References of "Georges, Carrie 50001835"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailAutomatic Integration of Numerical Formats Examined with Frequency-tagged EEG
Marinova, Mila UL; Georges, Carrie UL; Guillaume, Mathieu et al

in 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: 50 (3 UL)
Full Text
Peer Reviewed
See detailNot all elementary school teachers are scared of math
Artemenko, Christina; Masson, Nicolas UL; Georges, Carrie UL et al

in Journal of Numerical Cognition (2021)

Detailed reference viewed: 116 (1 UL)
Full Text
Peer Reviewed
See detailNumber Line Tasks and Their Relation to Arithmetics in Second to Fourth Graders
Georges, Carrie UL; Schiltz, Christine UL

in Journal of Numerical Cognition (2021), 7(1), 20--41

Detailed reference viewed: 24 (0 UL)
Full Text
See detailLEARN Newsletter - Editioun 2021
Georges, Carrie UL; Hoffmann, Danielle UL; Hornung, Caroline UL et al

Book published by LEARN (2021)

Detailed reference viewed: 24 (0 UL)
Full Text
See detailLEARN Newsletter - Édition 2021
Georges, Carrie UL; Hoffmann, Danielle; Hornung, Caroline UL et al

Book published by LEARN (2021)

Detailed reference viewed: 31 (1 UL)
Full Text
Peer Reviewed
See detailA robust electrophysiological marker of spontaneous numerical discrimination
Georges, Carrie UL; Guillaume, Mathieu; Schiltz, Christine UL

in Scientific Reports (2020)

Detailed reference viewed: 139 (0 UL)
See detailA minority pulls the sample mean: on the individual prevalence of robust group-level cognitive phenomena - the instance of the SNARC effect
Cipora, Krzysztof; van Dijck, Jean-Philippe; Georges, Carrie UL et al

Presentation (2019, January)

Detailed reference viewed: 68 (1 UL)
Full Text
See detailLEARN Newsletter - Édition 2018
Georges, Carrie UL; Hoffmann, Danielle UL; Hornung, Caroline UL et al

Book published by LEARN (2018)

Detailed reference viewed: 91 (2 UL)
Full Text
See detailLEARN Newsletter - Editioun 2018
Georges, Carrie UL; Hoffmann, Danielle UL; Hornung, Caroline UL et al

Book published by LEARN (2018)

Detailed reference viewed: 91 (6 UL)
Full Text
Peer Reviewed
See detailMathematical abilities in elementary school: Do they relate to number–space associations?
Georges, Carrie UL; Hoffmann, Danielle UL; Schiltz, Christine UL

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: 223 (14 UL)