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  LuxembourgWantz, Marc  ; ; in Oberhuemer, Pamela; Schreyer, Inge; Neuman, Michelle J. (Eds.) Professionals in early childhood education and care systems : European profiles and perspectives (2010) Detailed reference viewed: 86 (2 UL)Relations between numerical and visuospatial competenciesWantz, Marc ; Reuter, Robert ; Martin, Romain et alScientific Conference (2009) Detailed reference viewed: 85 (8 UL)Children Talk - an important tool for cognitive development; Wantz, Marc ; Scientific Conference (2009) Detailed reference viewed: 86 (1 UL)Numerische Kompetenzen bei KindernWantz, Marc in Krus, Astrid; Hammer, Richard (Eds.) „Kleine Forscher – Große Entdecker Psychomotorische Bewegungsförderung im Kleinkindalter“ (2009) Detailed reference viewed: 89 (3 UL)Gender and mathematical competencies!?Wantz, Marc ; Brunner, Martin ; Martin, Romain et alScientific Conference (2008, September 04) Detailed reference viewed: 87 (9 UL)Gender and mathematical competencies!?Wantz, Marc ; ; Martin, Romain et alScientific Conference (2008) Detailed reference viewed: 62 (1 UL)Computer assisted assessment of visuospatial working memoryWantz, Marc ; Martin, Romain ; Hornung, Caroline et alPoster (2007) We present a new computer program that allows the assessment of visuospatial working memory (VSWM) in kindergarten children. The challenge for the assessment of VSWM in this age group is to present a test ... [more ▼] We present a new computer program that allows the assessment of visuospatial working memory (VSWM) in kindergarten children. The challenge for the assessment of VSWM in this age group is to present a test design that is easily understandable for children and thus not too difficult while at the same time implying additional processing elements above the pure storage of positional information (according to the definition of Engle et al. 1999 that working memory combines an element of pure storage with processes of executive attention) The adopted test paradigm is based on a grid / no-grid paradigm for which a previous fMRI study with an adult population has shown that the memorization of positional information in a perceptively undifferentiated space (no-grid condition) requires additional attentional processes compared to the memorization of positional information in a perceptively structured space (grid condition). The setting of the test was adapted to children in Kindergarten. We used a tablet PC to administer the test. This procedure excludes that children fail because they can’t use the computer mouse in an appropriate way. The different items show a 4x4 grid where the eyes of a manikin appear on a dark background. Children are told that the positions of different manikins in a dark room have to be memorized. After a short period of time the eyes disappear again and up to four positions have to be memorized in this way. The test person then clicks in the grid where he believes that the different manikins are hidden. The setting allows measuring performance in terms of accuracy and time. First results with kindergarten children in Luxemburg will be presented showing the correlation of this VSWM task with other visuospatial and numerical tasks. [less ▲] Detailed reference viewed: 119 (6 UL)Numerical competencies of young childrenWantz, Marc ; Martin, Romain ; Schiltz, Christine Scientific Conference (2007) Numerous studies show that wide ranges of competencies in different fields are necessary to develop a good numerical competency. Our research tried to find an answer to the question, which out of various ... [more ▼] Numerous studies show that wide ranges of competencies in different fields are necessary to develop a good numerical competency. Our research tried to find an answer to the question, which out of various factors mainly influence the numerical competencies of young children. We focused on visuospatial, perceptive and tactile skills as determinants of the quality of early numerical representations. We adopted a longitudinal research design with three periods of data collection (two data collections during the second year of kindergarten and one at the end of first grade). Our test setting for the kindergarten included tests in the three areas mentioned above. The evaluation of these results shows that the numerical competencies are influenced by visuospatial competencies and knowledge of pre-numerical facts. An importance of the perceptive and tactile skills could not be established. At the end of first grade, after formal mathematical instruction, we made a mathematical competency test. A structural equation model of the subtests shows that the numerical knowledge at this stage can be divided in two separate factors: 1. A representational numerical factor (analogical representation of quantities: Triple Code model of Dehaene) 2. A more formal knowledge of mathematics (visual Arabic representation: Triple Code model of Dehaene, 1992). Predicting these two factors from the competency profile measured in kindergarten showed that the representational numerical factor was very well predicted from a general spatio-numerical factor found in the previous year, while the formal knowledge was predicted to a lesser degree by tactile skills measured at the end of kindergarten. Implications for numerical teaching in Kindergarten will be discussed. [less ▲] Detailed reference viewed: 118 (8 UL)Visuelle Wahrnehmung und arithmetische KompetenzenWantz, Marc ; Martin, Romain ; Schiltz, Christine in Motorik (2007), 4 Detailed reference viewed: 104 (0 UL)Visuo-spatial working memory and spatial attention shifting: Same or different functional networks?Martin, Romain ; Schiltz, Christine ; Wantz, Marc et alScientific Conference (2006, June) Detailed reference viewed: 68 (4 UL)Früherkennung und Förderung von Problemen im Umgang mit Zahlen bei Kindern von 5-6 Jahren Psychomotorik in Deutschland: Bewegung in Bildung und GesundheitWantz, Marc in Fischer, Klaus; Knab, Eckhart; Behrens, Melanie (Eds.) Früherkennung und Förderung von Problemen im Umgang mit Zahlen bei Kindern von 5-6 Jahren (2006) Detailed reference viewed: 72 (1 UL)Processus attentionnels, mémoire de travail visuospatiale et genèse des représentations numériques: une approche neuropsychologiqueSchiltz, Christine ; Wantz, Marc ; Martin, Romain et alReport (2005) Detailed reference viewed: 85 (2 UL)wissenschaftliche Betreuung des CD-Rom Projektes "Auf meinem Weg ... vom bewegten Spiel zum kompetenten Handeln" von Marguerite KoppesWantz, Marc Report (2005) Detailed reference viewed: 87 (0 UL)Fitifax: Persönlichkeits-undSprachentwicklung im Rahmen der gesundheitsfördernden Vorschule (für vier-bis sechsjährige Mädchen und Jungen) 50 Jahre Psychomotorik in Deutschland: Bewegung in Bildung und GesundheitWantz, Marc Scientific Conference (2005) Detailed reference viewed: 140 (1 UL)Früherkennung und Förderung von Problemen im Umgang mit Zahlen bei Kindern von 5-6 JahrenWantz, Marc Scientific Conference (2005) Detailed reference viewed: 45 (0 UL)Stellungnahme zu "Lëtzebuergesch an der Spillschoul : Iwerleeungen Approchen Methoden Méiglechkeeten"Wantz, Marc Report (2003) Detailed reference viewed: 124 (1 UL)Fitifax : Persönlichkeits- und Sprachentwicklung im Rahmen der gesundheitsfördernden Vorschule (für vier- bis sechsjährige Mädchen und Jungen)Wantz, Marc Conference given outside the academic context (2003) Detailed reference viewed: 107 (0 UL)Fitifax : Persönlichkeits- und Sprachentwicklung im Rahmen der gesundheitsfördernden Vorschule (für vier- bis sechsjährige Mädchen und Jungen); ; Wantz, Marc Book published by Éducation Nationale (2003) Detailed reference viewed: 157 (4 UL)Focussing und MotopädagogikWantz, Marc Scientific Conference (2001) Detailed reference viewed: 75 (0 UL)
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