Daniel Ansari has a keen interest in the connections between cognitive psychology, neuroscience and education.
He heads the Numerical Cognition Laboratory at Western University, where he and his research team use behavioural and neuroimaging methods to understand how numerical and mathematical skills develop.
Advanced Research Fellowship, Klaus J. Jacobs Foundation, 2018
E.W.R Steacie Memorial Fellowship, NSERC, 2015
Member, College of New Scholars, Artists and Scientists, Royal Society of Canada, 2014
Boyd McCandless Early Career Award, APA Division 7: Developmental Psychology, 2011
Early Research Contributions Award, Society for Research in Child Development, 2009
Sokolowski, H.M. & Ansari, D. (2018) Understanding the effects of education through the lens of biology. npj Science of Learning, 3(1), 17
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.
Bugden, S. & Ansari, D. (2016) Probing the nature of deficits in the ‘Approximate Number System’ in children with persistent Developmental Dyscalculia. Developmental Science, 19, 817-33.
Ansari, D. (2008). Effects of development and enculturation on number representation in the brain. Nature Reviews Neuroscience, 9, 278-91.
Ansari, D. & Karmiloff-Smith, A. (2002). Atypical trajectories of number development: a neuroconstructivist perspective. Trends in Cognitive Sciences, 6(12), 511-516.