$1Mehringer, H., $1Fraga-González, G., Pleisch, G., Röthlisberger, M., Aepli, F., Keller, V., $Karipidis, I.I. & $Brem, S. (in press). (Swiss) GraphoLearn: an app-based tool to support beginning readers. Res Pract Technol Enhanc Learn. 2020;15(1):5.


Pleisch, G., Karipidis, I.I., Brem, A., Röthlisberger, M., Roth, A., Brandeis, D., ..., Brem, S. (2019). Simultaneous EEG and fMRI reveals stronger sensitivity to orthographic strings in the left occipito-temporal cortex of typical versus poor beginning readers. Developmental Cognitive Neuroscience 40, 100717.

Willinger, D., Karipidis, I.I., Beltrani, S., Di Pietro, S., Sladky, R., Walitza, S., Stämpfli, P., Brem, S. (2019). Valence-dependent coupling of prefrontal-amygdala effective connectivity during facial affect processing. eNeuro 6(4).

Pleisch, G., Karipidis, I.I., Brauchli, Ch., Röthlisberger, M., Hofstetter, Ch., Stämpfli, P., Walitza, S. & Brem, S. (2019). Emerging neural specialization of the ventral occipitotemporal cortex to characters through phonological association learning in preschool children. NeuroImage 189(1):813-831.

Fraga-González, G., Smit, D.J.A., van der Molen, M.J.W., Tijms, J., de Geus, E.J.C. & van der Molen, M.W. (2019). Probability learning and feedback processing in dyslexia: A performance and heart rate analysis. Psychophysiology, 56(12), e13460.

Fraga-González, G., Karipidis, I.I. & Tijms, J. (2019). Reply to “Dyslexia: Still Not a Neurodevelopmental Disorder”. Brain sciences, 9(3),61.

Boedhoe, P.S.W., Alonso, P., Batistuda, M.C., Bose, A., Cho, K.Ik.K., Feusner, J.D. Gruner, P., Hu, H., Heymans, M.W., Ameis, S.H., Benedetti, F., Brem, S. et al. (2019). An Empirical Comparison of Meta- and Mega-Analysis With Data From the ENIGMA Obsessive-Compulsive Disorder Working Group. Frontiers in Neuroinformatics.

Kong, X.-Z., Boedhoe, P.S.W., ..., Francks, C. (2019). Mapping Cortical and Subcortical Asymmetry in Obsessive-Compulsive Disorder: Findings From the ENIGMA Consortium. BiolPsych (2019).


Karipidis, I.I., Pleisch, G., Brandeis, D, Roth, A., Röthlisberger, M., Schneebeli, M., Walitza, S. & Brem, S. (2018). Simulating reading acquisition: The link between reading outcome and multimodal brain signatures of letter–speech sound learning in prereaders. SCIENTIFIC Reports. 8:7121.

Kong, X.-Z., Mathias, S.R., Guadalupe, T. et al. (2018). Mapping cortical brain asymmetry in 17,141 healthy individuals worldwide via the ENIGMA Consortium. Proceedings of the National Academy of Sciences of the United States of America 115(22):E5154-E5163.

Fraga-González, G., Karipidis, I.I. & Tijms, J. (2018). Dyslexia as a neurodevelopmental disorder and what makes it different from a chess disorder. Brain sciences, 8(10), 189.


Brem, S., Hunkeler, E., Mächler, M., Kronschnabel, J., Karipidis, I.I., Pleisch, G., Brandeis, D. (2017). Increasing expertise to a novel script modulates the visual N1 ERP in healthy adults. International Journal of Behavioral Development. 42 (3), p333-34.

Boedhoe, P.S.W., Schmaal, L., Abe, Y., Alonso, P., Ameis, S.H., M.Sc., Anticevic, A., Arnold, P.D., Batistuzzo, M.C., Benedetti, F., Beucke, J.C., Bollettini, I., Bose, A., Brem, S. et al. (2018). Cortical Abnormalities Associated With Pediatric and Adult Obsessive-Compulsive Disorder: Findings From the ENIGMA Obsessive-Compulsive Disorder Working Group. Am J Psychiatry 175(5):453-462.

Hauser T. U., Moutoussis, M., Iannaccone, R., Brem, S., Walitza, S., $Drechsler, R., Dayan, P., $Dolan, R. J. (2017). Increased decision thresholds enhance information gathering performance in juvenile Obsessive-Compulsive Disorder (OCD). PLoS Comput Biol 13(4):e1005440.

Hauser, T.U., Iannaccone, R., Dolan, J.R., Ball, J., Hättenschwiler, J., Drechlser, R., Rufer, M., Brandeis, D., $Walitza, S. & $Brem, S. (2017). Increased fronto-striatal reward prediction errors moderate learning in obsessive-compulsive disorder. Psychological Medicine 47(7):1246-1258.

Karipidis, I.I., Pleisch, G., Röthlisberger, M., Hofstetter, C., Dornbierer D., Stämpfli, P., Brem, S. (2017). Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia. Human Brain Mapping. 38(2):1038-1055.

Boedhoe, P.S.W., Schmaal, L., Abe, Y., Ameis, S., Arnold, P., Batistuzzo, M.C., Benedetti, F., Beucke, J., Bollettini, I., Bose, A., Brem, S., Calvo A. et al. (2017). Distinct subcortical volume alterations in pediatric and adult OCD: A worldwide meta- and mega-analysis. American Journal of Psychiatry 174(1):60-69.


Marino, M., Quanying, L., Brem, S., Wenderoth, N., Mantini, D. (2016). Automated detection and labelling of high-density EEG electrodes from structural MR images. Journal of Neural Engineering 13(5):056003.

Guadalupe, T., Mathias, S.R., van Erp, T.G.M., Whelan, C.D., Zwiers, M.P. et al.  (2016). Human brain asymmetries in 15,847 people worldwide reveal effects of age and sex. Brain Imaging and Behaviour. 11(5):1497-1514.

Hauser, T.U., Rütsche, B., Wurmitzer, K., Brem, S., Ruff, C.C. & Grabner, R.H. (2016). Neurocognitive effects of transcranial direct current stimulation in arithmetic learning and performance: a simultaneous tDCS-fMRI study. Brain stimulation 9(6):850-858.


$1Hauser T.U., $1Hunt L., Iannaccone R., Walitza S., Brandeis D., $Brem S. & $Dolan R. (2015). Temporally dissociable contributions of human medial prefrontal subregions to reward-guided learning. J Neurosci. 35(32):11209-20.

Iannaccone, R., Hauser, T.U., Ball, J., Brandeis, D., Walitza, S. & Brem, S. (2015). Classifying adolescent attention-deficit/hyperactivity disorder (ADHD) based on functional and structural imaging. Eur Child Adolesc Psychiatry 24(10):1279-89.

Iannaccone, R., Hauser, T.U., Staempfli, P., Walitza, S., Brandeis, D. & Brem, S. (2015). Conflict Monitoring and Error Processing: New Insights from simultaneous EEG-fMRI.NeuroImage 105:395-407. 

Hauser, T.U., Iannaccone, R., Walitza, S., $Brandeis, D. & $Brem, S. (2015). Cognitive flexibility in adolescence: Neural and behavioral mechanisms of reward prediction error processing in adaptive decision making during development. NeuroImage 104:347-354.

Maurer, U., Brem, S., Liechti, M., Maurizio, S., Michels, L., Brandeis, D. (2015). Frontal Midline Theta Reflects Individual Task Performance in a Working Memory Task. Brain Topogr 28, 127–134 (2015).

Selected publications until 2015

Hauser, T.U., Iannaccone, R., Ball, J., Mathys, C., Brandeis, D., $Walitza, S. & $Brem, S. (2014). Role of the Medial Prefrontal Cortex in Impaired Decision Making in Juvenile Attention-Deficit/Hyperactivity Disorder. JAMA Psychiatry (formerly Arch Gen Psychiatry) 71(10):1165-1173.

Brem, S., Bach, S., Kujala, J.V., Maurer, U., Lyytinen, H., Richardson, U., Brandeis, D. (2013). An Electrophysiological Study of Print Processing in Kindergarten: The Contribution of the Visual N1 as a Predictor of Reading Outcome.Developmental Neuropsychology 38(8), 567-594.

Bach, S., Richardson, U., Brandeis, D., Martin, E. & Brem, S. (2013). Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade. Neuroimage 82:605-615.

Brem S., Bach S., Kucian K., Kujala J., Guttorm TK., Martin E., Lyytinen H., Brandeis D., Richardson U. (2010). Brain sensitivity to print emerges when children learn letter-speech sound correspondences.Proc Natl Acad Sci USA 107(17):7939-44.

Maurer, U., Bucher, K., Brem, S., Benz, R., Kranz, F., Schulz, E., van der Mark, S., Steinhausen, H. C. & Brandeis, D. (2009). Neurophysiology in preschool improves behavioral prediction of reading ability throughout primary school.Biol Psychiatry 66(4):341-8.

Maurer, U., Brem, S., Kranz, F., Bucher, K., Benz, R., Halder, P., Steinhausen, H.C. & Brandeis, D. (2007). Impaired tuning of a fast occipito-temporal response for print in dyslexic children learning to read. Brain 130(Pt 12):3200-10.

Maurer, U., Brem, S., Bucher, K. & Brandeis, D. (2005). Emerging neurophysiological specialization for letter strings. J Cogn Neurosci 17, 1532-1552.


$1First authors with equal contributions

$Senior authors with equal contributions