To read any of the papers listed below, please visit Daniel Ansari's Google Scholar page.
Sokolowski, H.M., Hawes, Z., Peters, L. & Ansari, D. (in press) Symbols are special: an fMRI adaptation study of symbolic, non-symbolic and non-numerical magnitude processing in the human brain. Cerebral Cortex Communications
Coolen, I., Merkley, R., Ansari, D., Dove, E., Dowker, A., Mills, A., Murphy, V., von Spreckelsen, M. & Scerif, G. (in press) Domain-general and domain-specific influences on emerging numerical cognition: contrasting uni- and bidirectional prediction models. Cognition
McDonald, J., Merkley, R., Mickle, J., Collimore, L., Hawes, Z. & Ansari, D. (in press) Exploring the implementation of early math assessments in Kindergarten Classrooms: a research-practice collaboration. Mind, Brain & Education
Wong, B., Bull, R., Ansari, D., Watson, D. & Gregory, A. (in press) Order Processing of Number Symbols is Influenced by Direction, but not Format. Quarterly Journal of Experimental Psychology.
Hawes, Z., Merkley, R., Stager, C.L. & Ansari, D. (in press) Integrating numerical cognition research and mathematics education to strengthen the teach and learning of early number. British Journal of Educational Psychology.
Lou, C., Cross, A., Peters, L., Ansari, D. & Joanisse, M.F. (in press) Rich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities. Developmental Cognitive Neuroscience.
Matejko, A.A. & Ansari, D. (in press) Shared neural circuits for visuo-spatial working memory and arithmetic in children and adults. Journal of Cognitive Neuroscience
Lau, N.T.T., Merkley, R., Tremblay, P., Zheng, S., De Jesus, S. & Ansari, D. (2021) Kindergartners’ symbolic number abilities predict non-symbolic number abilities and math achievement in grade 1. Developmental Psychology, 57, 471-488
Bugden, S., Peters, L., Nosworthy, N., Archibald, L. & Ansari, D (2021) Identifying children with persistent developmental dyscalculia from a 2-minute test of symbolic and non-symbolic numerical magnitude processing. Mind, Brain & Education, 15 (1), 88-102.
Cheung, P., & Ansari, D. (2021). Cracking the code of place value: The relationship between place and value takes years to master. Developmental Psychology, 57(2), 227-240.
Bellon, E., Fias, W., Ansari, D. & De Smedt, B. (2020) The neural basis of metacognitive monitoring in the developing brain. Human Brain Mapping, 41(16), 4562-4573.
Brault-Foisy, L.M., Matejko, A.A., Ansari, D. & Masson, S. (2020) Teachers are orchestrators of neuronal plasticity: effects of teaching practices on the brain. Mind, Brain & Education, 14(4), 415-428.
Yeo, D.J., Pollack, C., Merkley, R., Ansari, D. & Price, G.R. (2020) The “Inferior Temporal Numeral Area” distinguishes numerals from other character categories during passive viewing: A representational similarity analysis. NeuroImage, 241, 116716
Colling LJ, Szűcs D, De Marco D, et.al. (2020) A multilab registered replication of the attentional SNARC effect, Advances in Methods and Practices in Psychological Science, (1 of 84 co-authors), 3(2), 143-162
Wilkey, E.D. & Ansari, D. (2020) Challenging the neurobiological link between number sense and symbolic numerical abilities. Annals of the New York Academy of Sciences, 1461(1) , 76-98
Hawes, Z. & Ansari, D. (2020) What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior. Psychonomic Bulletin & Review. 27, 465-482
Smyth, R. & Ansari, D. (2020) Do infants have a sense of numerosity? A p-curve analysis of infant numerosity discrimination studies. Developmental Science
Hutchison, J.E., Ansari, D. Zheng, S., De Jesus, S. & Lyons, I.M. (2020) The relation between subitizable symbolic and non-symbolic number processing over the kindergarten school year. Developmental Science, 23:e12884.
Goffin, C., Vogel., S.E., Slipenkyj, M. & Ansari, D. (2020) A comes before B, like 1 comes before 2. Is the parietal cortex sensitive to ordinal relationships in both numbers and letters? An fMRI-Adaptation study. Human Brain Mapping, 41(6), 1591-1610.
Goffin, C., Slipenkyj, M. & Ansari, D. (2019) Does writing handedness affect neural representation of symbolic number? An fMRI Adaptation Study. Cortex (Registered Report), 121, 27-43.
Peters, L. & Ansari, D. (2019) Are specific learning disorders truly specific, and are they disorders? Trends in Neuroscience and Education, 17, 100115.
Hawes, Z., Sokolowski, M., Ononye, C. & Ansari, D. (2019) Neural Underpinnings of Numerical and Spatial Cognition: An fMRI Meta-Analysis of Brain Regions Associated with Symbolic Number, Arithmetic, and Mental Rotation. Neuroscience & Biobehavioral Reviews, 103: 316-336.
Goffin, C. & Ansari, D. (2019). How are symbols and non-symbolic numerical magnitudes related? Exploring bidirectional relationships in early numeracy. Mind, Brain, and Education, 13 (3), 143-156.
Matejko, A.A. & Ansari D. (2019) The neural association between arithmetic and basic numerical processing depends on arithmetic problem size not chronological age. Developmental Cognitive Neuroscience, 37:100653.
Archibald, L.M.D., Cardy, J.O., Ansari, D., Olino, T. & Joanisse, M.F. (2019). The consistency and cognitive predictors of children’s oral language, reading and math learning profiles. Learning and Individual Difference, 70, 130-141.
Hawes, Z., Moss, J., Caswell, B., Seo, J. & Ansari, D. (2019). Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach. Cognitive Psychology, 109, 68-90.
Matejko, A.A., Hutchison, J. & Ansari, D. (2019) Developmental specialization of the left intraparietal sulcus for symbolic ordinal processing. Cortex, 114, 41-53.
Thomas, M.S.C., Ansari, D. & Knowland, V. (2019) Educational Neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry (Annual Research Review), 60(4), 477-492.
Hawes, Z., Nosworthy, N., Archibald, L. & Ansari, D. (2019) Kindergarten children’s symbolic comparison skills relate to 1st grade mathematics achievement: evidence from a two minute paper-and-pencil test. Learning and Instruction, 59, 21-33.
Wong, B., Ansari, D. & Bull, R. (2018) Magnitude Processing of Written Number Words is Influenced by Task, Rather Than Notation. Acta Psychologica, 191, 160-170.
Sokolowski, H.M. & Ansari, D. (2018) Understanding the effects of education through the lens of biology. npj Science of Learning, 3(1), 17.
Moshontz, H., Campbell, L., Ebersole, C. R., IJzerman, H., Urry, H. L., Forscher, P. S., …Ansari, D…Chartier, C. R. (2018) The Psychological Science Accelerator: Advancing Psychology through a Distributed Collaborative Network. Advances in Methods and Practices in Psychological Science (1 of 84 co-authors), 1(4), 501-515.
Matejko, A.A. & Ansari, D. (2018) Contributions of cognitive neuroscience to the study of numerical cognition. Journal of Numerical Cognition, 4(3), 505-525.
Leibovich-Raveh, T., Lewis, D., Al-Rubaiey, K-S & Ansari D. (2018) A new method for calculating an Individual Subitizing Range. Journal of Numerical Cognition, 4(2), 429-447.
Hutchison, J., Lyons, I.M. & Ansari, D. (2018) More similar than different: Gender differences in basic numeracy are the exception, not the rule. Child Development.
Lyons, I.M., Bugden, S., Zheng, S., De Jesus, S. & Ansari, D. (2018) Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners. Developmental Psychology, 54(3) 440-457.
Sokolowski, H.M., Fias.W., Ononye, C. & Ansari, D. (2017) Are numbers grounded in a general magnitude processing system? A functional neuroimaging meta-analysis. Neuropsychologia, 105:50-69.
Leibovich, T. & Ansari D. (2017) Accumulation of non-numerical evidence during non-symbolic number processing in the brain: an fMRI study. Human Brain Mapping, 38, 4908-4921.
Matejko, A. & Ansari, D. (2017) How do individual differences in children’s domain specific and domain general abilities relate to brain activity within the intraparietal sulcus during arithmetic? An fMRI study. Human Brain Mapping, 38, 3941-3956.
Xenidou-Dervou, I., Molenaar, D., Ansari, D., van der Schoot, M., van Lieshout, E.C.D.M. (2017) Nonsymbolic and symbolic magnitude comparison skills as a longitudinal predictors of mathematical achievement. Learning and Instruction, 50, 1-13.
Leibovich, T., Alrubaiey, S. & Ansari, D. (2017) Beyond comparison: The influence of physical size on number estimation is modulated by notation, range and spatial arrangement. Acta Psychologica, 175: 33-41
Vogel, S.E., Goffin, C. Bohnenberger, J., Koschutnig, G., Reishofer,G., Grabner, R.H. & Ansari, D. (2017) The left intraparietal sulcus adapts to symbolic number in both the visual andauditory modalities: evidence from fMRI. NeuroImage, 153: 16-27.
Sokolowski, H.M., Fias.W., Mousa, A. & Ansari, D. (2017) Common and distinct brain regions in both parietal and frontal cortex support symbolic and nonsymbolic number processing in humans: A functional neuroimaging meta-analysis. NeuroImage, 146, 376-394.
Merkley, R. & Ansari, D. (2016) Why numerical symbols count in the development of mathematical skills: evidence from brain and behaviour. Current Opinion in Behavioral Sciences, 10, 14-20.
Alcock, L., Ansari, D., Batchelor, S., Bisson, Marie-J., De Smedt, B., Gilmore, C., Göbel, S., Hannula-Sormunen, M., Hodgen, J., Inglis, M., Jones, I., Mazzocco, M., McNeil, N., Schneider, M., Simms, V. & Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41.
Bugden, S. & Ansari, D. (2016) Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia. Developmental Science, 19-817-33.
Vanbinst, K., Ansari, D., Ghesquière, P. & De Smedt, B. (2016) Symbolic numerical magnitude processing is as important to arithmetic as phonological awareness is to reading. PLoS ONE. 1(3):e0151045
Goffin, C. & Ansari, D. (2016) Beyond magnitude: Judging ordinality of symbolic number is unrelated to magnitude comparison and independently relates to individual differences in arithmetic. Cognition, 150,68-76.
Matejko, A.A. & Ansari, D (2016) Trajectories of symbolic and nonsymbolic magnitude processing in the first year of formal schooling. PLoS ONE 11(3): DOI:10.1371/journal.pone.0149863 March 1, 2016.
Leibovich, T., Vogel, S.E., Henik, A. & Ansari, D. (2016) Asymmetric processing of numerical and non-numerical magnitudes in the brain: an fMRI study. Journal of Cognitive Neuroscience, 28, 166-76.
Leibovich, T. & Ansari, D. (2016) The symbol-grounding problem in numerical cognition: a review of theory, evidence and outstanding questions. Canadian Journal of Experimental Psychology (Special Section on Numerical Cognition, edited by Jamie Campbell), 70, 12-23.
Lyons, I.M., Nuerk, H.C. & Ansari, D (2015) Rethinking the implications of numerical ratio effects for understanding the development of representational precision and numerical processing across formats. Journal of Experimental Psychology: General, 144, 1021-35.
Lyons, I.M. & Ansari, D. (2015) Numerical Order Processing in Children: From Reversing the Distance-Effect to Predicting Arithmetic. Mind, Brain and Education, 9, 207-21.
Holloway, ID., Atteveldt, N., Blomert, L. & Ansari D. (2015) Orthographic dependency in the neural correlates of reading: evidence from audiovisual integration in English readers. Cerebral Cortex, 25, 1544-53.
Lyons, I.M., Ansari, D. & Beilock, S.L. (2015) Qualitatively different coding of symbolic and nonsymbolic numbers in the human brain. Human Brain Mapping, 26, 475-488.
Matejko, A. & Ansari, D. (2015) Drawing Connections Between White Matter and Numerical and Mathematical Cognition: A Literature Review. Neuroscience & Biobehavioral Reviews, 48C, 35-52.
Vogel, S.E., Goffin, C. & Ansari, D. (2014) Developmental specialization of the left parietal cortex for the semantic representation of Arabic numerals: An fMR-Adaptation study. Developmental Cognitive Neuroscience, 12C, 61-73.
Vogel, S.E., Remark, A. & Ansari, D. (2014) Differential processing of symbolic numerical magnitude and order in 1st grade children.Journal of Experimental Child Psychology, 129, 26-39.
Atteveldt, N. & Ansari, D. (2014) How symbols transform brain function: A review in memory of Leo Blomert. Trends in Neuroscience and Education, 3, 44-49.
Chapman, C.S., Gallivan, J.P., Wood, D.K., Milne, J.L., Ansari, D., Culham, J.,C. & Goodale, M.A. (2014) Counting on the motor system: Rapid action planning reveals the format- and magnitude-dependent extraction of numerical quantity. Journal of Vision, 26; 14(3): 30
Lyons, I.M., Price, G.R., Vaessen, A., Blomert, L. & Ansari, D. (2014) Numerical predictors of arithmetic success in grades 1-6. Developmental Science, 17, 714-26.
Bugden, S. & Ansari, D. (2014) When your brain can’t do 2+2: A case of developmental dyscalculia. Frontiers for Young Minds. 2:8
Bartelet, D., Ansari, D., Vaessen, A. & Blomert, L. (2014) Cognitive Subtypes of Mathematics Learning Difficulties in Primary Education. Research in Developmental Disabilities, 35, 657-670.
Bartelet, D., Vaessen, A. & Blomert, L. & Ansari, D (2014) What basic number processing measures in kindergarten explain unique variability in grade 1 arithmetic proficiency? Journal of Experimental Child Psychology, 117C, 12-28.
Archibald, L.,Cardy, J.O., Joanisse, M.F.& Ansari, D (2013) Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children, PLoS ONE Oct 14;8(10):e77463
De Smedt, B., Noel, M.P., Gilmore, C. & Ansari, D. (2013) The relationship between symbolic and non-symbolic numerical magnitude processing and the typical and atypical development of mathematics: a review of evidence from brain and behavior. Trends in Neuroscience and Education, 2, 48-55.
Nosworthy, N., Bugden, S. Archibald, L.A., Evans, B. & Ansari, D. (2013) A two-minute paper and pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children’s arithmetic competence. PLoS ONE. Jul 2;8(7):e67918
Vogel, S.E., Grabner, R.H., Schneider, M., Siegler, R.S. & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 13, 979-989.
Grabner, R.H., Ansari, D., Koschutnig, K., Reishofer, G. & Ebner, F. (2013). The function of the left angular gyrus in mental arithmetic: Evidence from the associative confusion effect. Human Brain Mapping, 34, 1013-24.
Price, G.R., Mazzocco, M.M. & Ansari, D. (2013). Why mental arithmetic counts: Brain activation during single digit arithmetic predicts high-school math scores. Journal of Neuroscience, 33, 156-63.
Holloway, I.D., Vogel, S.E., Battista, C. & Ansari, D. (2013). Semantic and perceptual processing of number symbols: Evidence from a cross-linguistic fMRI adaptation study. Journal of Cognitive Neuroscience, 25, 388-400.
Matejko, A., Price, G.R., Mazzocco, M.M. & Ansari, D. (2013). Individual differences in left parietal white matter predict math scores on the Preliminary Scholastic Aptitude Test NeuroImage, 66, 604-610.
Ansari, D. De Smedt, B. & Grabner, R.H. (2012). “Neuroeducation” – a critical overview of an emerging field. Neuroethics, 5, 105-117.
Vogel, S.E. & Ansari, D. (2012). Neurokognitive Grundlagen der typischen und atypischen Zahlenverarbeitung (Neurocognitive foundations of typical and atypical number processing). Lernen und Lernstoerungen (Learning and Learning Disorders), 1, 135-149.
Karmiloff-Smith, A., D’Souza, D., Dekker, T.M., Van Herwegen, J., Xu, F., Rodic, M. & Ansari, D. (2012). Genetic and environmental vulnerabilities in children with neurodevelopmental disorders. Proceedings of the National Academy of Sciences, 16, 17261-5.
Lyons, I.M., Ansari, D. & Beilock, S.L. (2012). Symbolic estrangement: Evidence against a strong association between numerical symbols and the quantities they represent. Journal of Experimental Psychology: General, 141, 653-41.
Bugden, S., Price, G.R., McLean, A. & Ansari, D. (2012). The role of the left intraparietal sulcus in the relationship between symbolic number processing and children’s arithmetic competence. Developmental Cognitive Neuroscience, 2, 448-57.
Price, G.R., Palmer, D., Battista, C. & Ansari, D. (2012). Nonsymbolic numerical magnitude comparison: Reliability and validity of different task variants and outcome measures, and their relationship to arithmetic achievement in adults. Acta Psychologica, 17, 50-57.
Ansari, D. (2012). Culture and education: New frontiers in brain plasticity. Trends in Cognitive Sciences, 16, 93-95.
Zebian, S. & Ansari, D. (2012). Differences between literates and illiterates on symbolic but not non-symbolic numerical magnitude processing. Psychonomic Bulletin and Review, 19, 93-100.
Ansari, D., Grabner, R.H., Koschutnig, K., Reishofer, G. & Ebner, F. (2011). Individual differences in mathematical competence modulate brain responses to arithmetic errors. Learning and Individual Differences (Special Issue: ‘Educational Neuroscience’), 21, 633-635.
Price, G.R & Ansari, D. (2011). Symbol processing in the left angular gyrus: Evidence from passive perception of digits. NeuroImage, 57, 1205-11.
De Smedt, B., Holloway, I.D. & Ansari, D. (2011). Effects of problem size and arithmetic operation on brain activation during calculation in children with varying levels of arithmetical fluency. NeuroImage, 57, 771-81.
Gallivan, J.P., Chapman, C.S., Wood, D.K., Milne, J.L., Ansari, D., Culham, J.C., & Goodale, M.A. (2011). One to four, but nothing more: Non-conscious parallel object individuation in action. Psychological Science, 22: 803-11.
Borgman, K., Fugelsang, J., Ansari, D. & Besner, D. (2011). Congruency proportion reveals asymmetric processing of irrelevant physical and numerical dimensions in the size congruity paradigm. Canadian Journal of Experimental Psychology, 65, 98-104.
Maloney, E.A., Ansari, D. & Fugelsang, J.A. (2011). The effect of mathematics anxiety on the processing of numerical magnitude. Quarterly Journal of Experimental Psychology, 64, 10-6.
Bugden, S. & Ansari, D. (2011). Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals. Cognition, 118, 32-44.
Ansari, D., Coch, D. & De Smedt, B. (2011). Connecting education and cognitive neuroscience: Where will the journey take us? Educational Philosophy and Theory, 43, 37-42.
Merkley, R. & Ansari, D. (2010). Using eye-tracking to study numerical cognition: The case of the numerical ratio effect. Experimental Brain Research, 206, 455-60.
Holloway, I.D. & Ansari, D. (2010). Developmental specialization in the right intraparietal sulcus for the abstract representation of numerical magnitude. Journal of Cognitive Neuroscience, 22, 2627-37.
Van Eimeren, L., Grabner, R.H., Koschutnig, K.,, Reishofer, G., Ebner, F. & Ansari, D. (2010). Structure-function relationship underlying calculation:
A combined diffusion tensor imaging and fMRI study. NeuroImage, 52, 358-63.
Maloney, E.A., Risko, E.F., Preston, F. Ansari, D. & Fugelsang, J.A. (2010). Challenging the reliability and validity of cognitive measures: The case of the numerical distance effect. Acta Psychologica, 134, 154-61.
DeSmedt, B., Ansari, D., Grabner, R.H., Hannula, M.M., Schneider M. & Verschaffel, L. (2010). Cognitive neuroscience meets mathematics education. Educational Research Review, 5, 97-105.
Thomas, M.S., Van Duuren, M, Purser, HR, Marschal, D. Ansari, D. & Karmiloff-Smith, A. (2010). The development of metaphorical language comprehension in typical development and in Williams syndrome. Journal of Experimental Child Psychology, 106, 99-114.
Ansari, D. (2010). Neurocognitive approaches to developmental disorders of numerical and mathematical cognition: The perils of neglecting the role of development. Learning and Individual Differences, 20, 123-129. (Special Issue: ‘Perspectives on Math Difficulty and Disability in Children’)
DeSmedt, B., Taylor, J. Archibald, L. & Ansari, D. (2010). How is phonological processing related to individual differences in children’s arithmetic skills? Developmental Science, 13, 508-20.
Raizada, R.D., Tsao, F.M., Liu, H.M., Holloway, I.D., Ansari, D. & Kuhl, P. (2010). Linking brain-wide multivoxel activation patterns to behaviour: Examples from language and math. NeuroImage, 15, 426-71.
Maloney, E.A, Risko, E.F, Ansari, D. & Fugelsang, J. (2010). Mathematics anxiety affects counting but not subitizing during visual enumeration. Cognition, 114, 293-297.
Berkowitz, A. & Ansari, D. (2010). Expertise-related deactivation of the right temporoparietal junction during musical improvisation. NeuroImage,
Holloway, I.D., Price, G.R. & Ansari, D. (2010). Common and segregated neural pathways for the processing of symbolic and nonsymbolic numerical magnitude: An fMRI study. NeuroImage, 49, 1006-17.
Lyons, I.M & Ansari, D. (2009). The cerebral basis of mapping nonsymbolic numerical quantities onto abstract symbols: An fMRI training study. Journal of Cognitive Neuroscience, 21, 1720-35.
Morton, J.B., Bosma, R. & Ansari, D. (2009). Age-related changes in brain activation associated with dimensional shifts of attention: An fMRI study. NeuroImage, 46, 336-58.
Holloway, I.D. & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s math achievement. Journal of Experimental Child Psychology, 103, 17-29.
Coch, D., Michlovitz, S.A., Ansari, D. & Baird, A. (2009). Building Mind, Brain and Education connections: The view from the Upper Valley. Mind, Brain and Education, 3, 27-33.
Grabner, R.H., Ansari, D., Koschutnig, K., Reishofer, G., Ebner, F. & Neuper, C. (2009). To retrieve or to calculate? Left angular gyrus mediates the retrieval of arithmetic facts during problem solving. Neuropsychologia, 47, 604-8.
Thomas, M.S., Annaz, D., Ansari, D. Scerif, G. Jarrold, C & Karmiloff-Smith, A. (2009). Using developmental trajectories to understand developmental disorders. Journal of Speech, Language, and Hearing Research, 52, 336-358.
Hubbard, E.M. Diester, I., Cantlon, J.F., Ansari, D., Van Opstal, F. & Troiani, V. (2008). The evolution of numerical cognition: From number neurons to linguistic quantifiers. Journal of Neuroscience, 28, 11819-24.
Holloway, I. & Ansari, D. (2008). Domain-specific and domain-general changes in children’s development of number comparison. Developmental Science, 11 (5), 644-649.
Van Herwegen, J., Ansari, D., Elsabbagh, M., Xu, F. & Karmiloff-Smith, A. (2008). Small and large number processing in infants and toddlers with Williams syndrome. Developmental Science, 11 (5), 637-643.
Van Eimeren, L., Niogi, S.N., McCandliss, B.D., Holloway, I.D. & Ansari, D. (2008). White matter microstructures underlying mathematical abilities in children. NeuroReport, 19, 1117-21.
Ansari, D. (2008). Effects of development and enculturation on number representation in the brain. Nature Reviews Neuroscience, 9, 278-91.
Berkowitz, A.L. & Ansari, D. (2008). Generation of novel motor sequences: Neural correlates of musical improvisation, NeuroImage, 41, 535-43.
Price, G.R., Holloway, I.D., Vesterinen, M., Rasanen, P. & Ansari, D. (2007). Impaired parietal magnitude processing in Developmental Dyscalculia, Current Biology, 17(24), R1042-3.
Ansari, D., Lyons, I., van Eimeren, L & Xu, F. (2007). Linking visual attention and number processing in the brain: The role of the temporo-parietal junction in small and large non- symbolic number comparison. Journal of Cognitive Neuroscience, 19, 1845-1853.
Grabner, R.H., Ansari, D., Reishofer, G., Stern, E., Ebner, F. & Neuper. C. (2007). Individual differences in mathematical competence predict parietal brain activation during mental calculation. NeuroImage, 38, 346-356.
Ansari, D., Donlan, C., & Karmiloff-Smith, A (2007). Atypical and typical development of visual estimation abilities. Cortex, 6, 758-768.
Ansari, D. & Dhital, B. (2006). Age-related changes in the activation of the intraparietal sulcus during non-symbolic magnitude processing: An event-related fMRI study. Journal of Cognitive Neuroscience, 18, 1820-8.
Ansari, D., Fugelsang, J., Dhital, B., & Venkatraman, V. (2006) Dissociating response conflict from numerical magnitude processing in the brain: An event-related fMRI study, Neuroimage, 32, 799-805.
Venkatraman, V., Soon, C.S., Chee, M.W., & Ansari, D. (2006). Effects of language switching on arithmetic: A bilingual fMRI study. Journal of Cognitive Neuroscience, 18, 64-75.
Ansari, D., Dhital, B., & Soon, C.S. (2006). Parametric effects of numerical distance on the intraparietal sulcus during passive viewing of rapid numerosity changes. Brain Research.1067, 181-188.
Ansari, D. & Coch, D. (2006). Bridge over troubled waters: Education and cognitive neuroscience. Trends in Cognitive Sciences, 10, 146-151.
Thomas, M. S. C., Dockrell, J. E., Messer, D., Parmigiani, C., Ansari, D., & Karmiloff- Smith, A. (2006). Speeded naming, frequency and the development of the lexicon in Williams syndrome. Language and Cognitive Processes, 21, 721-759.
Ansari, D., Garcia, N., Lucas, E., Hamon, K., & Dhital B. (2005). Neural correlates of symbolic number processing in children and adults. Neuroreport,
Venkatraman, V., Ansari, D., & Chee, M.W.L. (2005). Neural correlates of symbolic and non-symbolic arithmetic. Neuropsychologia, 43, 744-53.
Ansari, D., Donlan, C., Thomas, M., Ewing, S., Peen, T. & Karmiloff-Smith, A. (2003). What makes counting count? Verbal and visuo-spatial contributions to typical and atypical number development. Journal of Experimental Child Psychology, 85, 50-62.
Ansari, D. & Karmiloff-Smith, A. (2002). Atypical trajectories of number development: a neuroconstructivist perspective. Trends in Cognitive Sciences, 6(12), 511-516.
Laing, E., Butterworth, G., Ansari, D., Gsoedl, M., Longhi, E., Panagiotaki, G., Paterson, S., & Karmiloff-Smith, A. (2002). Atypical development of language and social communication in toddlers with Williams syndrome. Developmental Science, 5(2), 233-246.
COMMENTARIES & EDITORIALS
Merkley, R., Matejko, A.A. & Ansari, D. (2017) Strong causal claims require strong evidence: a commentary on Wang et al. (2016). Journal of Experimental Child Psychology, 153, 163-7
Howard-Jones, P., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., Goswami, U, Laurillard, D. & Thomas, M.S.C. (2016) The Principles and Practices of Educational Neuroscience: Commentary on Bowers (2016). Psychological Review, 123, 620-7.
Ansari, D. (2016) The neural roots of mathematical expertise. Proceedings of the National Academy of Sciences (PNAS), 113, 4887-9.
Ansari, D. & Lyons, I.M. (2016) Mathematics Learning: How far have we come? Where do we need to go? ZDM: The International Journal on Mathematics Education, 48, 379-383.
Ansari, D. (2013). The emergence of a multi-level approach to the study of skill acquisition and expertise. In J.J. Staszewski (Ed.), Expertise and Skill Acquisition: The impact of William G. Chase. Psychology Press, 325-33.
Ansari, D. De Smedt, B. & Grabner, R.H. (2012). Introduction to the Special Section on “Numerical and mathematical processing”. Mind, Brain and Education, 6, 147-155.
Van Opstal, F. Santens, S. & Ansari, D. (2012). The Numerate Brain: Recent findings and theoretical reviews on the neurocognitive foundations of number processing (editorial for special issue). Frontiers of Human Neuroscience, 6:201.
Ansari, D. (2012). Why the ‘symbol grounding problem’ for number symbols is still problematic. Commentary on Coolidge, F.L & Overmann, K.A. Numerosity, Abstractions and the Emergence of Symbolic Thinking. Current Anthropology, 53, 204-225.
De Smedt, B., Ansari, D. Grabner, R.H., Hannula-Sormunen, M., Schneider, M. & Verschaffel, L. (2011). Cognitive neuroscience meets mathematics education: It takes two to tango. Educational Research Review, 6, 232-237.
Ansari, D. (2011) Towards a Developmental Cognitive Neuroscience of Numerical and Mathematical Cognition. Developmental Neuropsychology. (Commentary on Special Issue: “Toward a developmental cognitive neuroscience of numerical and mathematical cogniton”). Developmental Neuropsychology, 36, 645-50.
Grabner, R.H. & Ansari, D. (2010). Promises and pitfalls of a ‘Cognitive Neuroscience of Mathematics Learning’ ZDM: The International Journal on Mathematics Education. (Commentary on articles in ZDM Special Issue:” Cognitive Neuroscience and Mathematics Learning”), 42, 655-660.
Ansari, D (2009). Are nonabstract brain representations of number developmentally plausible? Behavioral and Brain Sciences (Commentary on Cohen-Kadosh & Walsh), 32, 329-330.
Coch, D & Ansari, D. (2009). Thinking about mechanisms is crucial to connecting neuroscience and education. Cortex, 45, 546-7.
Ansari, D (2007). Does the Parietal Cortex Distinguish between "10," "Ten," and Ten Dots? Neuron, 165-7. (Preview)
Ansari, D. (2005). Time to use neuroscience findings in teacher training. Nature (Scientific Correspondence), 437(7055), 26.
Ansari, D. (2005). Paving the way towards meaningful interactions between neuroscience and education. Developmental Science, 8, 466. (Commentary on Blakemore & Frith)
Karmiloff-Smith, A., Scerif, G., & Ansari, D. (2003). Double dissociations in developmental disorders? Theoretically misconceived, empirically dubious. Cortex, 39(1), 161-3.
Vogel, S.E., Matejko, A. & Ansari, D. (2016) Imaging the developing human brain using functional and structural Magnetic Resonance Imaging: Methodological and practical guidelines. J.Prior & J. Van Herwegen (Eds.) Practical Research with Children. Hove: Psychology Press, 46-70.
Lyons, I.M., Vogel, S.E. & Ansari, D. (2016) On the ordinality of numbers: A review of neural and behavioural studies. Progress in Brain Research, 227: 187-221.
Sokolowski, H.M. & Ansari, D. (2016) Symbolic and nonsymbolic representation of number in the human parietal cortex: a review of the state-of-the art, outstanding questions and future directions. Continuous Issues in Numerical Cognition, San Diego, CA: Elsevier, 37-58
Ansari, D. (2015) Number symbols in the brain. In D.B. Berch, D.C. Geary & K. Mann Koepke (Eds.) Mathematical Cognition and Learning, Volume 2, San Diego, CA: Elsevier, 27-46.
Lyons, I.M. & Ansari, D. (2015) Foundations of children’s numerical and mathematical skills: The roles of symbolic and non-symbolic representations of numerical magnitude. Advances in Child Development and Behavior. Elsevier.,Vol. 48, Burlington: Academic press, 93-116.
Holloway, I.D. & Ansari, D. (2015) Numerical symbols: an overview of their cognitive and neural underpinnings. In R.C. Kadosh & Dowker, A. (Eds.) Oxford Handbook of Numerical Cognition. Oxford: Oxford University Press, 531-551.
Bugden, S. & Ansari, D. (2015) How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? International Handbook of Dyscalculia and Mathematical Learning Difficulties, Routledge, 18-43.
Ansari, D. (2015) Mind, Brain and Education: a discussion of practical, conceptual and ethical issues. In J. Clausen & N. Levy (Eds.) Handbook of Neuroethics. Springer, 1703-1719.
Ansari, D. & Vogel, S.E. (2013). Cognitive neuroscience of numerical cognition. In K. Ochsner & S. Kosslyn (Eds.) Oxford Handbook of Cognitive Neuroscience, Volume 2: The Cutting Edges. Oxford: Oxford University Press.
Coch, D. & Ansari, D. (2012). Constructing connection: The evolving field of mind, brain and education. In S. Della Sala & M. Anderson (Eds.) Neuroscience in Education: The Good, The Bad and The Ugly. Oxford: Oxford University Press, 33-47.
Price, G.R. & Ansari, D. (2012). Developmental dyscalculia: A case for neuroscience in education. British Journal of Educational Psychology Monograph: “Educational Neuroscience”, The British Psychological Society, Leicester, UK, 45-63.
Ansari, D. (2011). Was haben wir durch die kognitive Neurowissenschaft über die Dyskalkulie gelernt? In Schulte-Körne G (Ed.) Legasthenie und Dyskalkulie: Stärken erkennen – Stärken fördern. Winkler Verlag, Bochum, 235-245.
Ansari, D. (2010). The computing brain. In Souza D. (Ed.) Mind, Brain and Education: Neuroscience Implications for the Classroom, Bloomington, Indiana: Solution Tree Press, 201-227.
Ansari, D., Price, G.R. & Holloway, I.D. (2010). Typical and atypical development of basic magnitude representations: A review of behavioural and neuroimaging studies. In Ferrari, M.. & Vuletic, L. (Eds.) The Developmental Interplay between Mind, Brain and Education: Essays in honor of Robbie Case. Amsterdam, NL: Springer. 105-129.
van Eimeren, L. & Ansari, D. (2009). Rechenschwaeche - eine neurokognitive Perspektive. In A. Fritz, G. Ricken & S. Schmidt (Eds.) Raechenschwaeche. Lernwege, Schwierigkeiten und Hilfen bei Dyskalkulie. Ein Handbuch - Neu-Auflage. Beltz-Verlag Weinheim
Ansari, D., Holloway, I.D., Price, G.R. & Van Eimeren, L. (2008). Towards a developmental cognitive neuroscience approach to the study of typical and atypical number development. In A. Dowker (Editor) Mathematical Difficulties. London: Elsevier, 14-43.
Karmiloff-Smith, A., Ansari, D., Campbell, L., Scerif, G., & Thomas. M. (2006). The theoretical implications of studying atypical development: The Case of Williams syndrome. In C. Morris, H. Lenhoff, and P.Wang (Eds.). Williams-Beuren Syndrome: Research and Clinical Perspectives. Johns Hopkins University Press, 254-27
Price, G.R., & Ansari, D. (2013). Dyscalculia. In Dulac, O. & Lassonde, M. (Eds.) Handbook of Clinical Neurology, Elsevier, London, 111, 241-4.
Matejko, A. & Ansari, D. (2012). Developmental Cognitive Neuroscience and Learning. In N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning. Springer, 1949-1950.
Holloway, I.D. & Ansari, D. (2012). Learning Numerical Symbols. In N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning. Springer, 961-963.
Ansari, D. (2009) Neuroimaging of numerical and mathematical development. In Encyclopedia of Language and Literacy Development. London, ON: Canadian Language and Literacy Research Network (CLLRNet)
Price, G.R. & Ansari, D. (2013). Dyscalculia: Characteristics, causes and treatments. Numeracy, Vol. 6, Article 2.
Grabner, R.H., Ansari, D. De Smedt, B. & Hannula, M.M. (2010). Glossary of technical terms in Cognitive Neuroscience. ZDM: The International Journal on Mathematics Education. (ZDM Special Issue:” Cognitive Neuroscience and Mathematics Learning”), 42, 661-663.
Ansari, D. (2009). Den neuronalen Grundlagen der Dyskalkulie auf der Spur. LeDy Mitgliederzeitschrift des Bundesvergandes Leghastenie und Dyskalkulie e.V.
Ansari, D. (2008). The brain goes to school: Strengthening the education-neuroscience connection. Education Canada, 48, 6-10.
Rheinlander, K., Wallace, D., Morrison, W., Ansari, D., Coch, D., Willams, V.B. (2008). Teacher talk: Pressure points in the K-8 mathematics curriculum. Numeracy, Vol. 1, Article 4.