[MATHLINK] New math cognition publications - 11/22 edition

Sun Nov 6 19:42:51 CST 2022

Dear MCLS Community,

here is the list of new math cognition publications based on information submitted in October 2022.
To include your new publication in the November edition of this newsletter, please submit your information by November 1st, 2022:

https://forms.gle/fj2Rf8Jspw5aYHLj7

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The role of math anxiety in the relationship between approximate number system and math performance in young children
Sarƒ, M.H., Szczygiec, M.
Psychology in the Schools
math achievement, math anxiety, number line estimations
mhsari at nevsehir.edu.tr<mailto:mhsari at nevsehir.edu.tr>
https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22794
Do mathematicians and undergraduates agree about explanation quality?
Evans, T., Meja-Ramos, J.P., Inglis, M.
Educational Studies in Mathematics
explanation quality, undergraduate mathematics, comparative judgement
t.evans at auckland.ac.nz<mailto:t.evans at auckland.ac.nz>
https://doi.org/10.1007/s10649-022-10164-2
Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified
Evans, T. & Dietrich, H.
STEM Education
Inquiry-Based Mathematics Education, undergraduate mathematics, equity
t.evans at auckland.ac.nz<mailto:t.evans at auckland.ac.nz>
http://dx.doi.org/10.3934/steme.2022014
Finger use and arithmetic skills in children and adolescents: A scoping review
Neveu, M., Geurten, M., Durieux, N., Rousselle, L.
Educational Psychology Review
Finger use, mathematic education, cognitive development
mneveu at uliege.be<mailto:mneveu at uliege.be>
Number transcoding in bilinguals: A transversal developmental study
Lachelin, R., Van Rinsveld, A., Poncin, A., Schiltz, C.
Plos One
Bilingualism, cross-sectional, transcoding
remy.lachelin at uni.lu<mailto:remy.lachelin at uni.lu>
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0273391
Are infants' preferences in the number change detection paradigm driven by sequence patterns?
Decarli, G., Piazza, M., & Izard, V.
Infancy
change detection paradigm, infants, number sense
veronique.izard at u-paris.fr<mailto:veronique.izard at u-paris.fr>, decarli.gisella at gmail.com<mailto:decarli.gisella at gmail.com>
http://doi.org/10.1111/infa.12505
Book Chapter
Iuculano, T.
The Cambridge Handbook of Dyslexia and Dyscalculia (Editor: Skeide, M.A.)
Brain plasticity, Math learning, Interventions
teresa.iuculano at u-paris.fr<mailto:teresa.iuculano at u-paris.fr>
https://www.cambridge.org/core/books/abs/cambridge-handbook-of-dyslexia-and-dyscalculia/neuroplasticity-in-response-to-mathematical-intervention/AB927AC4D9CA098CC452DE3702C75802
Neurodevelopmental differences in task-evoked number network connectivity: Comparing symbolic and nonsymbolic number discrimination in children and adults
Skagenholt, M., Skagerlund, K., & Tr√§ff, U.
Developmental Cognitive Neuroscience
Number discrimination, Functional connectivity, Developmental differences
mikael.skagenholt at liu.se<mailto:mikael.skagenholt at liu.se>
https://www.sciencedirect.com/science/article/pii/S1878929322001025
A Network Analysis of Children's Emerging Place-Value Concepts
Bower, C. A., Mix, K. S., Yuan, L., & Smith, L.
Psychological Science
knowledge structure, place-value understanding; network analysis
smith4 at indiana.edu<mailto:smith4 at indiana.edu>
https://journals.sagepub.com/doi/abs/10.1177/09567976211070242
Numeracy, cognitive, and motivational predictors of elementary mathematics achievement
Liu, A. S., Rutherford, T., & Karamarkovich, S. M.
Journal of Educational Psychology
executive functions; motivation; numeracy
aliu2 at wpi.edu<mailto:aliu2 at wpi.edu>
https://psycnet.apa.org/record/2023-06492-002
Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence
Ehlert A, Poltz N, Quandte S, Kohn J, Kucian K, von Aster M, Esser G
Journal of Intelligence
Preschool, Intelligence, Math achievement
ehlertan at uni-potsdam.de<mailto:ehlertan at uni-potsdam.de>
https://www.mdpi.com/2079-3200/10/3/70
Does it count? Pre-School children's spontaneous focusing on numerosity and their development of arithmetical skills at school
Poltz N, Quandte S, Kohn J, Kucian K, Wyschkon A, von Aster M, Esser G
Brain Sciences
SFON, preschool, development
nadine.poltz at uni-potsdam.de<mailto:nadine.poltz at uni-potsdam.de>
https://www.mdpi.com/2076-3425/12/3/313
Longitudinal Pathways of Numerical Abilities in Preschool: Cognitive and Environmental Correlates and Relation to Primary School Mathematics
Bakker, M., Torbeyns, J., Verschaffel, L., & De Smedt, B.
Developmental Psychology
preschool - person-centered approach - early numerical abilities
Bert.DeSmedt at kuleuven.be<mailto:Bert.DeSmedt at kuleuven.be>
Children's spatial language skills predict their verbal number skills: A longitudinal study
Lindner, N., Moeller, K., Dresen, V., Pixner, S., & Lonnemann, J.
PLOS ONE
spatial language, mental number line, numerical development
nlindner at uni-potsdam.de<mailto:nlindner at uni-potsdam.de>
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0277026
Representations within the Intraparietal Sulcus Distinguish Numerical Tasks and Formats
Koch, G., Libertus, M., Fiez, J., Coutanche, M.
Journal of Cognitive Neuroscience
fMRI, MVPA, IPS
griffinkoch at pitt.edu<mailto:griffinkoch at pitt.edu>
https://doi.org/10.1162/jocn_a_01933

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Melissa Libertus, PhD (she/her)
Professor, Dept. of Psychology
Research Scientist, Learning Research and Development Center
University of Pittsburgh
626 Murdoch
3420 Forbes Avenue
Pittsburgh, PA 15260

Email: libertus at pitt.edu<mailto:libertus at pitt.edu>
Zoom: https://pitt.zoom.us/my/melissa.libertus
Phone: (412) 624-7457

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