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Centre for Neuroscience in Education



Ní Choisdealbha, A., Attaheri, A., Rocha, S., Mead, N., Olawole-Scott, H., Alfaro, M., Brough, C., Brusini, P., Gibbon, S., Boutris, P., Grey, C., Williams, I., Flanagan, S., Goswami, U. (2024). Cortical tracking of visual rhythmic speech by 5- and 8-month-old infants: Individual differences in phase angle relate to language outcomes up to 2 years. Developmental Science, e13502.

Rocha, Attaheri, A., Ní Choisdealbha, A., S., Brusini, P., M., Mead, N., Olawole-Scott, H., Boutris, P., Gibbon, S., Williams, I., Grey, C., Alfaro, M., Brough, C., Flanagan, S., Ahmed, H., Macrae, E., Goswami, U. (2024). Precursor to infant sensorimotor synchronization to speech and non-speech rhythms: A longitudinal study. Developmental Science, e13483.

Keshavarzi, M., Mandke, K., Macfarlane, A., Parvez, L., Gabrielczyk, F., Wilson, A., Goswami, U. (2024). Atypical beta-band effects in children with dyslexia in response to rhythmic audio-visual speech. Clinical Neurophysiology, 160, 47-55

Araújo, J., Simons, B.D., Goswami, U. (2024). Remediating Phonological Deficits in Dyslexia with Brain-Computer Interfaces. In: Guger, C., Allison, B., Rutkowski, T.M., Korostenskaja, M. (eds) Brain-Computer Interface Research. SpringerBriefs in Electrical and Computer Engineering. Springer, Cham. To access the article, please contact the lead author.

Keshavarzi, M., Ní Choisdealbha, A., Attaheri, A., Rocha, S., Brusini, P., Gibbon, S., Boutris, P., Mead, N., Olawole-Scott, H., Ahmed, H., Flanagan, S., Mandke, K., Goswami. U. (2024). Decoding speech information from EEG data with 4-, 7- and 11-month-old infants: Using convolutional neural network, mutual information-based and backward linear models. Journal of Neuroscience Methods, 403, 110036


Di Liberto, G. M., Attaheri, A., Cantisani, G., Reilly, R. B., Ní Choisdealbha, A., Rocha, S., Brusini, P., Goswami, U. (2023). Emergence of the cortical encoding of phonetic features in the first year of life. Nature Communications, 14, 7789

Mandke, K. & Rocha, S. (2023). "Neural and behavioural rhythmic tracking during language acquisition: The story so far,” in Rhythms of Speech and Language, ed. Meyer, L. & Strauss, A. In press. (Cambridge: Cambridge University Press). 

Mandke, K., Flanagan, S., Macfarlane, A., Feltham, G., Gabrielczyk, F. C., Wilson, A. M., Gross, J., Goswami, U. (2023). Neural responses to natural and enhanced speech edges in children with and without dyslexia. Frontiers in Human Neuroscience, 17, 1200950. doi: 10.3389/fnhum.2023.1200950

Ní Choisdealbha, A., Attaheri, A., Rocha, S., Mead, N., Olawole-Scott, H., Brusini, P., Gibbon, S., Boutris, P., Grey, C., Hines, D., Williams, I., Flanagan, S., Goswami, U. (2023). Neural phase angle from two months when tracking speech and non-speech rhythm linked to language performance from 12 to 24 months. Brain and Language, 243, 105301.

Keshavarzi, M., Di Liberto, G. M., Gabrielczyk, F., Wilson, A., Macfarlane, A., Goswami, U. (2023). Atypical speech production of multisyllabic words and phrases by children with developmental dyslexia. Developmental Science, e13428.

Álvarez, C., Szücs, D. (2023). Maternal cognitions and cognitive, behavior and emotional development in middle childhood. Current Research in Behavioral Sciences, 4, 100098.


Keshavarzi, M., Mandke, K., Macfarlane, A., Parvez, L., Gabrielczyk, F., Wilson, A., Flanagan, S., Goswami, U. (2022). Decoding of speech information using EEG in children with dyslexia: Less accurate low-frequency representations of speech, not "Noisy" representations. Brain and Language, 235, 105198, ISSN 0093-934X.

Daikoku, T., Goswami, U. (2022). Hierarchical amplitude modulation structures and rhythm patterns: Comparing Western musical genres, song, and nature sounds to Babytalk. PLoS ONE, 17(10): e0275631.

Perez-Navarro, J., Lallier, M., Clark, C. A., Flanagan, S., Goswami, U. (2022). Local temporal regularities in child-directed speech in Spanish. Journal of Speech, Language and Hearing Research.

Goswami, U. (2022). Theories of Dyslexia. In M. Skeide (Ed.), The Cambridge Handbook of Dyslexia and Dyscalculia (Cambridge Handbooks in Psychology, pp. 5-24). Cambridge: Cambridge University Press. doi:10.1017/9781108973595.002

Goswami, U. (2022). Language acquisition and speech rhythm patterns: an auditory neuroscience perspective. R. Soc. Open Sci. 9: 211855

Álvarez, C., Szücs, D. (2022). The relation of school achievement with self-esteem and bullying in Chilean children. Current Psychology.

Keshavarzi, M., Mandke, K., Macfarlane, A., Parvez, L., Gabrielczyk, F., Wilson, A., Goswami, U. (2022). Atypical delta-band phase consistency and atypical preferred phase in children with dyslexia during neural entrainment to rhythmic audio-visual speech. NeuroImage: Clinical, 35, 103054,

Attaheri, A., Panayiotou, D., Phillips, A., Ní Choisdealbha, A., Di Liberto, G., Rocha, S., Brusini, P., Mead, N., Flanagan, S., Olawole-Scott, H., Goswami, U. (2022). Cortical tracking of sung speech in adults vs infants: a developmental analysis. Frontiers in Neuroscience, 16, 842447

Mandke, K., Flanagan, S., Macfarlane, A., Gabrielczyk, F. C., Wilson, A. M., Gross, J., Goswami, U. (2022). Neural sampling of the speech signal at different timescales by children with dyslexia. Neuroimage, 253, 119077.

Ní Choisdealbha, A., Attaheri, A., Rocha, S., Brusini, P., Flanagan, S., M., Mead, N., Gibbon, S., Olawole-Scott, H., Williams, I., Grey, C., Boutris, P., Ahmed, H., Goswami, U. (2022). Neural detection of changes in amplitude rise time in infancy. Developmental Cognitive Neuroscience, 54, 101075.

Attaheri, A., Ní Choisdealbha, A., Di Liberto, G., Rocha, S., Brusini, P., Mead, N., Olawole-Scott, H., Boutris, P., Gibbon, S., Williams, I., Grey, C., Flanagan, S., M., Goswami, U. (2022). Delta- and theta-band cortical tracking and phase-amplitude coupling to sung speech by infants. Neuroimage, 247, 118698.


Flanagan, S., Moore, B. C. J., Wilson, A. M., Gabrielczyk, F. C., Macfarlane, A., Mandke, K., Goswami, U. (2021). Development of binaural temporal fine structure sensitivity in children. The Acoustical Society of America, 150, 4.

Gibbon, S., Attaheri, A., Ní Choisdealbha, A., Rocha, S., Brusini, P., Mead, N., Boutris, P., Olawole-Scott, H., Ahmed, H., Flanagan, S., Mandke, K., Keshavarzi, M., Goswami, U. (2021). Machine learning accurately classifies neural responses to rhythmic speech vs. non-speech from 8-week-old infant EEG. Brain and Language220, 104968.

Goswami, U., Huss, M., Mead, N., Fosker, T. (2021). Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia: A Longitudinal Study. Child Development, 92, 3, 1083–1098. DOI: 10.1111/cdev.13459

Kalashnikova, M., Burnham, D., Goswami, U. (2021). Rhythm discrimination and metronome tapping in 4-year-old children at risk for developmental dyslexia. Cognitive Development, 60, 101129.

Wilson, A., Ahmed, H., Mead, N., Noble, H., Richardson, U., Wolpert, M. A., & Goswami, U. (2021). Neurocognitive Predictors of Response to Intervention With GraphoGame Rime. Frontiers in Education, 6, 639294.


Ahmed, H., Wilson, A., Mead, N., Noble, H., Richardson, U., Wolpert, M. A., & Goswami, U. (2020). An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers. Frontiers in Education5, 132.

Caviola, S., Colling, L., Mammarella, I., & Szűcs, D. (2020). Predictors of mathematics in primary school: Magnitude comparison, verbal and spatial working memory measures. Developmental Science, e12957

Colling, L. J., Szűcs, D., de Marco, D., Cipora, K., Ulrich, R., Nuerk, H.-C., Bryce, D., Chen, S.-C., Schroeder, P. A., Henare, D. T., Chrystall, C. K., Corballis, P. M., Ansari, D., Goffin, C., Sokolwski, H. M., Hancock, P. J. B., Millen, A. E., Langton, S. R. H., Holmes, K. J.,… McShane, B. B. (2020). Registered Replication Report on Fischer, Castel, Dodd, and Pratt (2003). Advances in Methods and Practices in Psychological Science3(2), 143–162.

Goswami, U. (2020). Toward Realizing the Promise of Educational Neuroscience: Improving Experimental Design in Developmental Cognitive Neuroscience Studies. Annual Review of Developmental Psychology.

Kalashnikova, M., Burnham, D., Goswami, U. (2020). The Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexia. Scientific Studies of Reading.​

Szűcs, D., & Ioannidis, J. P. A. (2020). Sample size evolution in neuroimaging research: An evaluation of highly-cited studies (1990-2012) and of latest practices (2017-2018) in high-impact journals. NeuroImage, 221(1), 117164.

Szűcs, D., & Mammarella, I. (2020). Mathematics Anxiety. The International Bureau of Education at the UNESCO, United Nations and the International Academy of Education.




Attaheri, A., Ní Choisdealbha, Á., Liberto, G.M., Brusini, P., Rocha, S., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Olawole-Scott, H., Ahmed, H., Williams, I., & Goswami, U. (2019, October 19-23) Neural Oscillations and nursery rhymes; An EEG study into individual differences in infant language development [Poster presentation]. Society for Neuroscience, Chicago, IL, USA.

Goswami, U. (2019). A neural oscillations perspective on phonological development and phonological processing in developmental dyslexia. Linguistic Compass, 13, e12328.

Goswami, U. (2019). Speech rhythm and language acquisition: An amplitude modulation phase hierarchy perspective. Annals of the New York Academy of Sciences1453(1), 67-78.

Goswami, U. (2019). Cognitive Development and Cognitive Neuroscience: The Learning Brain (2nd ed.). Routledge.

Kalashnikova, M., Goswami, U., & Burnham, D. (2019). Delayed development of phonological constancy in toddlers at family risk for dyslexia. Infant Behavior and Development, 57, 101327.

Kalashnikova, M., Goswami, U., & Burnham, D. (2019). Sensitivity to amplitude envelope rise time in infancy and vocabulary development at three years: A significant relationship. Developmental Science, 22(6), e12836.

Ní Choisdealbha, Á., Attaheri, A., Brusini, P., Rocha, S., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Scott, H., Ahmed, H., & Goswami, U. (2019, June 13-15). Individual differences in auditory entrainment to speech and nonspeech rhythm by infants and relations with early language development [Poster presentation]. Workshop on Infant Language Development, Potsdam, Germany.

Richards, S., & Goswami, U. (2019). Impaired recognition of metrical and syntactic boundaries in children with developmental language disorders. Brain Sciences, 9(2), 33.

Rocha, S. (2019, June 18). Motion Capture with Infants [Presentation]. Brain and Cognitive Development Day - Emerging Frontiers and Methods in Developmental Cognitive Neuroscience, Cambridge, UK.




Araújo, J., Flanagan, S., Castro-Caldas, A., & Goswami, U. (2018). The temporal modulation structure of illiterate versus literate adult speech. PLOS ONE, 13(10), e0205224.

Brusini, P., Attaheri, A., Rocha, S., Flanagan, S., Mead, N., Boutris, P., & Goswami, U. (2018, June 27-29) BabyRhythm: An early neural window into infant language skills [Poster presentation]. International Neurogonomics Conference, Philadelphia, PA, USA.

Colling L. J., & Szűcs, D. (2018). Statistical Inference and the Replication Crisis. Review of Philosophy and Psychology, 1-27.

di Liberto, G. M., Peter, V., Kalashnikova, M., Goswami, U., Burnham, D., & Lalor, E. C. (2018). Atypical cortical entrainment to speech in the right hemisphere underpins phonemic deficits in dyslexia. NeuroImage175, 70-79.

Flanagan, S., Zorila, T. C., Stylianou, Y., & Moore, B. C. J. (2018). Speech Processing to Improve the Perception of Speech in Background Noise for Children with Auditory Processing Disorder and Typically Developing Peers. Trends in Hearing, 22

Flanagan, S., & Goswami, U. (2018). The role of phase synchronisation between low frequency amplitude modulations in child phonology and morphology speech tasks. Journal of the Acoustical Society of America143(3), 1366.

Goswami, U. (2018). A neural basis for phonological awareness? An oscillatory temporal sampling perspective. Current Directions in Psychological Science, 27, 56-63.

Kalashnikova, M., Goswami, U., & Burnham, D. (2018). Mothers speak differently to infants at-risk for dyslexia. Developmental Science, 21(1), 1-15.

Rocha, S., Attaheri, A., Ní Choisdealbh, A., Brusini, P., Mead, N., Olawole-Scott, H., Boutris, P., Gibbon, S., Flanagan, S., & Goswami, U. (2018, September 21). The BabyRhythm Project: Looking longitudinally at early rhythmic skill and language development [Presentation]. BASIS Annual Scientific Meeting, London, UK.




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, 12(3), e0174418.

Carey, E., Devine, A., Hill, F., & Szűcs, D. (2017). The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in Neuroscience, 8, 11.

Caviola, S., Carey, E., Mammarella, I. C., & Szűcs, D. (2017). Stress, time pressure, strategy selection and math anxiety in mathematics: a review of the literature. Frontiers in Psychology, 8, 1488.

Colling, L. J., Noble, H. L., & Goswami, U. (2017). Neural entrainment and sensorimotor synchronization to the beat in children with developmental dyslexia: An EEG study. Neuroscience, 11, 360.

Devine, A., Hill, F., Carey, E., & Szűcs, D. (2017). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431-444.

Goswami, U. (2017). A neural basis for phonological awareness? An oscillatory “Temporal Sampling” perspective. Current Directions in Psychological Science, 27(1), 56-63.

Goswami, U., Leong, V., & Power, A. J. (2017). Neurocognitive basis of auditory processing and phonology in developmental dyslexia. In G. Eden (Ed.), Wiley-Blackwell Handbook of Cognitive Neuroscience of Developmental Dyslexia. Wiley.

Kalashnikova, M., Goswami, U., & Burnham, D. (2017). Mothers speak differently to infants at-risk for dyslexia. Developmental Science, 21(1), e12487.

Leong, V., Kalashnikova, M., Burnham, D., & Goswami, U. (2017). The Temporal Modulation Structure of Infant-Directed Speech. Open Mind, 1(2), 78-90.

Mammarella, I., Caviola, S., Giofrè, D., & Szűcs, D. (2017). The underlying structure of visuospatial working memory in children with mathematical learning disability. British Journal of Developmental Psychology, 6(2), 220-235.

Myers, T., Carey, E., & Szűcs, D. (2017). Cognitive and neural correlates of mathematical giftedness in adults and children: A review. Frontiers in Psychology, 8, 1646.

Szűcs, D., & Ioannidis, J. P. A. (2017). Empirical assessment of published effect sizes and power in the recent cognitive neuroscience and psychology literature. PLOS Biology, 15(3), e2000797.

Szűcs, D., & Ioannidis, J. P. A. (2017). When null-hypothesis significance testing is unsuitable for research: A reassessment. Frontiers in Human Neuroscience, 11, 390. 

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, 71(3), 670-687.




Carey E., Hill, F., Devine, A., & Szűcs, D. (2016). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 6, 1987

Clearman, J., Klinger, V., & Szűcs, D. (2016). Visuospatial and verbal memory in mental arithmetic. Quarterly Journal of Experimental Psychology, 70(9), 1837-1855.

Cutini, S., Szűcs, D., Mead, N., Huss, M., & Goswami, U. (2016). Atypical right hemisphere response to slow temporal modulations in children with developmental dyslexia. NeuroImage, 143, 40-49.

Goswami, U. (2016). Educational neuroscience: Neural structure-mapping and the promise of oscillations. Current Opinion in Behavioral Sciences, 10, 89-96

Goswami, U., & Bryant, P. (2016). Phonological Skills and Learning to Read. Psychology Press.

Goswami, U., & Leong, V. (2016). Speech Rhythm and Temporal Structure. Converging Perspectives?. In J. Thomson & L. Jarmulowicz (Eds.), Linguistic Rhythm and Literacy (pp. 111-132). John Benjamins.

Goswami, U., Barnes, L., Mead, N., Power, A. J., & Leong, V. (2016). Prosodic similarity effects in short-term memory in developmental dyslexia. Dyslexia, 22(4), 287-304.

Goswami, U., Cumming, R., & Wilson, A. (2016). Rhythmic perception, music and language: A new theoretical framework for understanding and remediating Specific Language Impairment (SLI). Nuffield Foundation. Link

Goswami, U., Cumming, R., Chait, M., Huss, M., Mead, N., Wilson, A. M., Barnes, L., & Fosker, T. (2016). Perception of filtered speech by children with developmental dyslexia and children with specific language impairments. Frontiers in Psychology, 7, 791.

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

Kuppen, S., & Goswami, U. (2016). Developmental trajectories for children with dyslexia and low IQ poor readers. Developmental Psychology, 52(5)717-734.

Leong, V., & Goswami, U. (2016). Difficulties in auditory organization as a cause of reading backwardness? An auditory neuroscience perspective. Developmental Science, 20(6), e12457.

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, 29(2), 240-257.

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, 81, 35-49.

Power, A. J., Colling, L. C., Mead, N., Barnes, L., & Goswami, U. (2016). Neural encoding of the speech envelope by children with developmental dyslexia. Brain & Language, 160, 1-10.

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, 27(7), 487-494.

Szűcs, D. (2016). Subtypes and comorbidity in mathematical learning disabilities: Multi-dimensional study of verbal and visual memory processes is key to understanding. Progress in Brain Research, 227, 277-304.

Szűcs, D. (2016). A Tutorial on Hunting Statistical Significance by Chasing N. Frontiers in Psychology, 7, 1444.

Szűcs, D., & Hoeft, F. (2016).  Editorial overview: Neuroscience of education. Current Opinion in Behavioral Sciences, 10, iv-vi.

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, 11(11), e0165697.




Avancini, C., Soltész, F., & Szűcs, D. (2015). Separating stages of arithmetic verification: An ERP study with a novel paradigm. Neuropsychologia, 75, 322-329.

Cumming, R., Wilson, A., & Goswami, U. (2015). Basic auditory processing and sensitivity to prosodic structure in children with specific language impairments: A new look at a perceptual hypothesis. Frontiers in Psychology, 6, 972. DOI: 10.3389/fpsyg.2015.00972

Cumming, R., Wilson, A., Leong, V., Colling, L., & Goswami, U. (2015). Awareness of Rhythm Patterns in Speech and Music in Children with Specific Language Impairments. Frontiers in Human Neuroscience, 9, 672.

Goswami, U. (2015). Sensory theories of developmental dyslexia: Three challenges for research. Nature Reviews Neuroscience, 16, 43-54.   

Goswami, U. (2015). Visual attention span deficits and assessing causality in developmental dyslexia. Nature Reviews Neuroscience, 16(4), 225.

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, 40(6), 329-347.

Leong, V., & Goswami, U. (2015). Acoustic-emergent phonology in the amplitude envelope of child-directed speech. PLOS ONE, 10(12), e0144411. .pone.0144411

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, 37(8), 878-887.

Myers, T., & Szűcs. D. (2015). Arithmetic memory is modality specific. PLOS ONE, 10(12), e0145614.  

Richards, S., & Goswami, U. (2015). Auditory Processing in Specific Language Impairment (SLI): Relations with the Perception of Lexical and Phrasal Stress. Journal of Speech, Language, and Hearing Research, 58(4), 1292-1305.

Ronconi, L., Pincham, H., Facoetti, A., & Szűcs, D. (2015) Inducing attention not to blink: Auditory entrainment improves conscious visual processing. Psychological Research, 80(5), 774-784.

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, 27(3), 310-325.

Vuillier, L., Whitebread, D., & Szűcs, D. (2015). ERP evidence of cognitive strategy change in motivational conditions with varying level of difficulty. Neuropsychologia, 70, 126-133.

Zhang, L., Fang, Q., Gabriel, F., & Szűcs, D. (2015). Common magnitude representation of fractions and decimals is task dependent. Quarterly Journal of Experimental Psychology, 70, 126-133.




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 psychology103, 305-316.

Bishop-Liebler, P., Welch, G., Huss, M., Thomson, J. M., & Goswami, U. (2014). Auditory Temporal Processing Skills in Musicians with Dyslexia. Dyslexia, 20(3), 261-279.

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, 10(2), 181-198.

Flanagan, S., & Goswami, U. (2014). Music, Rhythm and Developmental Dyslexia: Investigating amplitude envelope sensitivity. In E. Budinger (Ed.), Proceedings 5th International Conference on Auditory Cortex (p. 91)Leibniz Institute for Neurobiology.

Goswami, U. (2014). The neural basis of dyslexia may originate in primary auditory cortex. Brain, 137(12), 3100-3102.

Goswami, U. (2014). Child Psychology: A very short introduction. Oxford University Press.

Goswami, U., Power, A. J., Lallier, M., & Facoetti, A. (2014). Oscillatory ‘temporal sampling’ and developmental dyslexia: Towards an over-arching theoretical framework. Frontiers in Human Neuroscience, 8, 904.

Kuppen, S., Huss, M., & Goswami, U. (2014). A longitudinal study of basic auditory processing and phonological skills in children with low IQ. Applied Psycholinguistics, 35, 1109-41.

Leong, V., & Goswami, U. (2014). Assessment of rhythmic entrainment at multiple timescales in dyslexia: Evidence for disruption to syllable timing. Hearing Research, 308(100), 141–161.

Leong, V., & Goswami, U. (2014). Impaired extraction of speech rhythm from temporal modulation patterns in speech in developmental dyslexia. Frontiers in Human Neuroscience, 8

Leong, V., Kalashnikova, M., Burnham, D., & Goswami, U. (2014, September 14-18). Infant-directed speech enhances temporal rhythmic structure in the envelope. 15th Annual Conference of the International Speech Communication Association, Singapore.

Leong, V., Stone, M. A., Turner, R. E. & Goswami, U. (2014). A role for amplitude modulation phase relationships in speech rhythm perception, The Journal of the Acoustical Society of America, 136, 366–381.

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.

Pincham, H., & Szűcs, D. (2014). Disruption reduces accuracy and P3b amplitudes in the attentional blink. Neuroscience Letters, 581, 26-31.

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

Szűcs, D., Devine, A., Soltész, F., Nobes, A., & Gabriel, F. (2014). Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science, 17(4), 506-524.

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

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.

Zirk-Sadowski, J., Lamptey, C., Devine, A., Haggard, M., & Szűcs, D. (2014). Young-Age Gender Differences in Mathematics Mediated by Independent Control or Uncontrollability. Developmental Science, 17(3), 366-375. 




Bhide, A., Power, A. J., & 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.  

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

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

Gabriel, F., Coché, F., Szűcs, D., Carette, V., Rey, B., & Content, A. (2013). A Componential View of Children's Difficulties in Learning Fractions. Frontiers in Psychology, 4, 715.

Gabriel, F., Szűcs, D., & Content, A. (2013). The Development of the Mental Representation of Fraction Magnitude. PLOS ONE, 8(11), e80016.

Gabriel, F., Szűcs, D., & Content, A. (2013). The mental representations of fractions: Adults' same–different judgments. Frontiers in Cognition, 4, 385.

Goswami, U. (2013). Dyslexia - In tune but out of time. Psychologist, 26(2), 106-109.

Goswami, U. (2013). Educational neuroscience: Bridging the gulf between basic research and implications for practice. In L. Florian (Ed.), The SAGE Handbook of Special Education: Two Volume Set, Volume 1 (pp. 315-332). SAGE Publications Ltd.

Goswami, U. (2013). The development of reasoning by analogy. In P. Barrouillet & C. Gauffroy (Eds.), The Development of Thinking and Reasoning (pp. 49-70). Psychology Press.

Goswami, U., & Leong, V. (2013). Speech rhythm and temporal structure: Converging perspectives?. Laboratory Phonology, 4(1), 67-92.

Goswami, U., Huss, M., Mead, N., Fosker, T., & Verney, J. (2013). Perception of Patterns of Musical Beat Distribution in Phonological Developmental Dyslexia: Significant Longitudinal Relations with Word Reading and Reading Comprehension. Cortex, 49, 1363-1376.

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.

Hruby, G. G., & Goswami, U. (2013). Educational neuroscience for reading education researchers. In D. Alvermann, N. Unrau & R. Ruddell (Eds.), Theoretical Models and Processes of Reading (6th ed., pp. 558-588). International Reading Association.

Kaufmann, L., Mazzocco, M. M., Dowker, A., von Aster, M., Goebel, S., Grabner, R., Henik, A., Jordan, N. C., Karmiloff-Smith, A. D., Kucian, K., Rubinsten, O., Szűcs, D., Shalev, R., & Nuerk, H-C. Dyscalculia from a developmental and differential perspective. Developmental Psychology, 4, 516.

Killikelly, C., & Szűcs, D. (2013). Delayed development of proactive response preparation in adolescents: ERP and EMG evidence. Developmental Cognitive Neuroscience, 3, 33-43.

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.

Kuppen, S., Huss, M., & Goswami, U. (2013). A longitudinal study of basic auditory processing and phonological skills in children with low IQ. Applied Psycholinguistics, 35, 1–33.

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.  

MacSweeney, M., Goswami, U., & Neville, H. (2013). The neurobiology of rhyme judgment by deaf and hearing adults: An ERP study. Journal of Cognitive Neuroscience, 25(7), 1037-1048.

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 Language124, 165-173.  

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 children. Developmental Science, 16(4), 542-553.

Morsányi, K., & Szűcs, D. (2013). ­­Intuition in mathematical and probabilistic reasoning. In R. C. Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical cognition (pp. 180-200).

Power, A., Mead, N., Barnes, L., & Goswami, U. (2013). Erratum: Neural entrainment to rhythmically-presented auditory, visual and audio-visual speech in children. Frontiers in Psychology4, 905.

Power, A. J., Mead, N., Barnes, L., & Goswami, U. (2013). Neural entrainment to rhythmic speech in children with developmental dyslexia. Frontiers in Human Neuroscience, 7(777), 1-19.

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.  

Szűcs, D., & Goswami, U. (2013). Developmental dyscalculia: Fresh perspectives. Trends in Neuroscience and Education, 2(2), 33-37.

Szűcs, D., Devine, A., Soltész, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674-2688.

Szűcs, D., Devine, A., Soltész, F., Nobes, A., & Gabriel, F. (2013). Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science, 17(4), 506-524.

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 Developmental Psychology, 4, 444.

Thomson, J. M., Leong, V., & Goswami, U. (2013). Auditory processing interventions and developmental dyslexia: A comparison of phonemic and rhythmic approaches. Reading and Writing, 26, 139-161.  

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, 144(3), 488-498.

Zirk-Sadowski, J., Szűcs, D., & Holmes, J. (2013). Content-Specificity in Verbal Recall: A Randomized Controlled Study. PLOS ONE, 8(11), e79528.




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.

Gabriel, F., Coché, F., Szűcs, D., Carette, V., Rey, B., & Content, A. (2012). Developing Children's Understanding of Fractions: An Intervention Study. Mind, Brain, and Education, 6, 137-146.

Goswami, U. (2012). Entraining the brain: Applications to language research and links to musical entrainment. Empirical Musicology Review, 7, 57-63.

Goswami, U. (2012). Language, music and children’s brains: A rhythmic timing perspective on language and music as cognitive systems. In P. Rebuschat, M. Rohrmeier, J. A. Hawkins & I. Cross (Eds.), Language and Music as Cognitive Systems (pp. 292-301). Oxford University Press.

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, 1, 129-142.

Goswami, U. (2012). Principles of learning, implications for teaching? Cognitive neuroscience and the classroom. In S. Della Sala & M. Anderson (Eds.), Neuroscience in Education: The Good, the Bad and the Ugly (pp. 47-57). Oxford University Press.

Goswami, U. (2012). Reading and spelling: Revisiting Bradley and Bryant’s study. In A. M. Slater & P. C. Quinn (Eds.), Developmental psychology: Revisiting the classic studies (pp. 132–147). Sage Publications.

Goswami, U. (2012). Universals of reading: Developmental evidence for linguistic plausibility. Behavioral & Brain Sciences, 35(5), 25-26.

Goswami, U., & Wyse, D. (2012). Early Reading Development. In J. Larson & J. Marsh (Eds.), Handbook of Early Childhood Literacy (2nd Ed.). Sage.

Hämäläinen, J. A., Rupp, A., Soltész, F., Szücs, D., & Goswami, U. (2012). Reduced phase locking to slow amplitude modulation in adults with dyslexia: An MEG study. NeuroImage59, 2952-2961.

Howe, C., Taylor Tavares, J., & Devine, A. (2012). Everyday conceptions of object fall: Explicit and tacit understanding during middle childhood. Journal of Experimental Child Psychology, 111(3), 351-366.

Hsu, Y. F., & Szűcs, D. (2012). The time course of symbolic number adaptation: Oscillatory EEG activity and event-related potential analysis. NeuroImage, 15(59), 3103-3109.

Pincham, H., & Szűcs, D. (2012). Conscious access is linked to ongoing brain state: Electrophysiological evidence from the attentional blink. Cerebral Cortex, 22(10), 2346-2353.

Pincham, H., & Szűcs, D. (2012). Intentional subitizing: Exploring the role of automaticity in enumeration. Cognition, 124(2), 107-116.  

Pincham, H., & Szűcs, D. (2012). Target cueing provides support for target- and resource-based models of the attentional blink. PLOS ONE, 7(5), e37596.

Pincham, H., Killikelly, C., Vuillier, L., & Power, A. J. (2012). Examining the expectation deficit in normal aging. Journal of Neuroscience, 32(4), 1143-1145.

Power, A. J., Mead, N., Barnes, L., & Goswami, U. (2012). Neural entrainment to rhythmically presented auditory, visual, and audio-visual speech in children. Frontiers in Psychology3, 216.

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

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.

Wang, H-L. S., Huss, M., Hämäläinen, J. A., & Goswami, U. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509-536.

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.  

White, S., Szűcs, D., & Soltész, F. (2012). Symbolic number: The integration of magnitude and spatial representations in children ages 6 to 8 years. Frontiers in Psychology, 2, 392.




Bryce, D., Szűcs, D., Soltész, F., & Whitebread, D. (2011). The development of inhibitory control: An averaged and single-trial Lateralized Readiness Potential study. Neuroimage57, 671-685.

Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15, 3-10.

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 ed., pp. 21-31). Open University Press.

Goswami, U., & Szűcs, D. (2011). Educational neuroscience: Developmental mechanisms: Towards a conceptual framework. Neuroimage, 57(3), 651-658.

Goswami, U., Fosker, T., Huss, M., Mead, 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, 14, 34-43.

Goswami, U., Wang, H-L. S., Cruz, A., Fosker, T., Mead, N., & Huss, M. (2011). Language-universal sensory deficits in developmental dyslexia: English, Spanish, and Chinese. Journal of Cognitive Neuroscience, 23, 325-337.

Hämäläinen, J. A., 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. International Journal of Psychophysiology, 81(1), 51-59.

Hämäläinen, J. A., 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.

Hruby, G., & Goswami, U. (2011). Neuroscience and reading: A review for reading education researchers. Reading Research Quarterly, 46, 156-172.

Hsu, Y. F., & Szűcs, D. (2011). Arithmetic mismatch negativity and numerical magnitude processing in number matching. BMC Neuroscience, 12, 83.

Huss, M., Verney, J. P., 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, 674-689. DOI: 10.1016/j.cortex.2010.07.010


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.

Leong, V., Hämäläinen, J., Soltész, 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.

Leong, V., Turner, R., Stone, M., & Goswami, U. (2011, July 13-15). An amplitude modulation (AM) cascade model for nursery rhyme rhythm [Poster presentation]. 13th Rhythm Perception & Production Workshop, Leipzig, Germany.

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.

Soltész, F., Szűcs, D., White, S., Leong, V., & Goswami, U. (2011). Atypical entrainment of delta oscillations to auditory rhythm in developmental dyslexia. Conference Abstract: XI International Conference on Cognitive Neuroscience (ICON XI)

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. Developmental Neuropsychology, 36(6), 682-701.

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, 723-732.  




Corriveau, K. H., Goswami, U., & Thomson, J. M. (2010). Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities43, 369-382.  

Fischer K. W., Goswami, U., & Geake, J. (2010). The future of educational neuroscience. Mind, Brain & Education, 4, 68-80.

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.

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. Psychology Press.

Goswami, U. (2010). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15(1), 3-10.

Goswami, U. (2010). Language, music and children's brains: A rhythmic timing perspective on language and music as cognitive systems. In P. Rebuschat, M. Rohmeier & J. A. Hawkins (Eds.) Language and Music as Cognitive Systems. Oxford University Press.

Goswami, U. (2010). Phonology, reading and reading difficultyIn K. Hall, U. Goswami, C. Harrison, S. Ellis & J. Soler (Eds.), Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy. Routledge.

Goswami, U. (2010). The Wiley-Blackwell Handbook of Childhood Cognitive Development (2nd ed.)Blackwell Publishing.

Goswami, U., Gerson, D., & Astruc, L. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23, 995-1019.

Hall, K., Goswami, U., Harrison, C., Ellis, S., & Soler, J. (2010). Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy. Routledge.

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.

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. 

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.

Szücs, D., & Soltész, F. (2010). Event-related brain potentials to violations of arithmetic syntax represented by place value structure. Biological Psychology, 84(2), 354-367.

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.

Thomson, J. M., & Goswami, U. (2010). Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading & Writing, 23, 453–469.   




Cheah, V., Hämäläinen, J., Soltész, F., & Goswami, U. (2009, August 28-September 1). Amplitude envelope perception and sensitivity to prosodic stress in developmental dyslexia [Poster presentation]. International Conference on Auditory Cortex, Magdeburg, Germany.

Cooper, C. L., Field, J., Goswami, U., Jenkins, R., & Sahakian, B. J. (Eds.). (2009). Mental Capital and Wellbeing. Wiley-Blackwell.

Corriveau, K. H., & Goswami, U. (2009). Rhythmic motor entrainment in children with speech and language impairments: Tapping to the beat. Cortex, 45, 119-130.

Goswami, U. (2009). Mind, brain, and literacy: Biomarkers as usable knowledge for education. Mind, Brain, and Education, 3(3), 176-184.

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

Hämäläinen, J. A., Leppänen, P. H. T., Eklund, K., Thomson, J. M., Richardson, U., Guttorm, T. K., 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.

James, D., Rajput, K., Brinton, J., & Goswami, U. (2009). Orthographic influences on phonological awareness in deaf children who use cochlear implants. Applied Psycholinguistics, 30, 659-684.

Jones, C. R. G., Happé, F., Baird, G., Simonoff, E., Marsden, A. J., Tregay, J., Phillips, R. J., Goswami, U., & Thomson, J. M. (2009). Auditory discrimination and auditory sensory behaviours in autism spectrum disorders. Neuropsychologia, 47(13), 2850-2858.

MacSweeney, M., Brammer, M. J., Waters, D., & Goswami, U. (2009). Enhanced activation of the left inferior frontal gyrus in deaf and dyslexic adults during rhyming. Brain, 132, 1928-1940.

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.

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.

Surányi, Z., Csépe, V., Richardson, U., Thomson, J., Honbolygó, F., & Goswami, U. (2009). Sensitivity to rhythmic parameters in dyslexic children: A comparison of Hungarian and English. Reading and Writing, 22, 41-56.

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.

Szücs, 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.

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, 21(11), 2195-2206.

Thomson, J., Goswami, U., & Baldeweg, T. (2009). The ERP signature of sound rise time changes. Brain Research, 1254, 74-83.

Wang, H-L. S., Huss, M., Hämäläinen, J. A., & Goswami, U. (2009, June 25-27). Amplitude envelope perception, reading and phonological skills: A study of dyslexia in Chinese [Paper presentation]. Annual Meeting of the Society for the Scientific Study of Reading, Boston, Massachusetts, USA.




Beddington, J., Cooper, C. L., Field, J., Goswami, U., Huppert, F. A., Jenkins, R., Jones, H. S., Kirkwood, T. B. L., Sahakian, B. J., & Thomas, S. M. (2008). The mental wealth of nations. Nature, 455, 1057-1060.

Goswami, U. (2008). Analogy and the brain: A new perspective on relational primacy. Behavioral and Brain Sciences, 31(4), 387-388.

Goswami, U. (2008). Learning difficulties - Future challenges (Mental Capital and Wellbeing Project). UK Government.

Goswami, U. (2008). Reading, complexity and the brain. Literacy, 42(2), 67-74.

Goswami, U. (2008). Reading, dyslexia and the brain. Educational Research, 50(2), 135-148.

Goswami, U. (2008). The Development of Reading across Languages. Annals of the New York Academy of Sciences

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

Goswami, U. (2008). Principles of learning, implications for teaching: A cognitive neuroscience perspective. Journal of Philosophy of Education, 42(3-4), 381-399.

Green, J., & Goswami, U. (2008). Synesthesia and number cognition in children. Cognition, 106(1), 463-473.

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.

MacSweeney, M., Waters, D., Brammer, M. J., Woll, B., & Goswami, U. (2008). Phonological processing in deaf signers and the impact of age of first language acquisition. NeuroImage, 40(3), 1369-1379.

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.

Thomson, J. M., & Goswami, U. (2008). Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms link to reading and spelling. Journal of Physiology- Paris, 102, 120-129.

Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Educational Research Journal, 34(6), 691-710.




Corriveau, K., Pasquini, E., & Goswami, U. (2007). Basic auditory processing skills and specific language impairment: A new look at an old hypothesis. Journal of Speech, Language, and Hearing Research, 50, 647-666.

Goswami, U. (2007). Learning to read across languages: The role of phonics and synthetic phonics. In K. Goouch (Ed.), Understanding Phonics and the Teaching of Reading. Open University Press.

Goswami, U. (2007). Typical reading development and developmental dyslexia across languages. In D. Coch, G. Dawson & K. F. Fischer (Eds.), Human Behaviour, Learning and the Developing Brain: Atypical Development. Guilford Publications.

Goswami, U., & Bryant, P. E. (2007). Children's cognitive development and learning. Cambridge Primary Review Trust.

Pasquini, E. S., Corriveau, K. H., & Goswami, U. (2007). Auditory processing of amplitude envelope rise time in adults diagnosed with developmental dyslexia. Scientific Studies of Reading11, 259-286.

Soltész, F., Szűcs, D., Dékány, J., Márkus, A., & Csépe, V. (2007). A combined event-related potential and neuropsychological investigation of developmental dyscalculia. Neuroscience Letters417, 181-186.

Szücs, D., & Goswami, U. (2007). Educational neuroscience: Defining a new discipline for the study of mental representations. Mind, Brain and Education, 1(3), 114-127.

Szücs, D., & Soltész, F. (2007). Event-related potentials dissociate facilitation and interference effects in the numerical Stroop paradigm. Neuropsychologia, 45(14), 3190-3202. 

Szücs, D., Soltész, F., Czigler, I., & Csépe, V. (2007). Electroencephalography effects to semantic and non-semantic mismatch in properties of visually presented single characters: The N2b and the N400. Neuroscience Letters, 412(1), 18-23.

Szücs, 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. Behavioural and Brain Functions, 3(1), 23.




Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7, 406-411.

Goswami, U. (2006). Phonological Awareness and Literacy. In K. Brown (Ed.), Encyclopaedia of Language & Linguistics Volume 9 (2nd ed., pp. 489-497). Elsevier.

Goswami, U. (2006). Reading. In J. Reed & J. Warner-Rogers (Eds.). Child Neuropsychology: Concepts, theory and practice. Oxford University Press.

Goswami, U. (2006). Sensorimotor impairments in dyslexia: Getting the beat. Developmental Science, 9(3), 257-259.

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

Goswami, U. (2006). Developmental Science Review: The foundations of psychological understanding. Developmental Science, 9, 545-550.

Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Neuroscience Reviews, 7(5), 406-413.

Goswami, U. (2006, April). Rhyme, Rhythm and Dyslexia [Poster presentation]. International Reading Association Annual Convention, Chicago, USA.

Goswami, U., & Ziegler, J. C. (2006). A developmental perspective on the neural code for written words. Trends in Cognitive Sciences, 10(4), 142-143.

Thomson, J. M., Fryer, B., Maltby, J., & Goswami, U. (2006). Auditory and motor rhythm awareness in adults with dyslexia. Journal of Research in Reading29, 334-348.   

Ziegler, J., & Goswami, U. (2006). Becoming literate in different languages: Similar problems, different solutions. Developmental Science, 9(5), 429-436. 




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. 463-480). IOS Press.

Goswami, U. (2005). Commentary on G. Thierry: The use of event related potentials in the study of early cognitive development. Infant & Child Development, 14(1), 95-98.

Goswami, U. (2005). Synthetic Phonics and Learning to Read: A Cross-Language Perspective. Educational Psychology in Practice, 21(4), 273-282.

Goswami, U., & Pauen, S. (2005). The effects of a "family" analogy on class inclusion reasoning by young children. Swiss Journal of Psychology, 64, 115-124.

Goswami, U., Ziegler, J., & Richardson, U. (2005). The effects of spelling consistency on phonological awareness: A comparison of English and German. Journal of Experimental Child Psychology, 92(4), 345-365.

James, D., Rajput, K., Brinton, J., & Goswami, U. (2005). Phonological awareness in deaf children who use cochlear implants. Journal of Speech, Language, and Hearing Research, 48, 1511-1528.

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, 18(2), 4-7.

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

Szücs, D., & Csépe, V. (2005). The effect of numerical distance and stimulus probability on ERP components elicited by numerical incongruencies in mental addition. Cognitive Brain Research, 22(2), 289-300.

Szücs, 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(1-2), 11-16.

Thomson, J. M., Richardson, U., & Goswami, U. (2005). Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia. Memory and Cognition33, 1210-1219.

Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.