Stephanie Bugden

925 total citations
19 papers, 634 citations indexed

About

Stephanie Bugden is a scholar working on Statistics and Probability, Education and Developmental and Educational Psychology. According to data from OpenAlex, Stephanie Bugden has authored 19 papers receiving a total of 634 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Statistics and Probability, 12 papers in Education and 12 papers in Developmental and Educational Psychology. Recurrent topics in Stephanie Bugden's work include Cognitive and developmental aspects of mathematical skills (16 papers), Mathematics Education and Teaching Techniques (11 papers) and Reading and Literacy Development (10 papers). Stephanie Bugden is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (16 papers), Mathematics Education and Teaching Techniques (11 papers) and Reading and Literacy Development (10 papers). Stephanie Bugden collaborates with scholars based in Canada, United States and France. Stephanie Bugden's co-authors include Daniel Ansari, Lisa M. D. Archibald, Barrie Evans, Gavin R. Price, D. Adam McLean, Elizabeth M. Brannon, Ian M. Lyons, Stefanie De Jesus, Marty G. Woldorff and Nicholas K. DeWind and has published in prestigious journals such as PLoS ONE, Developmental Psychology and Cognition.

In The Last Decade

Stephanie Bugden

17 papers receiving 619 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Stephanie Bugden Canada 11 549 439 325 171 37 19 634
Christophe Mussolin Belgium 13 795 1.4× 623 1.4× 485 1.5× 157 0.9× 35 0.9× 17 838
Felicia W. Chu United States 10 536 1.0× 463 1.1× 343 1.1× 53 0.3× 35 0.9× 11 588
Rickard Östergren Sweden 10 338 0.6× 270 0.6× 230 0.7× 54 0.3× 72 1.9× 21 421
Sylke W. M. Toll Netherlands 11 424 0.8× 339 0.8× 337 1.0× 65 0.4× 76 2.1× 13 549
Meijke E. Kolkman Netherlands 6 414 0.8× 320 0.7× 287 0.9× 51 0.3× 58 1.6× 6 473
Iro Xenidou‐Dervou United Kingdom 12 355 0.6× 297 0.7× 256 0.8× 50 0.3× 77 2.1× 27 437
L. Peters Belgium 12 384 0.7× 174 0.4× 344 1.1× 243 1.4× 40 1.1× 29 561
Sarah Keeble United Kingdom 5 259 0.5× 172 0.4× 199 0.6× 107 0.6× 87 2.4× 6 366
Julie Castronovo United Kingdom 11 366 0.7× 236 0.5× 157 0.5× 194 1.1× 38 1.0× 19 444
Katherine H. Canobi Australia 10 468 0.9× 431 1.0× 289 0.9× 32 0.2× 75 2.0× 13 560

Countries citing papers authored by Stephanie Bugden

Since Specialization
Citations

This map shows the geographic impact of Stephanie Bugden's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Stephanie Bugden with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stephanie Bugden more than expected).

Fields of papers citing papers by Stephanie Bugden

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Stephanie Bugden. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Stephanie Bugden. The network helps show where Stephanie Bugden may publish in the future.

Co-authorship network of co-authors of Stephanie Bugden

This figure shows the co-authorship network connecting the top 25 collaborators of Stephanie Bugden. A scholar is included among the top collaborators of Stephanie Bugden based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Stephanie Bugden. Stephanie Bugden is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

19 of 19 papers shown
1.
Singh, Nandini Chatterjee, Tal Gilead, Jo Van Herwegen, et al.. (2025). A new education agenda based on The International Science and Evidence Based Education Assessment. npj Science of Learning. 10(1). 24–24.
2.
Ansari, Daniel, et al.. (2024). Ordinal processing differences between children with persistent dyscalculia and typically performing children.. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale. 79(2). 195–205. 2 indexed citations
3.
Duraiappah, Anantha Kumar, Nienke van Atteveldt, Grégoire Borst, et al.. (2022). Reimagining Education: The International Science and Evidence based Education Assessment. Victoria University Research Repository (Victoria University). 18 indexed citations
4.
Bugden, Stephanie, et al.. (2021). The neural basis of number word processing in children and adults. Developmental Cognitive Neuroscience. 51. 101011–101011. 5 indexed citations
5.
Bugden, Stephanie, et al.. (2021). Rules of order: Evidence for a novel influence on ordinal processing of numbers.. Journal of Experimental Psychology General. 150(10). 2100–2116. 11 indexed citations
6.
Bugden, Stephanie, et al.. (2021). Approximate arithmetic training does not improve symbolic math in third and fourth grade children. Trends in Neuroscience and Education. 22. 100149–100149. 17 indexed citations
7.
Duraiappah, Anantha Kumar, Nienke van Atteveldt, Stanley T. Asah, et al.. (2021). The International Science and Evidence-based Education Assessment. npj Science of Learning. 6(1). 10 indexed citations
8.
Bugden, Stephanie, et al.. (2020). Identifying Children with Persistent Developmental Dyscalculia from a 2‐min Test of Symbolic and Nonsymbolic Numerical Magnitude Processing. Mind Brain and Education. 15(1). 88–102. 10 indexed citations
9.
Dresler, Thomas, Stephanie Bugden, Marie Lallier, et al.. (2018). A Translational Framework of Educational Neuroscience in Learning Disorders. Frontiers in Integrative Neuroscience. 12. 25–25. 14 indexed citations
10.
Bugden, Stephanie, Marty G. Woldorff, & Elizabeth M. Brannon. (2018). Shared and distinct neural circuitry for nonsymbolic and symbolic double‐digit addition. Human Brain Mapping. 40(4). 1328–1343. 16 indexed citations
11.
Lyons, Ian M., et al.. (2017). Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.. Developmental Psychology. 54(3). 440–457. 72 indexed citations
12.
Bugden, Stephanie, Nicholas K. DeWind, & Elizabeth M. Brannon. (2016). Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability. Current Opinion in Behavioral Sciences. 10. 73–80. 16 indexed citations
13.
Bugden, Stephanie & Daniel Ansari. (2015). Probing the nature of deficits in the ‘Approximate Number System’ in children with persistent Developmental Dyscalculia. Developmental Science. 19(5). 817–833. 78 indexed citations
14.
15.
Bugden, Stephanie & Daniel Ansari. (2014). When Your Brain Cannot Do 2 + 2: A Case of Developmental Dyscalculia. Frontiers for Young Minds. 2. 5 indexed citations
16.
Bugden, Stephanie. (2014). Characterizing persistent Developmental Dyscalculia: A cognitive neuroscience approach. Scholarship@Western (Western University).
17.
18.
Bugden, Stephanie, Gavin R. Price, D. Adam McLean, & Daniel Ansari. (2012). The role of the left intraparietal sulcus in the relationship between symbolic number processing and children's arithmetic competence. Developmental Cognitive Neuroscience. 2(4). 448–457. 91 indexed citations
19.
Bugden, Stephanie & Daniel Ansari. (2010). Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals. Cognition. 118(1). 32–44. 129 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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