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  1. Devlin, D., Moeller, K., Reynvoet, B., & Sella, F. (2022). A critical review of number order judgements and arithmetic: What do order verification tasks actually measure? Cognitive Development, 64, 101262. [link] [pdf]

  2. Lanfranchi, S., Sella, F., Onnivello, S., Lunardon, M., & Zorzi, M. (2022). Number estimation in Down syndrome: Cognition or experience? Research in Developmental Disabilities, 131, 104363. [link] [pdf]

  3. Decarli, G., Sella, F.*, Lanfranchi, S., Gerotto, G., Gerola, S., Cossu, G., & Zorzi, M. (2022). Severe developmental dyscalculia is characterized by core deficits in both symbolic and non-symbolic number sense, Psychological Science.*shared first authorship. [link] [pdf]

  4. Lunardon, M., Lucangeli, D., Zorzi, M., & Sella F. (accepted). Math computerized games in the classroom: a Number Line Training in Primary School Children. In F. H. Santos & P. Dondio (Eds.), Progress in Brain Research, Elsevier. [pdf]

  5. Devlin, D., Moeller, K., & Sella, F. (2022). The structure of early numeracy: Evidence from multi-factorial models. Trends in Neuroscience and Education, 100171. [link] [pdf]

  6. Zacharopoulos, G., Sella, F., Cohen Kadosh, K., Emir, U., & Cohen Kadosh, R. (2021). The Effect of Parietal Glutamate/GABA Balance on Test Anxiety Levels in Early Childhood in a Cross-Sectional and Longitudinal Study. Cerebral Cortex. [link] [pdf]

  7. Sella, F., Slusser, E., Odic, D., & Krajcsi A. (2021). The emergence of children’s natural number concepts: current theoretical challenges. Child Development Perspectives. [link] [pdf]

  8. Zacharopoulos, G., Sella, F., Cohen Kadosh, K., Hartwright, C., Uzay, E., & Cohen Kadosh, R. (2021). Predicting learning and achievement using GABA and glutamate concentrations in human development. Plos Biology. [link] [pdf]

  9. Zacharopoulos, G., Sella, F., Emir, U., & Cohen Kadosh, R. (2021). The relation between parietal GABA concentration and numerical skills. Scientific Reports. [link] [pdf]

  10. Sella, F., Raz, G., & Cohen Kadosh, R. (2021). When randomisation is not good enough: Matching groups in intervention studies. Psychonomic Bulletin & Review. [link] [pdf] [Shiny app]

  11. Dubinkina, N., Sella, F., & Reynvoet, B. (2021). Symbolic number ordering and its underlying strategies examined through self-reports. Journal of Cognition. [link] [pdf]

  12. Lanfranchi, S., Onnivello, S., Lunardon, M., Sella, F., & Zorzi, M. (2021). Parent-based training of basic number skills in children with Down syndrome using an adaptive computer game. Research in Developmental Disabilities, 112, 103919. [link] [pdf]

  13. Sella, F., Onnivello, S., Lunardon, M., Lanfranchi, S., & Zorzi, M. (2021). Training basic numerical skills in children with Down syndrome using the computerized game “The Number Race”. Scientific Reports, 11(1), 2087. [link] [pdf]

  14. Zacharopoulos, G., Sella, F., & Cohen Kadosh, R. (2021). The impact of a lack of mathematical education on brain development and future attainment. Proceedings of the National Academy of Sciences, 118(24). [link] [pdf]

  15. Perini, N., Sella, F., & Blakey, E. (2020). Developmental dyscalculia: Signs and symptoms. In Understanding Dyscalculia (pp. 23-40). London: Routledge. [link]

  16. Sella, F., Lucangeli, D., & Zorzi, M. (2020). The interplay between spatial ordinal knowledge, linearity of number-space mapping, and arithmetic skills. Cognitive Development, 55, 100915. [link] [pdf]

  17. Sarkar, A., Nithyanand, D., Sella, F., Sarkar, R., Makela, I., Cohen Kadosh, R., Elliot, A. J., & Thompson, J. M. (2020). Knowledge of Wealth Shapes Social Impressions. Journal of Experimental Psychology: Applied. [link] [pdf]

  18. Sella, F., Sasanguie, D., & Reynvoet, B. (2020). Judging the order of numbers relies on familiarity rather than activating the mental number line. Acta Psychologica, 204, 103014. [link] [pdf]

  19. Sella, F., & Lucangeli, D. (2020). The knowledge of the preceding number reveals a mature understanding of the number sequence. Cognition, 194, 104104. [link] [pdf]

  20. Sella, F., Lucangeli, D., Cohen Kadosh, R., & Zorzi, M. (2020). Making sense of number words and Arabic digits: does order count more? Child Development, 91(5), 1456–1470. [link] [pdf]

  21. Sella, F., & Cohen Kadosh, R. (2018). What expertise can tell about mathematical learning and cognition. Mind, Brain, and Education, 12(4), 186-192. [link] [pdf]

  22. Sella, F., Lucangeli, D., & Zorzi, M. (2019). Spatial order relates to the exact numerical magnitude of digits in young children. Journal of experimental child psychology, 178, 385-404. [link] [pdf]

  23. Sella, F., Blakey, R., Bang, D., Bahrami, B., & Cohen Kadosh, R. (2018). Who gains more: Experts or novices? The benefits of interaction under numerical uncertainty. Journal of experimental psychology: human perception and performance, 44(8), 1228. [link] [pdf]

  24. Sella, F., Lucangeli, D., & Zorzi, M. (2018). Spatial and verbal routes to number comparison in young children. Frontiers in psychology, 9. [link] [pdf]

  25. Sella, F., Hartwright, C., & Cohen Kadosh, R. (2018). The Neurocognitive Bases of Numerical Cognition. Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience, 3, 1-47. [link] [pdf]

  26. Brem, A. K., Almquist, J. N. F., Mansfield, K., Plessow, F., Sella, F., Santarnecchi, E., … Cohen Kadosh, R. (2018). Modulating fluid intelligence performance through combined cognitive training and brain stimulation. Neuropsychologia, 118, 107–114. [link] [pdf]

  27. Hartwright, C. E., Looi, C. Y., Sella, F., Inuggi, A., Santos, F. H., González-Salinas, C., ... & Fuentes, L. J. (2018). The neurocognitive architecture of individual differences in math anxiety in typical children. Scientific reports, 8(1), 8500. [link] [pdf]

  28. Sella, F., Berteletti, I., Lucangeli, D., & Zorzi, M. (2017). Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle. Cognition, 158, 56-67. [link] [pdf]

  29. Looi, C. Y., Lim, J., Sella, F., Lolliot, S., Duta, M., Avramenko, A. A., & Cohen Kadosh, R. (2017). Transcranial random noise stimulation and cognitive training to improve learning and cognition of the atypically developing brain: a pilot study. Scientific reports, 7(1), 4633. [link] [pdf]

  30. Zich, C., Harty, S., Kranczioch, C., Mansfield, K. L., Sella, F., Debener, S., & Cohen Kadosh, R. (2017). Modulating hemispheric lateralization by brain stimulation yields gain in mental and physical activity. Scientific Reports, 7(1), 13430. [link] [pdf]

  31. Harty, S., Sella, F., & Cohen Kadosh, R. (2017). Transcranial Electrical Stimulation and Behavioral Change: The Intermediary Influence of the Brain. Frontiers in human neuroscience, 11, 112. [link] [pdf]

  32. Cohen Kadosh, R., & Sella, F. (2017). Connecting Social and Cognitive Embodiment: A New Way to Tailor Educational Programs? American Educational Research Journal, 54(1_suppl), 368S-372S. [link] [pdf]

  33. Harty, S., Sella, F., & Cohen Kadosh, R. (2017). Mind the brain: the mediating and moderating role of neurophysiology. Trends in cognitive sciences, 21(1), 2-5. [link] [pdf]

  34. Sella, F., Tressoldi, P., Lucangeli, D., & Zorzi, M. (2016). Training numerical skills with the adaptive videogame “The number Race”: A randomized controlled trial on preschoolers. Trends in Neuroscience and Education, 5(1), 20–29. [link] [pdf]

  35. Hartwright, C. E., & Sella, F. (2016). Forecasting Longitudinal Growth in Children's Numerical Abilities. Journal of Neuroscience, 36(3), 646-648. [link] [pdf]

  36. Sella, F., Sader, E., Lolliot, S., & Cohen Kadosh, R. (2016). Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(9), 1458. [link] [pdf]

  37. Sella, F., Berteletti, I., Lucangeli, D., & Zorzi, M. (2015). Varieties of Quantity Estimation in Children. Developmental Psychology, 51(6), 758–770. [link] [pdf]

  38. Sella, F., Berteletti, I., Lucangeli, D., & Zorzi, M. (2016). Spontaneous non‐verbal counting in toddlers. Developmental science, 19(2), 329-337. [link] [pdf]

  39. Sella, F., Berteletti, I., Brazzolotto, M., Lucangeli, D., & Zorzi, M. (2014). Number line estimation in children with developmental dyscalculia. Learning Disabilities: A Contemporary Journal, 11(2), 41–49. [link] [pdf]

  40. Sella, F., Lanfranchi, S., & Zorzi, M. (2013). Enumeration skills in Down syndrome. Research in Developmental Disabilities, 34(11), 3798–3806. [link] [pdf]

  41. Tressoldi, P. E., Giofré, D., Sella, F., & Cumming, G. (2013). High impact= high statistical standards? Not necessarily so. PloS one, 8(2), e56180. [link] [pdf]

  42. Sella, F., Bonato, M., Cutini, S., & Umiltà, C. (2013). Living on the edge: strategic and instructed slowing in the stop signal task. Psychological research, 77(2), 204-210. [link] [pdf]

  43. Sella, F., Re, A. M., Lucangeli, D., Cornoldi, C., & Lemaire, P. (2019). Strategy selection in ADHD characteristics children: A study in arithmetic. Journal of attention disorders, 23(1), 87-98. [link] [pdf]

  44. Bonato, M., Sella, F., Berteletti, I., & Umilta, C. (2012). Neuropsychology is nothing without control: A potential fallacy hidden in clinical studies. Cortex, 48(3), 353-355. [link] [pdf]

  45. Tressoldi, P. E., Sella, F., Coltheart, M., & Umilta, C. (2012). Using functional neuroimaging to test theories of cognition: a selective survey of studies from 2007 to 2011 as a contribution to the Decade of the Mind Initiative. cortex, 48(9), 1247-1250. [link] [pdf]

  46. Cornoldi, C., Del Prete, F., Gallani, A., Sella, F., & Re, A. M. (2010). Components affecting expressive writing in typical and disabled writers. In Literacy and Learning (pp. 269-286). Emerald Group Publishing Limited. [link] [pdf]