Brain and Cognitive Development Lab

University of Illinois at Urbana-Champaign


Please note:  These electronic articles are posted for individual, noncommercial use to ensure timely dissemination of scholarly work.  They are intended for teaching and training purposes only.  They may not be reposted or distributed without permission of the copyright holder.  Respective copyright holders retain all rights.


Hyde, D.C. & Ansari, D. (2018).  Advances in our understanding of the development of the mathematical brain.  Developmental Cognitive Neuroscience, 30, 236-238.[link]

Hyde, D.C. & Simon, C.E.*, Nikolaeva, J.I.*, & Ting, F.* (2018).  Functional organization for theory of mind in pre-verbal infants: A near-infrared spectroscopy study. The Journal of Neuroscience, 38(18), 4264-4274.               [link][preprint]

Mou, Y.*, Berteletti, I.*, & Hyde, D.C. (2018). What counts in preschool number knowledge: A Bayes factor analytic approach to theoretical model development. Journal of Experimental Child Psychology, 166, 116-133. [link][preprint]

Hyde, D.C., Simon, C.E.*, Berteletti, I.* & , Mou, Y.* (2017).  The relationship between non-verbal systems of number and counting development:  A neural signatures approach. Developmental Science, 20(6), e12464.  [link][preprint]

Hyde, D.C. & Mou, Y. (2017).  Magnitude rather than number: More evidence needed.  Behavioral and Brain Sciences, 40, e173.[link]

Edwards, L.A.*, Wagner, J.B., Simon, C.E.*, & Hyde, D.C. (2016). Functional brain organization for number processing in preverbal infants. Developmental Science,19, 757-769.[pdf]

Khanum, S.*, Hanif, R., Berteletti, I.*, Spelke, E.S., & Hyde, D.C. (2016).  Effects of non-symbolic approximate number practice on symbolic number abilities in Pakistani children. PLoS ONE, 11(10): e0164436.[open access]

Hyde, D.C., Berteletti, I.*, & Mou, Y.* (2016).  Approximate numerical abilities and mathematics:  Insight from correlational and experimental training studies.  In M. Cappelletti & W. Fias (Eds.), Progress in Brain Research:  The Mathematical Brain Across the LIfespan. Vol 227, p 335-351, Oxford, UK: Elsevier.[pdf]

Hyde, D.C. (2016). Childhood. In H. Miller (Ed.), Sage Encyclopedia of Theory in Psychology. Thousand Oaks, CA: Sage.

Hyde, D.C., Flom, R., & Porter, C.L. (2016).  Behavioral and neural foundations of multisensory face-voice perception in infancy.  Developmental Neuropsychology, 41, 273-292.[preprint]

Hyde, D.C., Aparicio Betancourt, M.*, & Simon, C. E.* (2015). Human temporal-parietal junction automatically tracks others’ beliefs:  A functional near-infrared spectroscopy study. Human Brain Mapping, 36 (12), 4831-46.  [pdf]

Dillon, M.R.*, Pires, A.C.*, Hyde, D.C., & Spelke, E.S. (2015).  Children’s expectations about training the approximate number system. British Journal of Developmental Psychology, 33(4), 411-418.[pdf]

Hyde, D C. & Mou, Y.* (2015).  Neural and behavioral signatures of core numerical abilities and early numerical development.  In D.B. Berch, D.C. Geary, & K. Mann Koepke (Eds.), Mathematical Cognition and Learning, Volume 2.  San Diego, CA: Elsevier, pp 51-77. [pdf]

Hyde, D.C. (2015). Numerosity. In A. W. Toga & R. A. Poldrack (Eds.), Brain Mapping: An Encyclopedic Reference. Volume 3, 559-564, San Diego, CA: Elsevier.[pdf]

Dehlin, J. P.*, Galliher, R. V., Bradshaw, W. S., Hyde, D.C., & Crowell, K. A.* (2015). Sexual orientation change efforts among current or former LDS church members. Journal of Counseling Psychology, 62(2), 95-105.[pdf]

Hyde, D.C., Khanum, S.*, & Spelke, E. S. (2014). Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children. Cognition, 131(1), 92-107.[pdf]

Hyde, D.C., Porter, C. L., Flom, R., & Stone, S. A.* (2013). Relational congruence facilitates neural mapping of spatial and temporal magnitudes in preverbal infants. Developmental Cognitive Neuroscience, 6, 102-112. [pdf]

Hyde, D.C., & Spelke, E. S. (2012). Spatiotemporal dynamics of processing non-symbolic number: An ERP source localization study. Human Brain Mapping, 33(9), 2189-2203. [pdf]

Piffer, L.*, Agrillo, C., & Hyde, D.C. (2012). Small and large number discrimination in guppies. Animal Cognition, 15(2), 215-221. [pdf]

Hyde, D.C. (2011). Hypothesis and theory article: Two systems of non-symbolic numerical cognition. Frontiers in Human Neuroscience. 5:150. doi: 10.3389/fnhum.2011.00150. [pdf]

Hyde, D.C., & Wood, J. N. (2011). Spatial attention determines the nature of non-verbal numerical cognition. Journal of Cognitive Neuroscience, 23(9), 2336-2351. [pdf]

Hyde, D.C., & Spelke, E. S. (2011). Neural signatures of number processing in human infants: Evidence for two core systems underlying non-verbal numerical cognition. Developmental Science, 14(2), 360-371. [pdf]

Hyde, D.C., Winkler-Rhoades, N., Lee, S., Izard, V., Shapiro, K., & Spelke, E.S. (2011). Spatial and numerical abilities without a complete natural language. Neuropsychologia, 49(5), 924-936. [pdf]

Hyde, D.C., Jones, B. L., Flom, R., & Porter, C. L. (2011). Neural signatures of face-voice synchrony in 5-month old infants. Developmental Psychobiology, 53(4), 359-370. [pdf]

Hyde, D.C., Boas, D. A., Blair, C., & Carey, S. (2010). Near-infrared spectroscopy shows right parietal specialization for number in pre-verbal infants. NeuroImage, 53(2), 647-652. [pdf]

Hyde, D.C., Jones, B., Porter, C., & Flom, R. (2010). Visual stimulation enhances auditory processing in 3-month old infants and adults. Developmental Psychobiology, 52(2), 181-189. [pdf]

Hyde, D.C., & Spelke, E. S. (2009). All numbers are not equal: An electrophysiological investigation of small and large number representations. Journal of Cognitive Neuroscience, 21(6), 1039-1053. [pdf]

Flom, R., Whipple, H., & Hyde, D.C. (2009) Infants’ intermodal perception of canine faces and vocalizations. Developmental Psychology, 45(4), 1143-1151. [pdf]

Schmutz, J., Hyde, D.C., Gunderson, S., Gordon, K., & Flom, R. (2005) The effects of bimodal and unimodal familiarization on infants’ memory for unimodal events. In Studies in Perception and  Action XIII. H. Heft & K.L. Marsh (Eds.) Lawrence Erlbaum, Inc.[pdf]

*Denotes student or postdoctoral status of co-author at time of publication