A5039508907- Cognitive and developmental aspects of mathematical skills
- Mathematics Education and Teaching Techniques
- Reading and Literacy Development
- Neuroscience, Education and Cognitive Function
- Education, Achievement, and Giftedness
- Neuroscience and Music Perception
- Visual and Cognitive Learning Processes
- Child and Animal Learning Development
- Spatial Cognition and Navigation
- Visual perception and processing mechanisms
- Children's Physical and Motor Development
- Mathematics Education and Pedagogy
- Neural and Behavioral Psychology Studies
- Motor Control and Adaptation
- Spatial Neglect and Hemispheric Dysfunction
- Behavioral and Psychological Studies
- History and Theory of Mathematics
- Grit, Self-Efficacy, and Motivation
- Motivation and Self-Concept in Sports
- Statistics Education and Methodologies
- Transcranial Magnetic Stimulation Studies
- Multisensory perception and integration
- Hemispheric Asymmetry in Neuroscience
- Hearing Impairment and Communication
- Education Methods and Practices
University of Tübingen
2016-2025
Research Network (United States)
2018-2025
German Center for Diabetes Research
2024
RWTH Aachen University
2001-2023
Loughborough University
2020-2023
Ghent University
2023
Hertie Institute for Clinical Brain Research
2022
German Center for Neurodegenerative Diseases
2022
University of Calgary
2022
IB Hochschule
2022
Abstract. It is thought that number magnitude represented in an abstract and amodal way on a left-to-right oriented mental line. Major evidence for this idea has been provided by the SNARC effect ( Dehaene, Bossini, & Giraux, 1993 ): responses to relatively larger numbers are faster right hand, those smaller left even when irrelevant. The used index automatic access central semantic representation. However, assumption of modality independence never tested it remains uncertain if exists...
Number magnitude and number parity representation are fundamental representations. However, the of is much less understood than that magnitude: Therefore, we investigated it by examining (new) Linguistic Markedness Response Codes (MARC) effect: Responses facilitated if stimuli response codes both have same (congruent) linguistic markedness (even–right, odd–left) while incongruent conditions (even–left, odd–right) lead to interference. We examined systematically MARC (for parity) Spatial...
Multi-digit number processing is ubiquitous in our everyday life – even school, multi-digit numbers are computed from the first year onward. Yet, many problems children and adults have about relation of different digits (for instance with fractions, decimals, or carry effects addition). Cognitive research has mainly focused on single-digit processing, there no comprehensive review types effects. The current aims to fill this gap. First, we argue that observed tasks cannot simply be...
The SNARC (spatial-numerical association of response codes) described that larger numbers are responded faster with the right hand and smaller left hand. It is held in literature arithmetically skilled nonskilled adults differ SNARC. However, respective data descriptive, decisive tests nonsignificant. Possible reasons for this nonsignificance could be previous studies (a) very small samples were used, (b) there too few repetitions producing little power and, consequently, reliabilities to...
In this study, we aimed at investigating whether it is indeed the spatial magnitude representation that links number line estimation performance to other basic numerical and arithmetic competencies. Therefore, estimations of 45 fourth-graders in both a bounded new unbounded task (with only start-point unit given) were correlated with their variety tasks including addition, subtraction, comparison. Assuming assess same underlying mental representation, should also be associated However,...
While mathematically impaired individuals have been shown to deficits in all kinds of basic numerical representations, among them spatial-numerical associations, little is known about with exceptionally high math expertise. They might a more abstract magnitude representation or flexible spatial so that no automatic left/small and right/large association elicited. To pursue this question, we examined the Spatial Numerical Association Response Codes (SNARC) effect professional mathematicians...
Numerical ratio effects are a hallmark of numerical comparison tasks. Moreover, have been used to draw strong conclusions about the nature representations, how these representations develop, and degree which they generalize across stimulus formats. Here, we compute for 1,719 children from Grades K-6 each individual separately by computing not just average effect person, but also variability statistical magnitude (effect-size) their effect. We find that individuals' effect-sizes in fact...
Two implicit generalizations are often made from group-level studies in cognitive experimental psychology and their common statistical analysis the general linear model: (1) Group-level phenomena assumed to be present every participant with variations between participants being treated as random error data analyses; (2) stable over time. In this preregistered study, we investigated validity of these commonly used parity judgment task. proposed Ironman paradigm, intraindividual presence...
Children typically learn basic numerical and arithmetic principles using finger-based representations. However, whether or not reliance on representations is beneficial detrimental the subject of an ongoing debate between researchers in neurocognition mathematics education. From neurocognitive perspective, finger counting provides multisensory input, which conveys both cardinal ordinal aspects numbers. Recent data indicate that children with good show better skills training gnosis, "finger...