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Showing results 1 to 20 of 32
   Automatic Integration of Numerical Formats Examined with Frequency-tagged EEGMarinova, Mila  ; Georges, Carrie ; et alin Scientific Reports (2021) How humans integrate and abstract numerical information across different formats is one of the most debated questions in human cognition. We addressed the neuronal signatures of the numerical integration ... [more ▼] How humans integrate and abstract numerical information across different formats is one of the most debated questions in human cognition. We addressed the neuronal signatures of the numerical integration using an EEG technique tagged at the frequency of visual stimulation. In an oddball design, participants were stimulated with standard sequences of numbers (<5) depicted in single (digits, dots, number words) or mixed notation (dots – digits, number words – dots, digits – number words), presented at 10Hz. Periodically, a deviant stimulus (>5) was inserted at 1.25 Hz. We observed significant oddball amplitudes for all single notations, showing for the first time using this EEG technique, that the magnitude information is spontaneously and unintentionally abstracted, irrespectively of the numerical format. Significant amplitudes were also observed for digits – number words and number words – dots, but not for digits – dots, suggesting an automatic integration across some numerical formats. These results imply that direct and indirect neuro-cognitive links exist across the different numerical formats. [less ▲] Detailed reference viewed: 63 (5 UL) Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languagesGreisen, Max ; Georges, Carrie ; Hornung, Caroline et alin Acta Psychologica (2021) Detailed reference viewed: 49 (7 UL)The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equationGeorges, Carrie ; Cornu, Véronique ; Schiltz, Christine in Journal of Experimental Child Psychology (2021) Detailed reference viewed: 133 (6 UL)Not all elementary school teachers are scared of math; Masson, Nicolas ; Georges, Carrie et alin Journal of Numerical Cognition (2021) Detailed reference viewed: 120 (1 UL)Number Line Tasks and Their Relation to Arithmetics in Second to Fourth GradersGeorges, Carrie ; Schiltz, Christine in Journal of Numerical Cognition (2021), 7(1), 20--41 Detailed reference viewed: 27 (0 UL)LEARN Newsletter - Editioun 2021Georges, Carrie ; Hoffmann, Danielle ; Hornung, Caroline et alBook published by LEARN (2021) Detailed reference viewed: 33 (2 UL)LEARN Newsletter - Édition 2021Georges, Carrie ; ; Hornung, Caroline et alBook published by LEARN (2021) Detailed reference viewed: 42 (2 UL)A robust electrophysiological marker of spontaneous numerical discriminationGeorges, Carrie ; ; Schiltz, Christine in Scientific Reports (2020) Detailed reference viewed: 142 (0 UL)Proportional reasoning in the bounded but not direct estimation in the unbounded number line task underlies the relation to arithmetics in second to fourth gradersGeorges, Carrie ; Schiltz, Christine Poster (2019, September) Detailed reference viewed: 39 (1 UL)A minority pulls the sample mean: on the individual prevalence of robust group-level cognitive phenomena - the instance of the SNARC effect; ; Georges, Carrie et alPresentation (2019, January) Detailed reference viewed: 77 (2 UL)Spatial Skills First: The Importance of Mental Rotation for Arithmetic Skill AcquisitionGeorges, Carrie ; Cornu, Véronique ; Schiltz, Christine in Journal of Numerical Cognition (2019) Detailed reference viewed: 170 (12 UL)The relation between visuospatial abilities and verbal number skills in preschool: Adding spatial language to the equationGeorges, Carrie ; ; Schiltz, Christine Poster (2018, September) Detailed reference viewed: 85 (5 UL)Developmental changes in the effect of active left and right head rotation on random number generationGeorges, Carrie ; Sosson, Charlotte ; Guillaume, Mathieu et alin Frontiers in Psychology (2018) Detailed reference viewed: 129 (3 UL)LEARN Newsletter - Édition 2018Georges, Carrie ; Hoffmann, Danielle ; Hornung, Caroline et alBook published by LEARN (2018) Detailed reference viewed: 94 (2 UL)LEARN Newsletter - Editioun 2018Georges, Carrie ; Hoffmann, Danielle ; Hornung, Caroline et alBook published by LEARN (2018) Detailed reference viewed: 95 (6 UL)Implicit and explicit number-space associations differentially relate to interference control in young adults with ADHDGeorges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine in Frontiers in Psychology (2018) Detailed reference viewed: 201 (3 UL)Spatial skills first: The importance of mental rotation for arithmetic skill acquisitionGeorges, Carrie ; Cornu, Véronique ; Schiltz, Christine Poster (2017, September) Detailed reference viewed: 131 (5 UL)Mathematical abilities in elementary school: Do they relate to number–space associations?Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine in Journal of Experimental Child Psychology (2017) Considering the importance of mathematics in Western societies, it is crucial to understand the cognitive processes involved in the acquisition of more complex mathematical skills. The current study ... [more ▼] Considering the importance of mathematics in Western societies, it is crucial to understand the cognitive processes involved in the acquisition of more complex mathematical skills. The current study, therefore, investigated how the quality of number–space mappings on the mental number line, as indexed by the parity SNARC (spatial–numerical association of response codes) effect, relates to mathematical performances in third- and fourth-grade elementary school children. Mathematical competencies were determined using the “Heidelberger Rechentest,” a standardized German math test assessing both arithmetical and visuospatial math components. Stronger parity SNARC effects significantly related to better arithmetical but not visuospatial math abilities, albeit only in the relatively younger children. These findings highlight the importance of spatial–numerical interactions for arithmetical (as opposed to visuospatial) math skills at the fairly early stages of mathematical development. Differential relations might be explained by the reliance on problem-solving strategies involving number–space mappings only for arithmetic tasks mainly in younger children. [less ▲] Detailed reference viewed: 229 (15 UL)Number-Space Associations as Indexed by the SNARC Effect – Their Relations to Mathematical Abilities and Anxiety & Their Underlying Cognitive MechanismsGeorges, Carrie Doctoral thesis (2017) Detailed reference viewed: 162 (22 UL) How and Why Do Number-Space Associations Co-Vary in Implicit and Explicit Magnitude Processing Tasks?Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine in Journal of Numerical Cognition (2017) Detailed reference viewed: 197 (10 UL)
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