2024

Flanagan, S., Wilson, A. M., Gabrielczyk, F. C., Macfarlane, A., Mandke, K., Goswami, U. (2024). Amplitude rise time sensitivity in children with and without dyslexia: differential task effects and longitudinal relations to phonology and literacy. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1245589

Araújo, J., Simons, B.D., Varghese, P., Mandke, K., Kalanhnikova, M., Macfarlane, A., Gabrielczyk, F., Wilson, A., Di Liberto, G. M., Burnham, D., Goswami, U. (2024). Atypical low-frequency cortical encoding of speech identifies children with developmental dyslexia. Frontiers in Human Neuroscience, 18. https://doi.org/10.3389/fnhum.2024.1403677

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. https://doi.org/10.1111/desc.13502

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. https://doi.org/10.1111/desc.13483

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. https://doi.org/10.1016/j.clinph.2024.02.008

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. https://doi.org/10.1007/978-3-031-49457-4_2. 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. https://doi.org/10.1016/j.jneumeth.2023.110036

2023

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. https://doi.org/10.1038/s41467-023-43490-x

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). osf.io/preprints/psyarxiv/6d3cq 

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. https://doi.org/10.1016/j.bandl.2023.105301

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. https://doi.org/10.1111/desc.13428

Álvarez, C., Szücs, D. (2023). Maternal cognitions and cognitive, behavior and emotional development in middle childhood. Current Research in Behavioral Sciences, 4, 100098. https://doi.org/10.1016/j.crbeha.2023.100098

2022

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. https://doi.org/10.1016/j.bandl.2022.105198.

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. https://doi.org/10.1371/journal.pone.0275631

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. https://doi.org/10.1044/2022_JSLHR-22-00111

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. https://doi.org/10.1098/rsos.211855

Álvarez, C., Szücs, D. (2022). The relation of school achievement with self-esteem and bullying in Chilean children. Current Psychology. https://doi.org/10.1007/s12144-022-03409-z

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, https://doi.org/10.1016/j.nicl.2022.103054.

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. https://doi.org/10.3389/fnins.2022.842447

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. https://doi.org/10.1016/j.neuroimage.2022.119077

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. https://doi.org/10.1016/j.dcn.2022.101075

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. https://doi.org/10.1016/j.neuroimage.2021.118698

2021

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. https://doi.org/10.1121/10.0006665

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 Language, 220, 104968. https://doi.org/10.1016/j.bandl.2021.104968

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. https://doi.org/10.1016/j.cogdev.2021.101129

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. https://doi.org/10.3389/feduc.2021.639294

2020

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 Education, 5, 132. https://doi.org/10.3389/feduc.2020.00132

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. https://doi.org/10.1111/desc.12957

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 Science, 3(2), 143–162. https://doi.org/10.1177/2515245920903079

Goswami, U. (2020). Toward Realizing the Promise of Educational Neuroscience: Improving Experimental Design in Developmental Cognitive Neuroscience Studies. Annual Review of Developmental Psychology. https://doi.org/10.1146/annurev-devpsych-042320-100040

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. https://doi.org/10.1080/10888438.2020.1850732​

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. https://doi.org/10.1016/j.neuroimage.2020.117164

Szűcs, D., & Mammarella, I. (2020). Mathematics Anxiety. The International Bureau of Education at the UNESCO, United Nations and the International Academy of Education. http://www.ibe.unesco.org/en/news/math-anxiety-educational-practices-series-31

 

 

2019

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. https://doi.org/10.1111/lnc3.12328

Goswami, U. (2019). Speech rhythm and language acquisition: An amplitude modulation phase hierarchy perspective. Annals of the New York Academy of Sciences, 1453(1), 67-78. https://doi.org/10.1111/nyas.14137

Goswami, U. (2019). Cognitive Development and Cognitive Neuroscience: The Learning Brain (2^nd 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. https://doi.org/10.1016/j.infbeh.2019.101327

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. https://doi.org/10.1111/desc.12836

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. https://doi.org/10.3390/brainsci9020033

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.

 

 

2018

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. https://doi.org/10.1371/journal.pone.0205224

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. https://doi.org/10.1007/s13164-018-0421-4

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. NeuroImage, 175, 70-79. https://doi.org/10.1016/j.neuroimage.2018.03.072

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. https://doi.org/10.1177/2331216518756533

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 America, 143(3), 1366. https://doi.org/10.1121/1.5026239

Goswami, U. (2018). A neural basis for phonological awareness? An oscillatory temporal sampling perspective. Current Directions in Psychological Science, 27, 56-63. https://doi.org/10.1177/0963721417727520

Kalashnikova, M., Goswami, U., & Burnham, D. (2018). Mothers speak differently to infants at-risk for dyslexia. Developmental Science, 21(1), 1-15. https://doi.org/10.1111/desc.12487

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.

 

 

2017

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. https://doi.org/10.1371/journal.pone.0174418

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. https://doi.org/10.3389/fpsyg.2017.00011

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. https://doi.org/10.3389/fpsyg.2017.01488

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. https://doi.org/10.3389/fnins.2017.00360

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. https://doi.org/10.1037/edu0000222

Goswami, U. (2017). A neural basis for phonological awareness? An oscillatory “Temporal Sampling” perspective. Current Directions in Psychological Science, 27(1), 56-63. https://doi.org/10.1177/0963721417727520

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. https://doi.org/10.1111/desc.12487

Leong, V., Kalashnikova, M., Burnham, D., & Goswami, U. (2017). The Temporal Modulation Structure of Infant-Directed Speech. Open Mind, 1(2), 78-90. https://doi.org/10.1162/OPMI_a_00008

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. https://doi.org/10.1111/bjdp.12202

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. https://doi.org/10.3389/fpsyg.2017.01646

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. http://dx.doi.org/10.1101/071530

Szűcs, D., & Ioannidis, J. P. A. (2017). When null-hypothesis significance testing is unsuitable for research: A reassessment. Frontiers in Human Neuroscience, 11, 390. https://doi.org/10.3389/fnhum.2017.00390 

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. https://doi.org/10.1016/j.tine.2016.11.002

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. https://doi.org/10.1080/17470218.2016.1276944

 

 

2016

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. https://doi.org/10.3389/fpsyg.2015.01987

Clearman, J., Klinger, V., & Szűcs, D. (2016). Visuospatial and verbal memory in mental arithmetic. Quarterly Journal of Experimental Psychology, 70(9), 1837-1855. https://doi.org/10.1080/17470218.2016.1209534

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. https://doi.org/10.1016/j.neuroimage.2016.08.012

Goswami, U. (2016). Educational neuroscience: Neural structure-mapping and the promise of oscillations. Current Opinion in Behavioral Sciences, 10, 89-96. https://doi.org/10.1016/j.cobeha.2016.05.011

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. https://doi.org/10.1002/dys.1535

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. https://doi.org/10.3389/fpsyg.2016.00791

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. https://doi.org/10.1016/j.lindif.2016.02.006

Kuppen, S., & Goswami, U. (2016). Developmental trajectories for children with dyslexia and low IQ poor readers. Developmental Psychology, 52(5), 717-734. http://dx.doi.org/10.1037/a0040207

Leong, V., & Goswami, U. (2016). Difficulties in auditory organization as a cause of reading backwardness? An auditory neuroscience perspective. Developmental Science, 20(6), e12457. https://doi.org/10.1111/desc.12457

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. https://doi.org/10.1080/20445911.2016.1256294

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. https://doi.org/10.1016/j.cortex.2016.04.007

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. https://doi.org/10.1016/j.bandl.2016.06.006

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. https://doi.org/10.1097/WNR.0000000000000565

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. https://doi.org/10.1016/bs.pbr.2016.04.027

Szűcs, D. (2016). A Tutorial on Hunting Statistical Significance by Chasing N. Frontiers in Psychology, 7, 1444. https://doi.org/10.3389/fpsyg.2016.01444

Szűcs, D., & Hoeft, F. (2016).  Editorial overview: Neuroscience of education. Current Opinion in Behavioral Sciences, 10, iv-vi. https://doi.org/10.1016/j.cobeha.2016.06.002

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. https://doi.org/10.1371/journal.pone.0165697

 

 

2015

Avancini, C., Soltész, F., & Szűcs, D. (2015). Separating stages of arithmetic verification: An ERP study with a novel paradigm. Neuropsychologia, 75, 322-329. https://doi.org/10.1016/j.neuropsychologia.2015.06.016

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. https://www.frontiersin.org/articles/10.3389/fnhum.2015.00672/full

Goswami, U. (2015). Sensory theories of developmental dyslexia: Three challenges for research. Nature Reviews Neuroscience, 16, 43-54. http://dx.doi.org/10.1038/nrn3836   

Goswami, U. (2015). Visual attention span deficits and assessing causality in developmental dyslexia. Nature Reviews Neuroscience, 16(4), 225. https://doi.org/10.1038/nrn3836-c2

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. https://doi.org/10.1080/87565641.2015.1086770

Leong, V., & Goswami, U. (2015). Acoustic-emergent phonology in the amplitude envelope of child-directed speech. PLOS ONE, 10(12), e0144411. https://doi.org/10.1371/journal .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. https://doi.org/10.1080/13803395.2015.1066759

Myers, T., & Szűcs. D. (2015). Arithmetic memory is modality specific. PLOS ONE, 10(12), e0145614. https://doi.org/10.1371/journal.pone.0145614  

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. https://doi.org/10.1044/2015_jslhr-l-13-0306

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. https://doi.org/10.1007/s00426-015-0691-8

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. https://doi.org/10.1080/20445911.2014.996568

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. https://doi.org/10.1016/j.neuropsychologia.2015.02.025

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. https://doi.org/10.1016/j.neuropsychologia.2015.02.025

 

 

2014

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, 103, 305-316. https://doi.org/10.1016/j.biopsycho.2014.10.003

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. https://doi.org/10.1002/dys.1479

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. https://doi.org/10.1007/s11409-014-9120-4

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. https://doi.org/10.1093/brain/awu229

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. https://doi.org/10.3389/fnhum.2014.00904

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. https://doi.org/10.1017/S0142716412000719

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. https://doi.org/10.1016/j.heares.2013.07.015

Leong, V., & Goswami, U. (2014). Impaired extraction of speech rhythm from temporal modulation patterns in speech in developmental dyslexia. Frontiers in Human Neuroscience, 8. https://doi.org/10.3389/fnhum.2014.00096

Leong, V., Kalashnikova, M., Burnham, D., & Goswami, U. (2014, September 14-18). Infant-directed speech enhances temporal rhythmic structure in the envelope. 15^th 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. https://doi.org/10.1121/1.4883366

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. https://doi.org/10.1016/j.learninstruc.2014.01.006

Pincham, H., & Szűcs, D. (2014). Disruption reduces accuracy and P3b amplitudes in the attentional blink. Neuroscience Letters, 581, 26-31. https://doi.org/10.1016/j.neulet.2014.08.019

Soltész, F., & Szűcs, D. (2014). Neural adaptation to non-symbolic number and visual shape: An electrophysiological study. Biological Psychology, 103, 203-211. https://doi.org/10.1016/j.biopsycho.2014.09.006

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. https://doi.org/10.1111/desc.12144.

Zhang, L., Chen, M., Lin, C., & Szűcs, D. (2014). Flexible and unique representations of two-digit decimals. Acta Psychologica, 151, 89-97. https://doi.org/10.1016/j.actpsy.2014.06.002

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. https://doi.org/10.3389/fpsyg.2014.00981

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. https://doi.org/10.1111/desc.12126 

 

 

2013

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. https://doi.org/10.1111/mbe.12016  

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. https://doi.org/10.1016/j.learninstruc.2013.02.004

Fias, W., Menon, V., & Szűcs, D. (2013). Multiple components of developmental dyscalculia. Trends in Neuroscience and Education, 2(2), 43-47. https://doi.org/10.1016/j.tine.2013.06.006

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. https://doi.org/10.3389/fpsyg.2013.00715

Gabriel, F., Szűcs, D., & Content, A. (2013). The Development of the Mental Representation of Fraction Magnitude. PLOS ONE, 8(11), e80016. https://doi.org/10.1371/journal.pone.0080016

Gabriel, F., Szűcs, D., & Content, A. (2013). The mental representations of fractions: Adults' same–different judgments. Frontiers in Cognition, 4, 385. https://doi.org/10.3389/fpsyg.2013.00385

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. https://doi.org/10.4135/9781446282236.n21

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. https://doi.org/10.1515/lp-2013-0004

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. https://doi.org/10.1016/j.cortex.2012.05.005

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. https://doi.org/10.1016/j.jml.2013.03.001

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. https://doi.org/10.3389/fpsyg.2013.00516.

Killikelly, C., & Szűcs, D. (2013). Delayed development of proactive response preparation in adolescents: ERP and EMG evidence. Developmental Cognitive Neuroscience, 3, 33-43. https://doi.org/10.1016/j.dcn.2012.08.002

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. https://doi.org/10.1016/j.cortex.2013.08.017

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. https://doi.org/10.1017/S0142716412000719

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. https://doi.org/10.1002/rrq.038  

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. https://doi.org/10.1162/jocn_a_00373

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. https://doi.org/10.1016/j.bandl.2012.12.002  

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. https://doi.org/10.1111/desc.12048

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). https://doi.org/10.1093/oxfordhb/9780199642342.013.016

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 Psychology, 4, 905. https://doi.org/10.3389/fpsyg.2013.00905

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. https://doi.org/10.3389/fnhum.2013.00777

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. https://doi.org/10.1371/journal.pone.0076608  

Szűcs, D., & Goswami, U. (2013). Developmental dyscalculia: Fresh perspectives. Trends in Neuroscience and Education, 2(2), 33-37. https://doi.org/10.1016/j.tine.2013.06.004

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. https://doi.org/10.1016/j.cortex.2013.06.007

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. https://doi.org/10.1111/desc.12144

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. https://doi.org/10.3389/fpsyg.2013.00444

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. http://dx.doi.org/10.1007/s11145-012-9359-6  

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. https://doi.org/10.1016/j.actpsy.2013.08.006

Zirk-Sadowski, J., Szűcs, D., & Holmes, J. (2013). Content-Specificity in Verbal Recall: A Randomized Controlled Study. PLOS ONE, 8(11), e79528. https://doi.org/10.1371/journal.pone.0079528

 

 

2012

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. https://doi.org/10.1186/1744-9081-8-33

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. https://doi.org/10.1111/j.1751-228X.2012.01149.x

Goswami, U. (2012). Entraining the brain: Applications to language research and links to musical entrainment. Empirical Musicology Review, 7, 57-63. https://doi.org/10.18061/1811/52980

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. https://doi.org/10.1093/acprof:oso/9780199553426.003.0030

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. https://doi.org/10.1017/S0140525X12000052

Goswami, U., & Wyse, D. (2012). Early Reading Development. In J. Larson & J. Marsh (Eds.), Handbook of Early Childhood Literacy (2^nd 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. NeuroImage, 59, 2952-2961. https://doi.org/10.1016/j.neuroimage.2011.09.075

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. https://doi.org/10.1016/j.bbr.2011.03.031

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. https://doi.org/10.1016/j.neuroimage.2011.11.017

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. https://doi.org/10.1093/cercor/bhr314

Pincham, H., & Szűcs, D. (2012). Intentional subitizing: Exploring the role of automaticity in enumeration. Cognition, 124(2), 107-116. https://doi.org/10.1016/j.cognition.2012.05.010  

Pincham, H., & Szűcs, D. (2012). Target cueing provides support for target- and resource-based models of the attentional blink. PLOS ONE, 7(5), e37596. https://doi.org/10.1371/journal.pone.0037596

Pincham, H., Killikelly, C., Vuillier, L., & Power, A. J. (2012). Examining the expectation deficit in normal aging. Journal of Neuroscience, 32(4), 1143-1145. https://doi.org/10.1523/JNEUROSCI.5255-11

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 Psychology, 3, 216. https://doi.org/10.3389/fpsyg.2012.00216

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. https://doi.org/10.1186/1471-2202-13-35.

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. http://dx.doi.org/10.1016/j.brainres.2012.08.023

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. https://doi.org/10.1007/s11145-010-9284-5

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. https://doi.org/10.1186/1744-9081-8-1  

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. https://doi.org/10.3389/fpsyg.2011.00392

 

 

2011

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. https://doi.org/10.1016/j.neuroimage.2010.12.006

Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15, 3-10. https://doi.org/10.1016/j.tics.2010.10.001

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 (4^th 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. https://doi.org/10.1016/j.neuroimage.2010.08.072

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. https://doi.org/10.1111/j.1467-7687.2010.00955.x

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. https://doi.org/10.1162/jocn.2010.21453

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. https://doi.org/10.1016/j.ijpsycho.2011.04.005

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. https://doi.org/10.1016/neuroimage.2011.09.075

Hruby, G., & Goswami, U. (2011). Neuroscience and reading: A review for reading education researchers. Reading Research Quarterly, 46, 156-172. https://doi.org/10.1598/RRQ.46.2.4

Hsu, Y. F., & Szűcs, D. (2011). Arithmetic mismatch negativity and numerical magnitude processing in number matching. BMC Neuroscience, 12, 83. https://doi.org/10.1186/1471-2202-12-83

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. https://doi.org/10.1080/10888431003706291

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. https://doi.org/10.1016/j.jml.2010.09.003

Leong, V., Turner, R., Stone, M., & Goswami, U. (2011, July 13-15). An amplitude modulation (AM) cascade model for nursery rhyme rhythm [Poster presentation]. 13^th 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. https://doi.org/10.1016/j.lindif.2010.10.004

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). https://doi.org/10.3389/conf.fnhum.2011.207.00308

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. https://doi.org/10.1080/87565641.2010.549982

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. https://doi.org/10.1016/j.neuroimage.2011.04.005  

 

 

2010

Corriveau, K. H., Goswami, U., & Thomson, J. M. (2010). Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities, 43, 369-382. https://doi.org/10.1177/0022219410369071  

Fischer K. W., Goswami, U., & Geake, J. (2010). The future of educational neuroscience. Mind, Brain & Education, 4, 68-80. https://doi.org/10.1111/j.1751-228X.2010.01086.x

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. https://doi.org/10.1080/10888430903242068

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. https://doi.org/10.1016/j.tics.2010.10.001

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 difficulty. In 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 (2^nd ed.). Blackwell Publishing. https://doi.org/10.1002/9781444325485

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. https://doi.org/10.1007/s11145-009-9186-6

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. https://doi.org/10.1044/1092-4388(2009/08-0139)

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. https://doi.org/10.1186/1744-9081-6-13 

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. https://doi.org/10.1016/j.ijpsycho.2010.06.350

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. https://doi.org/10.1016/j.biopsycho.2010.04.002

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. https://doi.org/10.1016/j.brainres.2010.02.011

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. https://doi.org/10.1007/s11145-009-9167-9   

 

 

2009

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. https://doi.org/10.1016/j.cortex.2007.09.008

Goswami, U. (2009). Mind, brain, and literacy: Biomarkers as usable knowledge for education. Mind, Brain, and Education, 3(3), 176-184. https://doi.org/10.1111/j.1751-228X.2009.01068.x

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. https://doi.org/10.1017/S0142716409090250

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. https://doi.org/10.1016/j.neuropsychologia.2009.06.015

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. https://doi.org/10.1093/brain/awp129

Soltész, F., & Szücs, D. (2009). An electro-physiological temporal principal component analysis of processing stages in number comparison and developmental dyscalculia. Cognitive Development, 24(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. https://doi.org/10.1007/s11145-007-9102-x

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. https://doi.org/10.1017/S0140525X09990884

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. https://doi.org/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, 21(11), 2195-2206. https://doi.org/10.1162/jocn.2009.21220

Thomson, J., Goswami, U., & Baldeweg, T. (2009). The ERP signature of sound rise time changes. Brain Research, 1254, 74-83. https://doi.org/10.1016/j.brainres.2008.11.087

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.

 

 

2008

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. https://doi.org/10.1038/4551057a

Goswami, U. (2008). Analogy and the brain: A new perspective on relational primacy. Behavioral and Brain Sciences, 31(4), 387-388. https://doi.org/10.1017/S0140525X08004561

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. https://doi.org/10.1111/j.1741-4369.2008.00484.x

Goswami, U. (2008). Reading, dyslexia and the brain. Educational Research, 50(2), 135-148. https://doi.org/10.1080/00131880802082625

Goswami, U. (2008). The Development of Reading across Languages. Annals of the New York Academy of Sciences. https://doi.org/10.1196/annals.1416.018

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. https://doi.org/10.1111/j.1467-9752.2008.00639.x

Green, J., & Goswami, U. (2008). Synesthesia and number cognition in children. Cognition, 106(1), 463-473. https://doi.org/10.1016/j.cognition.2007.01.013

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. https://doi.org/10.1093/deafed/enm042

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. https://doi.org/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. https://doi.org/10.1016/j.brainres.2007.11.010

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. https://doi.org/10.1016/j.jphysparis.2008.03.007

Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Educational Research Journal, 34(6), 691-710. https://doi.org/10.1080/01411920802268912

 

 

2007

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. https://doi.org/10.1044/1092-4388(2007/046)

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. https://cprtrust.org.uk/wp-content/uploads/2015/02/COMPLETE-REPORT-Goswami-Childrens-Cognitive-Development-and-Learning.pdf

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 Reading, 11, 259-286. https://doi.org/10.1080/10888430701344280

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. https://doi.org/10.1016/j.neulet.2007.02.067

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. https://doi.org/10.1111/j.1751-228X.2007.00012.x

Szücs, D., & Soltész, F. (2007). Event-related potentials dissociate facilitation and interference effects in the numerical Stroop paradigm. Neuropsychologia, 45(14), 3190-3202. https://doi.org/10.1016/j.neuropsychologia.2007.06.013 

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. https://doi.org/10.1016/j.neulet.2006.08.090

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. https://doi.org/10.1186/1744-9081-3-23

 

 

2006

Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7, 406-411. https://doi.org/10.1038/nrn1907

Goswami, U. (2006). Phonological Awareness and Literacy. In K. Brown (Ed.), Encyclopaedia of Language & Linguistics Volume 9 (2^nd 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. https://doi.org/10.1111/j.1467-7687.2006.00485.x

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. https://doi.org/10.1111/j.1467-7687.2006.00531.x

Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Neuroscience Reviews, 7(5), 406-413. https://doi.org/10.1038/nrn1907

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. https://doi.org/10.1016/j.tics.2006.02.006

Thomson, J. M., Fryer, B., Maltby, J., & Goswami, U. (2006). Auditory and motor rhythm awareness in adults with dyslexia. Journal of Research in Reading, 29, 334-348. https://doi.org/10.1111/j.1467-9817.2006.00312.x   

Ziegler, J., & Goswami, U. (2006). Becoming literate in different languages: Similar problems, different solutions. Developmental Science, 9(5), 429-436. https://doi.org/10.1111/j.1467-7687.2006.00509.x 

 

 

2005

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. https://doi.org/10.1002/icd.402

Goswami, U. (2005). Synthetic Phonics and Learning to Read: A Cross-Language Perspective. Educational Psychology in Practice, 21(4), 273-282. https://doi.org/10.1080/02667360500344823

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. https://doi.org/10.1024/1421-0185.64.2.115

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. https://doi.org/10.1016/j.jecp.2005.06.002

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. https://doi.org/10.1044/1092-4388(2005/105)

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. https://doi.org/10.1016/j.cogbrainres.2004.04.010

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. https://doi.org/10.1016/j.neulet.2005.04.050

Thomson, J. M., Richardson, U., & Goswami, U. (2005). Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia. Memory and Cognition, 33, 1210-1219. https://doi.org/10.3758/BF03193223

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. https://doi.org/10.1037/0033-2909.131.1.3