Dr Daniel Ansari


Degree:PhD (University College London), MSc in Neuroscience (University of Oxford), BA (Hons) Psychology (1st Class) (University of Sussex)
X 80548
Office:WIRB 5180

Applied Psychology


Daniel Ansari received his PhD from University College London in 2003. Presently, Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience in the Department of Psychology and the Brain & Mind Institute at the University of Western Ontario in London, Ontario, where he heads the Numerical Cognition Laboratory (www.numericalcognition.org). Ansari and his team explore the developmental trajectory underlying both the typical and atypical development of numerical and mathematical skills, using both behavioral and neuroimaging methods.

Recent Publications

Journal Articles

(* indicates student/post-doc/trainee first author)

*Matejko, A.A. & Ansari, D. (in press) Contributions of cognitive neuroscience to the study of numerical cognition. Journal of Numerical Cognition

*Leibovich-Raveh, T., Lewis, D., Al-Rubaiey, K-S & Ansari D. (in press) A new method for calculating an Individual Subitizing Range. Journal of Numerical Cognition

*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(10): 4908-21.

*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(8), 3941-56.

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 and auditory modalities: evidence from fMRI. NeuroImage, 153: 16-27.

*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.

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

*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.

Book Chapters

*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

Commentaries & Editorials

Hyde, DC. & Ansari, D. (2018) Advances in Understanding the Development of the Mathematical Brain. Developmental Cognitive Neuroscience, 30: 236-238.

Ansari, D. & Gervain, J. (2018) Registered Reports: introducing a new article format in Developmental Science. Developmental Science, 21(1).

*Merkley, R., Scerif, G. & Ansari, D. (2017) What is the precise role of cognitive control in the development of a sense of number? Behavioral and Brain Sciences. (Commentary on Leibovich et al.), 40e179

*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.

Encyclopedia Entries

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)

Other Publications

Goffin, C. & Ansari, D. (2018) Can Brain Training Train Your Brain? Using the Scientific Method to Get the Answer. Frontiers for Young Minds. 6:26.

Kamkar, N., Kamkar, N. & Ansari, D. (2018) What Is the Key to Success? And How Do We Get There? Frontiers for Young Minds. 6:12.

Sokolowski, H.M. & Ansari, D. (2017) Who Is Afraid of Math What Is Math Anxiety And Whart Can You Do about It? Frontiers for Young Minds. 5:57.

Merkley, R. & Ansari, D. (2017) Numerical symbols count for mathematical success. Perspectives on Language and Literacy, 43, 21-25.

Teaching and Supervision

Courses Taught

2017 – How Changeable are we? (Graduate Course)

2003 – present: Development of the Mathematical Brain (Dartmouth College & University of Western Ontario)

2007 – present: Mind, Brain and Education (University of Western Ontario)