Dénes Szűcs

Professor Dénes Szűcs is the Deputy Director of the Centre for Neuroscience in Education, a Professor of Cognitive Neuroscience and Psychology and a Fellow of Darwin College, University of Cambridge.

Watch Dr Szucs' Cambridge Festival talk on Mathematics Anxiety

Biography

Shortly after receiving his PhD in Cognitive Neuroscience from Eötvös Loránd University, Dénes joined the University of Cambridge as a lecturer. It was also at Eötvös Loránd University that he was awarded his MA in Experimental Psychology (5-year MA degree).

Dénes has previously been a Research Fellow at the Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences. He has been a visiting professor at both Stanford University and University of Padua.

Research

His research is primarily concerned with mathematical understanding and development, including mathematics anxiety (including gender differences), dyscalculia, and gifted mathematics. Dénes is also very interested in modern research methodology and in the meta-analysis of the published neuroscience and psychology literature.

Publications

Key publications:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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., & 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

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

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

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

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

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.

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

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

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

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

Szücs, D., & Csépe, V. (2004). Access to numerical information is dependent on the modality of stimulus presentation in mental addition: A combined ERP and behavioral study. Cognitive Brain Research, 19(1), 10-27. https://doi.org/10.1016/j.cogbrainres.2003.11.002

Szücs, D., & Csépe, V. (2004). Similarities and differences in the coding of numerical and alphabetical order using acoustic stimulation as revealed by event-related potentials in humans. Neuroscience Letters, 360(1-2), 65-68. https://doi.org/10.1016/j.neulet.2004.02.038

Csépe, V., Szücs, D., & Honbolygó, F. (2003). Number-word reading as challenging task in dyslexia? An ERP study. International Journal of Psychophysiology, 51(1), 69-83. https://doi.org/10.1016/s0167-8760(03)00154-5