250
    • Thomson J, Goswami U & Baldeweg, T (2009). The ERP signature of sound rise time changes. Brain Research, 1254, 74-83. doi: 10.1016/j.brainres.2008.11.087
    • MacSweeney M, Brammer MJ, Waters D, & Goswami U (2009). Enhanced activation of the left inferior frontal gyrus in deaf and dyslexic adults during rhyming. Brain. 132, 1928-1940 doi: 10.1093/brain/awp129
    • Szücs D, Soltész F & White S (2009). Motor conflict in Stroop tasks: direct evidence from single-trial electro-myography and electro-encephalography. Neuroimage. doi: 10.1016/j.neuroimage.2009.05.048
    • Szücs 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. doi: 10.1162/jocn.2009.21220
    • Soltész F & Szücs D (2009). An electro-physiological temporal principal component analysis of processing stages in number comparison and developmental dyscalculia. Cognitive Development24, 4, 473-485.
    • Jones CRG, Happé F, Baird G, Simonoff E, Marsden AJ, Tregay J, Phillips RJ, Goswami U, & Thomson JM (2009). Auditory discrimination and auditory sensory behaviours in autism spectrum disorders. Neuropsychologia, 47, 13, 2850-8. doi: 10.1016/j.neuropsychologia.2009.06.015
    • Suranyi Z, Csepe V, Richardson U, Thomson JM, Honbolygo F & Goswami U (2009). Sensitivity to Rhythmic Parameters in Dyslexic Children: A Comparison of Hungarian and English. Reading and Writing, 22, 41-56. doi: 10.1007/s11145-007-9102-x.
    • Goswami, U (2009). Mind, brain, and literacy: biomarkers as usable knowledge for education. Mind, Brain, and Education, 3, 3, 176-184. doi: 10.1111/j.1751-228X.2009.01068.x
    • James, D, Rajput, K, Brinton, J & Goswami, U (2009). Orthographic influences on phonological awareness in deaf children who use cochlear implantsApplied Psycholinguistics, 30, 659-684.

    Books

    • Cooper CL, Field J, Goswami U, Jenkins R, & Sahakian BJ (2009) (Eds.). Mental Capital and Wellbeing. Oxford: Wiley-Blackwell.

    Chapters

    • Goswami, U (2009). The Basic Processes in Reading: Insights from Neuroscience. D.R. Olson and N. Torrance (Eds.), The Cambridge Handbook of Literacy. Cambridge University Press.

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    2008

    Articles

    • Beddington J, Cooper CL, Field J, Goswami U, Huppert FA, Jenkins R, Jones HS, Kirkwood TBL, Sahakian BJ & Thomas SM (2008). The mental wealth of nations. Nature, 455, 1057-1060. doi:10.1038/4551057a
    • Goswami U (2008). Reading, dyslexia and the brain. Educational Research, 50, 2, 135-148. doi: 10.1080/00131880802082625
    • Goswami U (2008). Learning difficulties - Future challenges. Mental Capital and Wellbeing Project. Foresight Programme, UK Government. pdf
    • Wyse D & Goswami U (2008). Synthetic phonics and the teaching of reading*. British Educational Research Journal, 34, 6, 691-710. doi: 10.1080/01411920802268912 [*In 2015 this article was cited as one of BERJ's top 20 papers from the last 40 years]
    • Goswami U (2008). Principles of learning, implications for teaching: a cognitive neuroscience perspectiveJournal of Philosophy of Education, 42, 3-4, 381-399.
    • Thomson JM & Goswami U (2008). Rhythmic processing in children with developmental dyslexia: auditory and motor rhythms link to reading and spelling. Journal of Physiology - Paris, 102, 1-3, 120-129. doi: 10.1016/j.jphysparis.2008.03.007
    • Goswami U (2008). Reading, complexity and the brain. Literacy, 42, 2, 67-74. doi: 10.1111/j.1741-4369.2008.00484.x
    • MacSweeney M, Waters D, Brammer MJ, Woll B & Goswami U (2008). Phonological processing in deaf signers and the impact of age of first language acquisition. NeuroImage, 40, 3, 1369-1379. doi: 10.1016/j.neuroimage.2007.12.047
    • Szücs 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. doi: 10.1016/j.brainres.2007.11.010
    • Green J & Goswami U (2008). Synesthesia and number cognition in children. Cognition, 106, 463-473.
    • Goswami U (2008). Analogy and the brain: A new perspective on relational primacy. Behavioral and Brain Sciences, 31, 4, 387-8.
    • James D, Brinton J, Rajput K & Goswami U (2008). Phonological awareness, vocabulary, and word reading in children who use cochlear Implants: Does age of implantation explain individual variability in performance outcomes and growth? Journal of Deaf Studies and Deaf Education, 13, 117-137. doi: 10.1093/deafed/enm042
    • Goswami, U (2008). The Development of Reading across Languages. Annals of the New York Academy of Sciencesdoi: 10.1196/annals.1416.018

    Books

    • Goswami U (2008). Cognitive Development: The Learning Brain. Psychology Press, Taylor & Francis.

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    2007

    Articles

    Chapters

    • Goswami U (2007). Typical reading development and developmental dyslexia across languages. In D. Coch, G. Dawson & K.F. Fischer. Human Behaviour, Learning and the Developing Brain: Atypical Development. New York: Guilford Publications.
    • Goswami U (2007). Learning to read across languages: the role of phonics and synthetic phonics. In K. Goouch Understanding Phonics and the Teaching of Reading. Open University Press.

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    2006

    Articles

    Books

    • Goswami, U . (2006) (Ed.). Cognitive Development: Critical Concepts in Psychology. London: Routledge.

    Chapters

    • Goswami, U. (2006). Reading. In J. Reed & J. Warner-Rogers (Eds.). Child Neuropsychology: Concepts, theory and practice. Oxford University Press, New York.
    • Goswami, U. (2006). Phonological Awareness and Literacy. In: Keith Brown (Ed.), Encyclopedia of Language & Linguistics, Second Edition, volume 9, 489-497. Oxford: Elsevier.

    Other

    Goswami, U. (2006, April). Rhyme, Rhythm and Dyslexia. Poster session presented at the International Reading Association Annual Convention, Chicago, IL.

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    2005

    Articles

    Chapters

    • Goswami, U. (2005). Orthography, phonology and reading development: A cross-linguistic perspective. In R.M. Joshi, C.K. Leong & B.L.J. Kaczmarek (Eds.), Literacy Acquisition - The role of phonology, morphology and orthography, pp. 463-80. Netherlands: IOS Press for NATO.

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    2004

    Articles

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    2003

    Articles

    Chapters

    • Goswami, U. (2003). Orthography, phonology and reading development: A cross-linguistic perspective. In M. Joshi (Ed.), Linguistic relativity of orthographic and phonological structures. Dordrecht, NL: Kluwer.
    • Goswami, U. (2003). Phonology, learning to read and dyslexia: A cross-linguistic analysis. In V. Csepe (Ed.), Dyslexia: Different Brain, Different Behaviour, pp. 1-40. NL: Kluwer Academic.
    • Goswami, U. (2003). Developmental Dyslexia in English. In I. Smythe, J. Everatt and R. Salter, International Book of Dyslexia, 2nd Edition. London: Wiley.

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    2002

    Articles

    Books

    • Goswami, U . (2002) (Ed.). Blackwell Handbook of Childhood Cognitive Development. Oxford: Blackwell.

    Chapters

    • Goswami, U. (2002). Inductive and Deductive Reasoning. In U. Goswami (Ed.), Blackwell's Handbook of Childhood Cognitive Development, pp. 282-302. Oxford: Blackwells.
    • Goswami, U. (2002). Rhymes, phonemes and learning to read: Interpreting recent research. In M. Cook (Ed.)Perspectives on the Teaching and Learning of Phonics, pp. 41-60. Royston, UK: United Kingdom Reading Association.
    • Goswami, U. (2002). Cognitive Development. In J.J. Ponzetti (Ed.), International Encyclopedia of Marriage and Family Relationships, 2nd Edition. New York: Macmillan Reference USA.


    Earlier publications by Goswami, U are listed on her personal pages

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    In Press

    Articles

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

     

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    End