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.



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



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



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



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



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



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



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

PDFs are provided to ensure timely dissemination of academic work. They can be downloaded for noncommercial, information purposes only, and may not be reposted without permission from the respective copyright holders.