[Future]
Pinheiro-Chagas, P., et al. (in preparation) Spatiotemporal dynamics of arithmetic processing in the human brain.
Pinheiro-Chagas, P., Dotan, D., Piazza, M., Dehaene, S. (in preparation). Decomposing the syntactic structure of arithmetic expressions.
Saban, W., Pientadosi, S., Pinheiro-Chagas, P., Ivry, R. (in preparation). Subcortical contributions to procedural processes in arithmetic.
Liu, N., Pinheiro-Chagas, P., Parvizi, J. (under review) Distinct and overlapping neuronal populations for math and visuospatial attention in the parietal lobe.
Parvizi, J. Braga, RM., Kucyi, A., Veit, M., Perry, C., Pinheiro-Chagas, P., Zeineh, M., van Staalduinen, EK., Henderson, J., Markert, M. (under review in PNAS). Fractured Sense of Self When the Hub of Default Network Seizes.
Tan, KM., Daitch, AL., Pinheiro-Chagas, P., Fox, KCR., Parvizi, J., Lieberman, MD.(under review). Intracranial electrophysiology reveals a common neurocognitive hierarchy for self/other mentalizing.
Llorens, A., Tzovara, A., (...) Pinheiro-Chagas, P., (...). Knight, R., Dronkers., N.(under review in Neuron). Gender bias in academia: a lifetime problem that needs solutions.
Guez, A. Peyre, H., Pinheiro-Chagas, P., Heude, B., Piazza, M., Ramus, F.(under review). Early cognitive, emotional and environmental predictors of arithmetic abilities in 11.5-year-old children.
Guez, A. Peyre, H., Pinheiro-Chagas, P., Heude, B., Piazza, M., Ramus, F.(under review). Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children.
[2019]
Dotan, D., Pinheiro-Chagas, P., Al-Roumi, F., Dehaene, S. (2019) Track it to crack it: revealing the succession of processing stages with pointing trajectories. Trends in Cognitive Sciences, 23/12. pdf
Dinino, D., Pinheiro-Chagas, P., Wood, G., Knops, A. (2019) Response: Commentary on: Pinheiro-Chagas, P., Didino, D., Haase, VG, Wood, G., & Knops, A.(2018). The developmental trajectory of the operational momentum effect. Frontiers in Psychology, 10, 160. pdf
Pinheiro-Chagas, P., Piazza, M., Dehaene, S. (2019). Decoding the processing stages of mental arithmetic with magnetoencephalography. Cortex, S0010-9452(18)30235-1.pdf
Borghesani*, V., de Hevia*, L., Viarouge*, A., Pinheiro-Chagas, P., Eger, E., Piazza, M. (2019). Processing number and length in the parietal cortex: sharing resources, not a common code. Cortex, S0010-9452(18)30234-X.pdf
[2018]
Pinheiro-Chagas, P.*, Daitch, A.*, Parvizi, J., Dehaene, S. (2018). Brain mechanisms of arithmetic: a crucial role for ventral temporal cortex. Journal of Cognitive Neuroscience, 31:1-16. pdf
Pinheiro-Chagas, P.*, Dinino, D.*, Haase, V. G., Wood, G., Knops, A. (2018) The developmental trajectory of the operational momentum effect. Frontiers in Psychology, 9, 1062. pdf
Baek, S., Daitch, A., Pinheiro-Chagas, P., Parvizi, J. (2018). Neuronal population responses in the human ventral temporal and lateral parietal cortex during arithmetic processing with digits and number words. Journal of Cognitive Neuroscience, 30(9):1315-1322. pdf
Dresler, T., Bugden, S., Gouet, C., Lallier, M., Oliveira, D., Pinheiro-Chagas, P., Pires, A., Wang, Y., Zugarramurdi, C., Weissheimer, J. (2018). A translational framework of educational neuroscience in learning disorders. Frontiers in Integrative Neuroscience, 12, 25. pdf
[2017]
Pinheiro-Chagas, P., Dotan, D., Piazza, M., Dehaene, S. (2017). Finger tracking reveals the covert stages of mental arithmetic. Open Mind: Discoveries in Cognitive Science, 1(1), 30-41. pdf
[2016]
Borghesani*, V., de Hevia*, L., Viarouge*, A., Pinheiro-Chagas, P., Eger, E., Piazza, M. (2016). Comparing magnitudes across dimensions: a univariate and multivariate approach. International Workshop on Pattern Recognition in Neuroimaging (PRNI), 1-4. pdf
[2014]
Pinheiro-Chagas, P. Wood, G., Knops, A., Krinzinger, H., Lonnemann, J., Starling-Alves, I., Willmes, K., Haase, V. G. (2014). In how many ways is the approximate number system associated with exact calculation? PLoS One, 19, 9(11), e111155. pdf
Carvalho, M. R., Vianna, G., Oliveira, L., Costa, A. J., Pinheiro-Chagas, P., Sturzenecker, R., Zen, P. R., Rosa, R. F., de Aguiar, M. J., Haase, V. G. (2014). Are 22q11.2 distal deletions associated with math difficulties? American Journal of Medical Genetics Part A, 164A(9), 2256-62. pdf
Haase, V. G., Júlio-Costa, A., Lopes-Silva, J. B., Starling-Alves, I., Antunes, A. M., Pinheiro-Chagas, P., Wood, G. (2014). Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties. Frontiers in Psychology, 13, 5-102. pdf
Moura, R., Wood, G., Pinheiro-Chagas, P., Lonnemann, J., Krinzinger, H., Willmes, K., Haase, V. G. (2014). Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies. Journal of Experimental Child Psychology, 116(3), 707-27. pdf
[2012]
Ferreira, F. O., Costa, D. S., Micheli, L. R., Oliveira, L. F., Pinheiro-Chagas, P., Haase, V. G. (2012). Educational Achievement Test: Normative data for a representative sample of elementary school children. Psychology & Neuroscience, 5(2), 157-164.
Wood, G., Pinheiro-Chagas, P., Júlio-Costa, A., Micheli, L. R., Krinzinger, H., Kaufmann, L., Willmes, K., Haase, V. G. (2012). Math anxiety in elementary school children: cross-cultural comparison between Germany and Brazil. Child Development Research, 1-10. pdf
Haase, V. G., Júlio-Costa, A., Pinheiro-Chagas, P., Oliveira, L. F., Micheli, L. R., Wood, G. (2012). Math Self-assessment, but not Negative Feelings, predicts Mathematics Performance of Elementary School Children. Child Development Research, 1-10. pdf
Ferreira, F. O., Pinheiro-Chagas, P., Wood, G., Lohnemann, , Krinzinger,H., Willmes, K., Haase, V. G. (2012). Explaining arithmetic performance from symbolic and nonsymbolic magnitude processing: differences and similarities between typical and low achieving children. Psychology & Neuroscience, 5(1), 37-46. pdf
[2011]
Costa, A. J., Silva, J. B. L., Pinheiro-Chagas, P., Krinzinger,, Lohnemann, J., Willmes, K., Wood, G., Haase, V. G. (2011). A hand full of numbers: a role for offloading in arithmetics learning? Frontiers in Psychology, 12;2:368. pdf
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