[MATHLINK] Two professorships positions in experimental psycholoy and staticistic for psychologists in Lausanne, Switzerland

[Catherine Thevenot]

Hi everyone !

 I thought some of you might be interested in applying for one or both positions avalaible in Lausanne.

Please find the links to the position below :

https://www.jobs.ch/en/vacancies/detail/f95547ad-bd75-4748-93fc-0d1a185b395e/

https://www.jobs.ch/fr/offres-emplois/detail/4ae61a7c-4744-4cee-b9b2-306b22c47591/
[https://www.jobs.ch/public/img/og-company-image-default-jobs.png]<https://www.jobs.ch/fr/offres-emplois/detail/4ae61a7c-4744-4cee-b9b2-306b22c47591/>
Assistant Professor (Tenure Track) or Associate Professor in Experimental Psychology - Annonce auprès de Université de Lausanne - Faculté des SSP - jobs.ch<https://www.jobs.ch/fr/offres-emplois/detail/4ae61a7c-4744-4cee-b9b2-306b22c47591/>
Université de Lausanne - Faculté des SSP a publié l'offre d'emploi de Assistant Professor (Tenure Track) or Associate Professor in Experimental Psychology sur jobs.ch. Postulez maintenant à cette annonce !
www.jobs.ch




-------------------------------------------
Professeure Catherine Thevenot

Université de Lausanne
SSP, Institut de Psychologie
Batiment Géopolis, Bureau 4536
CH-1015 Lausanne

00.41.21.692.32.68
________________________________
De : MATHLINK <mathlink-bounces at the-mcls.org> de la part de mathlink-request at the-mcls.org <mathlink-request at the-mcls.org>
Envoyé : jeudi 2 mars 2023 00:04
À : mathlink at the-mcls.org <mathlink at the-mcls.org>
Objet : MATHLINK Digest, Vol 33, Issue 1

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Today's Topics:

   1. New Mathematical Cognition and Learning Publications - March
      2023 (Mathematical Cognition and Learning Society)


----------------------------------------------------------------------

Message: 1
Date: Wed,  1 Mar 2023 23:03:13 +0000
From: Mathematical Cognition and Learning Society
        <mathcognitionlearningsociety at gmail.com>
To: <mathlink at the-mcls.org>
Subject: [MATHLINK] New Mathematical Cognition and Learning
        Publications - March 2023
Message-ID:
        <52a664da881817eed812437d0.b639d331ec.20230301230306.dbc5f472cb.2fb28a14 at mail253.suw161.rsgsv.net>

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Check out what's been published recently!

View this email in your browser (https://mailchi.mp/195099abdb38/new-mathematical-cognition-and-learning-publications-march-2023?e=b639d331ec)


** New math cognition publications
------------------------------------------------------------
Dear MCLS Community,

here is the list of new math cognition publications based on information submitted in January and February  2023.
To include your new publication in the April edition of this newsletter, please submit your information by March 31st, 2023:

https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=577922fe36&e=b639d331ec

The influence of home environmental factors on kindergarten children's addition strategy use
DePascale, M., Jaeggi, S. M., & Ramani, G. B.
Frontiers in Psychology
addition strategy, SES, home learning environment
mary.depascale at bc.edu (mailto:mary.depascale at bc.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=aa89367e95&e=b639d331ec

The relationship between primary school children?s inhibition and the processing of rational numbers
De Keersmaeker, K., Van Hoof, J., & Van Dooren, W.
European Journal of Psychology of Education
inhibition, natural number bias, rational numbers
karen.dekeersmaeker at kuleuven.be (mailto:karen.dekeersmaeker at kuleuven.be)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=0ea1a477f7&e=b639d331ec

A refined description of initial symbolic number acquisition
Attila Krajcsi, Edina Fintor
Cognitive Development
Cardinality principle; Give a number task; Subset-knowers; Preschoolers? number knowledge
krajcsi at gmail.com (mailto:krajcsi at gmail.com)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=70c89ed36a&e=b639d331ec

The approximate number system cannot be the leading factor in the acquisition of the first symbolic numbers
Krajcsi, A., Fedele, M., Reynvoet, B.
Cognitive Development
Approximate number system; Subset-knowers; Symbolic number acquisition; Numerical cognition development
krajcsi at gmail.com (mailto:krajcsi at gmail.com)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=709e15a7ef&e=b639d331ec

Stimulus frequency alone can account for the size effect in number comparison
Krajcsi, A., Kojouharova, P.
Acta Psychologica
Symbolic number comparison; Size effect; Distance effect; Approximate number system; Discrete semantic system
krajcsi at gmail.com (mailto:krajcsi at gmail.com)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=449de9df79&e=b639d331ec

Training arithmetical skills when finger counting and working memory cannot be used: A single case study in a child with cerebral palsy.
Neveu, Geurten and Rousselle
Applied Neuropsychology: Child
case-control study; evidence-based practice; mathematical cognition
mneveu at uliege.be (mailto:mneveu at uliege.be)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=a85a62af83&e=b639d331ec

Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
?ivkovi?, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., & Passolunghi, M. C.
Social Psychology of Education
positive and negative emotions, self-efficacy, math performance
marija.zivkovic at phd.units.it (mailto:marija.zivkovic at phd.units.it)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=e0f91e3979&e=b639d331ec

With a little help from our pediatrician: An intervention to promote mathematics-related home activities through regular well-child visits
Tomasetto, C., LeFevre, J. A., Passolunghi, M. C., De Vita, C., Guardabassi, V., Brunelli, A., Ciotti, F., & Biasini, G.
Frontiers in Psychology
early numeracy, home mathematics environment, intervention
carlo.tomasetto at unibo.it (mailto:carlo.tomasetto at unibo.it)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=52b363d856&e=b639d331ec

Age group differences in SFON tendency and arithmetical skills of four to seven year olds in four countries with different school starting ages
Minna Hannula-Sormunen, Sophie Batchelor, JokeTorbeyns, Victoria Simms, Cristina Nanu, Eero Laakkonen, Bert De Smedt
Cognitive Development
SFON, Arithmetical skills, Age group differences
Minna.Hannula-Sormunen at utu.fi (mailto:Minna.Hannula-Sormunen at utu.fi)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=a4eaea839f&e=b639d331ec

The plural counts: Inconsistent grammatical number hinders numerical development in preschoolers ? A cross-linguistic study
Haman, M., Lipowska, K., Soltanlou, M., Cipora, K., Domahs, F., & Nuerk, H.-C.
Cognition
Cross-linguistic differences, Symbolic number comparison, Grammatical number
maciej.haman at psych.uw.edu.pl (mailto:maciej.haman at psych.uw.edu.pl)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=89ee50b123&e=b639d331ec

The mathematical brain at rest
Eric D. Wilkey, Ira Gupta, Ashini Peiris, Daniel Ansari
Current Opinion in Behavioral Sciences
resting state functional connectivity, fMRI, scoping review
daniel.ansari at uwo.ca (mailto:daniel.ansari at uwo.ca)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=22dbca4277&e=b639d331ec

Spatial visualization and measurement of area: A case study in spatialized mathematics instruction
Harris, D., Logan, T., Lowrie, T.
Journal of Mathematical Behavior
visualization, measurement, area
danielle.harris at canberra.edu.au (mailto:danielle.harris at canberra.edu.au)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=6615f61fe1&e=b639d331ec

Evaluating the impact of supplemental computer-assisted math instruction in elementary school: A conceptual replication
Foster, M. E.
Journal of Research on Educational Effectiveness
Computer-assisted instruction numeracy geometry
mefoster at usf.edu (mailto:mefoster at usf.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=f042d699b6&e=b639d331ec

The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades.
Ribner, A., Ahmed, S., Miller-Cotto, D., & Ellis, A.
Early Childhood Research Quarterly
executive function; latent growth curve models; math achievement
andy.ribner at pitt.edu (mailto:andy.ribner at pitt.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=fd39acd921&e=b639d331ec

How many seconds was that? Teaching children about time does not refine their ability to track durations
Hamamouche, K., Cordes, S.
Cognition
Timing; Symbolic Representations; Refinement Hypothesis
khamamou at butler.edu (mailto:khamamou at butler.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=76e8054687&e=b639d331ec

Young children's career aspirations: Gender differences, STEM ambitions, and expected skill use
Conlon, R.A., Barroso, C., & Ganley, C.M.
The Career Development Quarterly
elementary school, career aspirations, STEM
conlon at psy.fsu.edu (mailto:conlon at psy.fsu.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=367d3a8815&e=b639d331ec

"We don?t have things for counting": An exploration of early numeracy skills and home learning experiences of children growing up in poverty in South Africa
Merkley, R., Sernoskie, E., Cook, C. J., Howard, S. J., Makaula, H., Mshudulu, M., Tshetu, N., Draper, C. E., & Scerif, G.
Journal of Numerical Cognition
early numeracy, home environment, low-income settings
gaia.scerif at psy.ox.ac.uk (mailto:gaia.scerif at psy.ox.ac.uk)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=e479715b4f&e=b639d331ec

Adaptive number knowledge among primary school students of various ages
Pehkonen, S., Lehtinen, A., Nieminen, P. & H?hki?niemi, M.
Nordic Studies in Mathematics Education
Adaptive number knowledge, age differences, latent profile analysis
salla.m.pehkonen at jyu.fi (mailto:salla.m.pehkonen at jyu.fi)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=ae24361e24&e=b639d331ec

Resisting the urge to calculate: The relation between inhibition skills and perceptual cues in arithmetic performance
Closser, A. H., Chan, J. Y.-C., & Ottmar, E. R.
Quarterly Journal of Experimental Psychology
perceptual cues; inhibition; arithmetic
aclosser at purdue.edu (mailto:aclosser at purdue.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=bd4da788e0&e=b639d331ec

Does Parental Self-Efficacy Predict Math Performance Among Black American School-Age Children
Harris, Y.R., Inan, S., Woodbury, G., Modirrousta, A., Lawal, A
Negro Educational Review
parenting self efficacy math
harrisyr at miamioh.edu (mailto:harrisyr at miamioh.edu)

Numerical Cognition after Brain Injury: Is There a Relationship between Subitizing and Arithmetical Abilities?
Gosling, E., Demeyere, N., Dowker, A.
Brain Sciences
Arithmetic; Subitizing; Post-stroke patients
ann.dowker at psy.ox.ac.uk (mailto:ann.dowker at psy.ox.ac.uk)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=b5590a34a0&e=b639d331ec

Conditions of distance learning and teaching and their relation to elementary school children?s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic
Orbach, L., Fritz. A., Haase, V.G., Dowker, A., Rasanen, P.
Frontiers in Educational Psychology
COVID- 19; Math achievement; Distance learning,
lars.orbach at gmail.com (mailto:lars.orbach at gmail.com) ; a.fritz.stratmann at gmail.com (mailto:a.fritz.stratmann at gmail.com)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=860f87441e&e=b639d331ec

Does Anxiety Explain Why Math-Anxious People Underperform in Math?
Daker RJ, Gattas SU, Necka EA, Green AE, Lyons IM
NPJ: Science of Learning
Math Anxiety, Math Performance, Heart-Rate Variability
rjd107 at georgetown.edu (mailto:rjd107 at georgetown.edu)

Rethinking Executive Functions in Mathematical Cognition
Medrano, J., Prather, R. W.
Journal of Cognition and Development
Executive functions, mathematical cognition, inhibitory control
jmed7 at umd.edu (mailto:jmed7 at umd.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=c428d159c6&e=b639d331ec

The relation between complement understanding and computational skills: A random intercept cross-lagged panel model
Yip, E. S.-K., Wong, T. T.-Y., & Kwan, K.-T.
Developmental Psychology
complement, computational skills, arithmetic principles
terrytywong at gmail.com (mailto:terrytywong at gmail.com)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=9b399ecb39&e=b639d331ec

A Meta-analysis of the Worked Examples Effect on Mathematics Performance
Barbieri, C.A., Miller-Cotto, D., Clerjuste, S., & Chawla, K.
Educational Psychology Review
worked examples; mathematics; meta-analysis
barbieri at udel.edu (mailto:barbieri at udel.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=8a54112ab1&e=b639d331ec

Let?s be rational: Worked examples supplemented textbooks improve conceptual and fraction knowledge
Barbieri, C.A., Booth, J.L., & Chawla, K.
Educational Psychology
worked examples; fractions; rational numbers
barbieri at udel.edu (mailto:barbieri at udel.edu)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=2a0a73e9f7&e=b639d331ec 10.2022.2144142 (https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=5999b11666&e=b639d331ec)

Modeling the left digit effect in adult number line estimation
Patalano, A.L., Kayton, K., & Barth, H.
Cognition
left digit effect, number line estimation, mathematical modeling
apatalano at wesleyan.edu (mailto:apatalano at wesleyan.edu)

How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)
Alam, S. S.., Dub?, A.K.
Journal of Computer Assisted Learning
Digital Home Numeracy
sabrina.alam at mail.mcgill.ca (mailto:sabrina.alam at mail.mcgill.ca)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=aa28b2c13e&e=b639d331ec

Measuring Digital Home Numeracy Practice: A Scale Development and Validation Study
Alam, S.S., Dub?, A.K.
Journal of Research in Childhood Education
Digital Home Numeracy
sabrina.alam at mail.mcgill.ca (mailto:sabrina.alam at mail.mcgill.ca)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=1df8fb5dfd&e=b639d331ec

Topographical map for quantities ? Indeed? Commentary on Harvey et al 2013, 2017
Leibovich-Raveh, T.
Current Research in Behavioral Sciences
passive viewing task, quantities, continuous magnitudes
talil at edu.haifa.ac.il (mailto:talil at edu.haifa.ac.il)
https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=1afe9d78e1&e=b639d331ec


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