From mathcognitionlearningsociety at gmail.com Thu Feb 1 12:33:10 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Thu, 1 Feb 2024 12:33:10 -0500 Subject: [MATHLINK] Submission and Travel Award Deadline Extended for MCLS 2024! Message-ID: Dear MCLS community, A few reminders about MCLS 2024 : 1. In addition to extending the submission deadline to *Friday, Feb 9*, we are also extending the application for Travel Awards. To submit your application, please check the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/travel-awards *. * 2. If you are still looking for a symposium to join or form, check out our symposium formation spreadsheet here: https://docs.google.com/spreadsheets/d/1-PnZHb5pLRBDPVAOJIam5oAGApnxP_hzu0MRQQ7SK4c/edit?usp=sharing . 3. Registration is officially open. More details can be found on the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/registration-membership. Early bird registration for members is available until April 15. 4. Information about travel and accommodations (including hotel blocks) can be found on the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/travel-accommodation. A limited number of dorms are available on the Gallaudet campus; dorms will be prioritized for trainee members. Can't wait to see all your submissions! Thank you, The MCLS -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From mathcognitionlearningsociety at gmail.com Mon Feb 5 13:03:16 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Mon, 5 Feb 2024 13:03:16 -0500 Subject: [MATHLINK] New MCLS Publications Message-ID: Dear MCLS Community, Apologies for sending this on both listservs -- I know some people don't receive emails from one or the other. Here is the list of new math cognition publications based on information submitted in December 2023 and January 2024. Apologies for not sending an email at the start of January! To include your new publication in the March edition of this newsletter, please submit your information by February 29th, 2023: https://forms.gle/pdv38tBbn2qJPyZh8 *The Natural Number Bias Hampers Secondary School Students in Different Ways: A Conceptual Replication of Van Hoof et al. (2013) * Hern?ndez Hern?ndez, Xolocotzin, and S?nchez Aguilar Implementation and Replication Studies in Mathematics Education Natural number bias, Conceptual replication, Global South Ulises.Xolocotzin at cinvestav.mx https://doi.org/10.1163/26670127-bja10016 *Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach * Reinhold, F., Leuders, T., & Loibl, K. Contemporary Educational Psychology Typical errors, Natural number bias, Magnitude estimation frank.reinhold at ph-freiburg.de https://doi.org/10.1016/j.cedpsych.2023.102224 *Participatory design for Cognitive Science: Examples from the Learning Sciences and Human-Computer Interaction * Chan, J. Y.-C., Nagashima, T., Closser, A. H. *Cognitive Science * participatory design, community-engaged research; meta-science; research methodology chanjyc at eduhk.hk http://dx.doi.org/10.1111/cogs.13365 *The home mathematics environment and its relation to children?s mathematical skills for Chinese families * Wei, W., Liao, H., Xu, C., Ye, X., & LeFevre, J. A. Learning and Individual Differences Home mathematics environment Mathematical ability Questionnaire China Preschoolers weiwei820 at zju.edu.cn https://doi.org/10.1016/j.lindif.2023.102381 *Language experience matters for the emergence of early numerical concepts * Santos, S., Brownell, H., Coppola, M., Shusterman, A., & Cordes, S. *npj Science of Learning * Deaf and Hard of Hearing, Approximate Number System, Number Knowledge stacee.santos at bc.edu *Integrated knowledge of rational number notations predicts children?s math achievement and understanding of numerical magnitudes * Schiller, L. K. & Siegler, R.S. *Cognitive Development * rational numbers, magnitude comparison, estimation lauren.schiller at tc.columbia.edu https://doi.org/10.1016/j.cogdev.2023.101380 *Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children?s mathematical knowledge * DePascale, M., Feng, Y., Lin, G. C., Barkin, R., Akhavein, K. M., Tavassolie, N., Ghil, E., Gaye, F., Buschkuehl, M., Ramani, G. B., & Jaeggi, S. M. *Contemporary Educational Psychology * mathematics, working memory, intervention mdep at umd.edu, gramani at umd.edu, smjaeggi at uci.edu https://doi.org/10.1016/j.cedpsych.2023.102252 *Parent-Focused Interventions to Support Children?s Early Math Learning* Libertus, M. E. *Current Directions in Psychological Science * early childhood, interventions, parents libertus at pitt.edu https://doi.org/10.1177/09637214231212806 *The Domain-Specificity of Domain-Generality: Attention, Executive Function, and Academic Skills * Eric D. Wilkey *Mind, Brain, Education * executive function, domain-specificity, number processing eric.d.wilkey at vanderbilt.edu https://onlinelibrary.wiley.com/doi/abs/10.1111/mbe.12373 *Developmental dyscalculia is not associated with atypical brain activation: A univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory * Kwok, F.Y., Wilkey, E.D., Peters, L., Khiu, E., Bull, R., Lee, K., Ansari, D. *Human Brain Mapping * dyscalculia, fMRI, bayesian analysis daniel.ansari at uwo.ca https://onlinelibrary.wiley.com/doi/abs/10.1002/hbm.26495 -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From aribner at nyu.edu Tue Feb 6 12:50:22 2024 From: aribner at nyu.edu (Andrew David Ribner) Date: Tue, 6 Feb 2024 12:50:22 -0500 Subject: [MATHLINK] Assistant Professor of Psychology at Chatham University Message-ID: Apologies for cross-posting, trying to spread the word widely! Please see below for a position in biological psychology and/or neuroscience (broadly defined). We are actively seeking applications through the end of February. Please feel free to reach out with any questions about the position and/or the University! Assistant Professor of Psychology Chatham University has an opening for a tenure-track Assistant Professor of Psychology in the undergraduate psychology program starting in the 2024-2025 academic year. The candidate selected for this position will be responsible for teaching six courses over the academic year. Courses will include Psychobiology, Psychopharmacology, and Statistics and Research Design, as well as additional upper-level courses in biological psychology. Chatham is committed to creating a supportive and inclusive learning, living and working environment for all members of the campus community. Chatham University strives to promote a campus environment that understands and embraces multiculturalism while increasing individuals' intercultural competence. We actively work to build and sustain a diverse and culturally vibrant campus, which promotes employee and student success and retention. Learn more at: https://www.chatham.edu/mission-and-values/diversity-and-inclusion/index.html . Duties and Responsibilities: - Teaching 3 courses in Fall and Spring semesters (6 courses per academic year) in General Psychology, research methods sequence, and upper-level biological psychology as identified by the program. - Developing and implementing a research agenda which results in scholarly publications and presentations. - Actively engaging in the campus community and efforts to promote and enhance diversity, equity, and inclusion. - Actively engaging in program/department service, including but not limited to: academic advising; program/department meetings; student recruitment/engagement events; supervising internships; program/department assessment; and other tasks identified by department chair and program coordinator. - Actively engaging in university service, including but not limited to: university and School of Arts, Sciences, and Business (SASB) faculty meetings; professional development seminars/workshops; service on university committees. Qualifications: - Earned Ph.D. in psychology (or specific subfield) required. Applicants who have not earned Ph.D. but will defend before position start date may be considered with letter of support from dissertation chair specifying date of scheduled defense. - Experience teaching at the university/collegiate level. Experience teaching General Psychology, Statistics and Research Design, and upper-level biological psychology courses preferred. Experience as an independent course instructor preferred but will consider applicants with extensive experience as a teaching assistant in relevant courses. - Demonstrable commitment to promoting and enhancing diversity, equity, and inclusion in your teaching and campus community engagement. Applicants should describe their experience in these arenas in a separate "Diversity, Equity, and Inclusion" statement. How to Apply: The review of applicants will begin in January 2024. Applications will be accepted through February 29, 2024. Applications accepted only via www.chatham.edu/careers (direct link is https://chatham.applicantpro.com/jobs/3175584) and follow the instructions to complete the application process. To ensure full consideration, please include: - Cover Letter outlining your qualifications for the position - Curriculum Vitae or Resume - Statement of teaching philosophy - Diversity, equity, and inclusion statement - 5-year research agenda with description of ongoing/future project(s), publications (in progress/planned), and required resources - Contact information for three professional references *All application materials should be uploaded at the same time at the time of application. **The system will not allow applicants to make edits to their applications after submission.* *Chatham University is an Equal Opportunity Employer with a strong commitment to diversity, inclusion, and equity. Persons of color, women, veterans, individuals with disabilities, and members of other underrepresented groups are highly encouraged to apply. Chatham University does not discriminate on the basis of race, color, religion, gender, gender identity, gender expression, sexual orientation, age, or national origin.* About Chatham: Founded in 1869, Chatham University has an enrollment of over 2,200 students across over 60 undergraduate and graduate programs in our areas of excellence: sustainability & health, the arts & sciences and business & communications. Located in Pittsburgh, PA, Chatham is spread across three distinct locations: the historic Shadyside Campus; Chatham Eastside; and Eden Hall Campus, one of the world's most sustainable campuses. -- Andrew Ribner, PhD *Department of Applied Psychology* Developmental Psychology NYU Steinhardt New York University aribner at nyu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mathcognitionlearningsociety at gmail.com Thu Feb 8 14:02:25 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Thu, 8 Feb 2024 14:02:25 -0500 Subject: [MATHLINK] MCLS Abstract Submission Deadline Tomorrow! Message-ID: Dear MCLS community, Please remember to submit your travel award and abstract submissions by tomorrow, *Friday, Feb 9! *Please also be sure that you have clicked submit on your application. There are still several fully completed submissions sitting in the "to-be-submitted" folder. Thank you, The MCLS -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From LIBERTUS at pitt.edu Thu Feb 8 13:52:58 2024 From: LIBERTUS at pitt.edu (Libertus, Melissa) Date: Thu, 8 Feb 2024 18:52:58 +0000 Subject: [MATHLINK] Learning Sciences summer undergraduate research internship at the University of Pittsburgh Message-ID: <7B86D0DA-1B4E-4C18-AC91-1E707FA169D6@pitt.edu> The Learning Research and Development Center at the University of Pittsburgh is pleased to announce its summer undergraduate research internship in the learning sciences. This is a paid internship, particularly well suited for students interested in pursuing graduate studies. Program dates: June 1 - July 31, 2024 Application deadline: March 8, 2024 Please see the attachment for more information and the link to apply! Thanks, Melissa **** 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 Zoom: https://pitt.zoom.us/my/melissa.libertus Phone: (412) 624-7457 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: LRDC Summer Internship SU2024.pdf Type: application/pdf Size: 1967512 bytes Desc: LRDC Summer Internship SU2024.pdf URL: From mathcognitionlearningsociety at gmail.com Thu Feb 1 12:33:10 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Thu, 1 Feb 2024 12:33:10 -0500 Subject: [MATHLINK] Submission and Travel Award Deadline Extended for MCLS 2024! Message-ID: Dear MCLS community, A few reminders about MCLS 2024 : 1. In addition to extending the submission deadline to *Friday, Feb 9*, we are also extending the application for Travel Awards. To submit your application, please check the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/travel-awards *. * 2. If you are still looking for a symposium to join or form, check out our symposium formation spreadsheet here: https://docs.google.com/spreadsheets/d/1-PnZHb5pLRBDPVAOJIam5oAGApnxP_hzu0MRQQ7SK4c/edit?usp=sharing . 3. Registration is officially open. More details can be found on the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/registration-membership. Early bird registration for members is available until April 15. 4. Information about travel and accommodations (including hotel blocks) can be found on the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/travel-accommodation. A limited number of dorms are available on the Gallaudet campus; dorms will be prioritized for trainee members. Can't wait to see all your submissions! Thank you, The MCLS -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From mathcognitionlearningsociety at gmail.com Mon Feb 5 13:03:16 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Mon, 5 Feb 2024 13:03:16 -0500 Subject: [MATHLINK] New MCLS Publications Message-ID: Dear MCLS Community, Apologies for sending this on both listservs -- I know some people don't receive emails from one or the other. Here is the list of new math cognition publications based on information submitted in December 2023 and January 2024. Apologies for not sending an email at the start of January! To include your new publication in the March edition of this newsletter, please submit your information by February 29th, 2023: https://forms.gle/pdv38tBbn2qJPyZh8 *The Natural Number Bias Hampers Secondary School Students in Different Ways: A Conceptual Replication of Van Hoof et al. (2013) * Hern?ndez Hern?ndez, Xolocotzin, and S?nchez Aguilar Implementation and Replication Studies in Mathematics Education Natural number bias, Conceptual replication, Global South Ulises.Xolocotzin at cinvestav.mx https://doi.org/10.1163/26670127-bja10016 *Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach * Reinhold, F., Leuders, T., & Loibl, K. Contemporary Educational Psychology Typical errors, Natural number bias, Magnitude estimation frank.reinhold at ph-freiburg.de https://doi.org/10.1016/j.cedpsych.2023.102224 *Participatory design for Cognitive Science: Examples from the Learning Sciences and Human-Computer Interaction * Chan, J. Y.-C., Nagashima, T., Closser, A. H. *Cognitive Science * participatory design, community-engaged research; meta-science; research methodology chanjyc at eduhk.hk http://dx.doi.org/10.1111/cogs.13365 *The home mathematics environment and its relation to children?s mathematical skills for Chinese families * Wei, W., Liao, H., Xu, C., Ye, X., & LeFevre, J. A. Learning and Individual Differences Home mathematics environment Mathematical ability Questionnaire China Preschoolers weiwei820 at zju.edu.cn https://doi.org/10.1016/j.lindif.2023.102381 *Language experience matters for the emergence of early numerical concepts * Santos, S., Brownell, H., Coppola, M., Shusterman, A., & Cordes, S. *npj Science of Learning * Deaf and Hard of Hearing, Approximate Number System, Number Knowledge stacee.santos at bc.edu *Integrated knowledge of rational number notations predicts children?s math achievement and understanding of numerical magnitudes * Schiller, L. K. & Siegler, R.S. *Cognitive Development * rational numbers, magnitude comparison, estimation lauren.schiller at tc.columbia.edu https://doi.org/10.1016/j.cogdev.2023.101380 *Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children?s mathematical knowledge * DePascale, M., Feng, Y., Lin, G. C., Barkin, R., Akhavein, K. M., Tavassolie, N., Ghil, E., Gaye, F., Buschkuehl, M., Ramani, G. B., & Jaeggi, S. M. *Contemporary Educational Psychology * mathematics, working memory, intervention mdep at umd.edu, gramani at umd.edu, smjaeggi at uci.edu https://doi.org/10.1016/j.cedpsych.2023.102252 *Parent-Focused Interventions to Support Children?s Early Math Learning* Libertus, M. E. *Current Directions in Psychological Science * early childhood, interventions, parents libertus at pitt.edu https://doi.org/10.1177/09637214231212806 *The Domain-Specificity of Domain-Generality: Attention, Executive Function, and Academic Skills * Eric D. Wilkey *Mind, Brain, Education * executive function, domain-specificity, number processing eric.d.wilkey at vanderbilt.edu https://onlinelibrary.wiley.com/doi/abs/10.1111/mbe.12373 *Developmental dyscalculia is not associated with atypical brain activation: A univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory * Kwok, F.Y., Wilkey, E.D., Peters, L., Khiu, E., Bull, R., Lee, K., Ansari, D. *Human Brain Mapping * dyscalculia, fMRI, bayesian analysis daniel.ansari at uwo.ca https://onlinelibrary.wiley.com/doi/abs/10.1002/hbm.26495 -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From aribner at nyu.edu Tue Feb 6 12:50:22 2024 From: aribner at nyu.edu (Andrew David Ribner) Date: Tue, 6 Feb 2024 12:50:22 -0500 Subject: [MATHLINK] Assistant Professor of Psychology at Chatham University Message-ID: Apologies for cross-posting, trying to spread the word widely! Please see below for a position in biological psychology and/or neuroscience (broadly defined). We are actively seeking applications through the end of February. Please feel free to reach out with any questions about the position and/or the University! Assistant Professor of Psychology Chatham University has an opening for a tenure-track Assistant Professor of Psychology in the undergraduate psychology program starting in the 2024-2025 academic year. The candidate selected for this position will be responsible for teaching six courses over the academic year. Courses will include Psychobiology, Psychopharmacology, and Statistics and Research Design, as well as additional upper-level courses in biological psychology. Chatham is committed to creating a supportive and inclusive learning, living and working environment for all members of the campus community. Chatham University strives to promote a campus environment that understands and embraces multiculturalism while increasing individuals' intercultural competence. We actively work to build and sustain a diverse and culturally vibrant campus, which promotes employee and student success and retention. Learn more at: https://www.chatham.edu/mission-and-values/diversity-and-inclusion/index.html . Duties and Responsibilities: - Teaching 3 courses in Fall and Spring semesters (6 courses per academic year) in General Psychology, research methods sequence, and upper-level biological psychology as identified by the program. - Developing and implementing a research agenda which results in scholarly publications and presentations. - Actively engaging in the campus community and efforts to promote and enhance diversity, equity, and inclusion. - Actively engaging in program/department service, including but not limited to: academic advising; program/department meetings; student recruitment/engagement events; supervising internships; program/department assessment; and other tasks identified by department chair and program coordinator. - Actively engaging in university service, including but not limited to: university and School of Arts, Sciences, and Business (SASB) faculty meetings; professional development seminars/workshops; service on university committees. Qualifications: - Earned Ph.D. in psychology (or specific subfield) required. Applicants who have not earned Ph.D. but will defend before position start date may be considered with letter of support from dissertation chair specifying date of scheduled defense. - Experience teaching at the university/collegiate level. Experience teaching General Psychology, Statistics and Research Design, and upper-level biological psychology courses preferred. Experience as an independent course instructor preferred but will consider applicants with extensive experience as a teaching assistant in relevant courses. - Demonstrable commitment to promoting and enhancing diversity, equity, and inclusion in your teaching and campus community engagement. Applicants should describe their experience in these arenas in a separate "Diversity, Equity, and Inclusion" statement. How to Apply: The review of applicants will begin in January 2024. Applications will be accepted through February 29, 2024. Applications accepted only via www.chatham.edu/careers (direct link is https://chatham.applicantpro.com/jobs/3175584) and follow the instructions to complete the application process. To ensure full consideration, please include: - Cover Letter outlining your qualifications for the position - Curriculum Vitae or Resume - Statement of teaching philosophy - Diversity, equity, and inclusion statement - 5-year research agenda with description of ongoing/future project(s), publications (in progress/planned), and required resources - Contact information for three professional references *All application materials should be uploaded at the same time at the time of application. **The system will not allow applicants to make edits to their applications after submission.* *Chatham University is an Equal Opportunity Employer with a strong commitment to diversity, inclusion, and equity. Persons of color, women, veterans, individuals with disabilities, and members of other underrepresented groups are highly encouraged to apply. Chatham University does not discriminate on the basis of race, color, religion, gender, gender identity, gender expression, sexual orientation, age, or national origin.* About Chatham: Founded in 1869, Chatham University has an enrollment of over 2,200 students across over 60 undergraduate and graduate programs in our areas of excellence: sustainability & health, the arts & sciences and business & communications. Located in Pittsburgh, PA, Chatham is spread across three distinct locations: the historic Shadyside Campus; Chatham Eastside; and Eden Hall Campus, one of the world's most sustainable campuses. -- Andrew Ribner, PhD *Department of Applied Psychology* Developmental Psychology NYU Steinhardt New York University aribner at nyu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mathcognitionlearningsociety at gmail.com Thu Feb 8 14:02:25 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Thu, 8 Feb 2024 14:02:25 -0500 Subject: [MATHLINK] MCLS Abstract Submission Deadline Tomorrow! Message-ID: Dear MCLS community, Please remember to submit your travel award and abstract submissions by tomorrow, *Friday, Feb 9! *Please also be sure that you have clicked submit on your application. There are still several fully completed submissions sitting in the "to-be-submitted" folder. Thank you, The MCLS -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From LIBERTUS at pitt.edu Thu Feb 8 13:52:58 2024 From: LIBERTUS at pitt.edu (Libertus, Melissa) Date: Thu, 8 Feb 2024 18:52:58 +0000 Subject: [MATHLINK] Learning Sciences summer undergraduate research internship at the University of Pittsburgh Message-ID: <7B86D0DA-1B4E-4C18-AC91-1E707FA169D6@pitt.edu> The Learning Research and Development Center at the University of Pittsburgh is pleased to announce its summer undergraduate research internship in the learning sciences. This is a paid internship, particularly well suited for students interested in pursuing graduate studies. Program dates: June 1 - July 31, 2024 Application deadline: March 8, 2024 Please see the attachment for more information and the link to apply! Thanks, Melissa **** 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 Zoom: https://pitt.zoom.us/my/melissa.libertus Phone: (412) 624-7457 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: LRDC Summer Internship SU2024.pdf Type: application/pdf Size: 1967512 bytes Desc: LRDC Summer Internship SU2024.pdf URL: From mathcognitionlearningsociety at gmail.com Thu Feb 1 12:33:10 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Thu, 1 Feb 2024 12:33:10 -0500 Subject: [MATHLINK] Submission and Travel Award Deadline Extended for MCLS 2024! Message-ID: Dear MCLS community, A few reminders about MCLS 2024 : 1. In addition to extending the submission deadline to *Friday, Feb 9*, we are also extending the application for Travel Awards. To submit your application, please check the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/travel-awards *. * 2. If you are still looking for a symposium to join or form, check out our symposium formation spreadsheet here: https://docs.google.com/spreadsheets/d/1-PnZHb5pLRBDPVAOJIam5oAGApnxP_hzu0MRQQ7SK4c/edit?usp=sharing . 3. Registration is officially open. More details can be found on the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/registration-membership. Early bird registration for members is available until April 15. 4. Information about travel and accommodations (including hotel blocks) can be found on the website here: https://www.the-mcls.org/conferences/mcls-2024-washington-dc/travel-accommodation. A limited number of dorms are available on the Gallaudet campus; dorms will be prioritized for trainee members. Can't wait to see all your submissions! Thank you, The MCLS -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From mathcognitionlearningsociety at gmail.com Mon Feb 5 13:03:16 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Mon, 5 Feb 2024 13:03:16 -0500 Subject: [MATHLINK] New MCLS Publications Message-ID: Dear MCLS Community, Apologies for sending this on both listservs -- I know some people don't receive emails from one or the other. Here is the list of new math cognition publications based on information submitted in December 2023 and January 2024. Apologies for not sending an email at the start of January! To include your new publication in the March edition of this newsletter, please submit your information by February 29th, 2023: https://forms.gle/pdv38tBbn2qJPyZh8 *The Natural Number Bias Hampers Secondary School Students in Different Ways: A Conceptual Replication of Van Hoof et al. (2013) * Hern?ndez Hern?ndez, Xolocotzin, and S?nchez Aguilar Implementation and Replication Studies in Mathematics Education Natural number bias, Conceptual replication, Global South Ulises.Xolocotzin at cinvestav.mx https://doi.org/10.1163/26670127-bja10016 *Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach * Reinhold, F., Leuders, T., & Loibl, K. Contemporary Educational Psychology Typical errors, Natural number bias, Magnitude estimation frank.reinhold at ph-freiburg.de https://doi.org/10.1016/j.cedpsych.2023.102224 *Participatory design for Cognitive Science: Examples from the Learning Sciences and Human-Computer Interaction * Chan, J. Y.-C., Nagashima, T., Closser, A. H. *Cognitive Science * participatory design, community-engaged research; meta-science; research methodology chanjyc at eduhk.hk http://dx.doi.org/10.1111/cogs.13365 *The home mathematics environment and its relation to children?s mathematical skills for Chinese families * Wei, W., Liao, H., Xu, C., Ye, X., & LeFevre, J. A. Learning and Individual Differences Home mathematics environment Mathematical ability Questionnaire China Preschoolers weiwei820 at zju.edu.cn https://doi.org/10.1016/j.lindif.2023.102381 *Language experience matters for the emergence of early numerical concepts * Santos, S., Brownell, H., Coppola, M., Shusterman, A., & Cordes, S. *npj Science of Learning * Deaf and Hard of Hearing, Approximate Number System, Number Knowledge stacee.santos at bc.edu *Integrated knowledge of rational number notations predicts children?s math achievement and understanding of numerical magnitudes * Schiller, L. K. & Siegler, R.S. *Cognitive Development * rational numbers, magnitude comparison, estimation lauren.schiller at tc.columbia.edu https://doi.org/10.1016/j.cogdev.2023.101380 *Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children?s mathematical knowledge * DePascale, M., Feng, Y., Lin, G. C., Barkin, R., Akhavein, K. M., Tavassolie, N., Ghil, E., Gaye, F., Buschkuehl, M., Ramani, G. B., & Jaeggi, S. M. *Contemporary Educational Psychology * mathematics, working memory, intervention mdep at umd.edu, gramani at umd.edu, smjaeggi at uci.edu https://doi.org/10.1016/j.cedpsych.2023.102252 *Parent-Focused Interventions to Support Children?s Early Math Learning* Libertus, M. E. *Current Directions in Psychological Science * early childhood, interventions, parents libertus at pitt.edu https://doi.org/10.1177/09637214231212806 *The Domain-Specificity of Domain-Generality: Attention, Executive Function, and Academic Skills * Eric D. Wilkey *Mind, Brain, Education * executive function, domain-specificity, number processing eric.d.wilkey at vanderbilt.edu https://onlinelibrary.wiley.com/doi/abs/10.1111/mbe.12373 *Developmental dyscalculia is not associated with atypical brain activation: A univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory * Kwok, F.Y., Wilkey, E.D., Peters, L., Khiu, E., Bull, R., Lee, K., Ansari, D. *Human Brain Mapping * dyscalculia, fMRI, bayesian analysis daniel.ansari at uwo.ca https://onlinelibrary.wiley.com/doi/abs/10.1002/hbm.26495 -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From aribner at nyu.edu Tue Feb 6 12:50:22 2024 From: aribner at nyu.edu (Andrew David Ribner) Date: Tue, 6 Feb 2024 12:50:22 -0500 Subject: [MATHLINK] Assistant Professor of Psychology at Chatham University Message-ID: Apologies for cross-posting, trying to spread the word widely! Please see below for a position in biological psychology and/or neuroscience (broadly defined). We are actively seeking applications through the end of February. Please feel free to reach out with any questions about the position and/or the University! Assistant Professor of Psychology Chatham University has an opening for a tenure-track Assistant Professor of Psychology in the undergraduate psychology program starting in the 2024-2025 academic year. The candidate selected for this position will be responsible for teaching six courses over the academic year. Courses will include Psychobiology, Psychopharmacology, and Statistics and Research Design, as well as additional upper-level courses in biological psychology. Chatham is committed to creating a supportive and inclusive learning, living and working environment for all members of the campus community. Chatham University strives to promote a campus environment that understands and embraces multiculturalism while increasing individuals' intercultural competence. We actively work to build and sustain a diverse and culturally vibrant campus, which promotes employee and student success and retention. Learn more at: https://www.chatham.edu/mission-and-values/diversity-and-inclusion/index.html . Duties and Responsibilities: - Teaching 3 courses in Fall and Spring semesters (6 courses per academic year) in General Psychology, research methods sequence, and upper-level biological psychology as identified by the program. - Developing and implementing a research agenda which results in scholarly publications and presentations. - Actively engaging in the campus community and efforts to promote and enhance diversity, equity, and inclusion. - Actively engaging in program/department service, including but not limited to: academic advising; program/department meetings; student recruitment/engagement events; supervising internships; program/department assessment; and other tasks identified by department chair and program coordinator. - Actively engaging in university service, including but not limited to: university and School of Arts, Sciences, and Business (SASB) faculty meetings; professional development seminars/workshops; service on university committees. Qualifications: - Earned Ph.D. in psychology (or specific subfield) required. Applicants who have not earned Ph.D. but will defend before position start date may be considered with letter of support from dissertation chair specifying date of scheduled defense. - Experience teaching at the university/collegiate level. Experience teaching General Psychology, Statistics and Research Design, and upper-level biological psychology courses preferred. Experience as an independent course instructor preferred but will consider applicants with extensive experience as a teaching assistant in relevant courses. - Demonstrable commitment to promoting and enhancing diversity, equity, and inclusion in your teaching and campus community engagement. Applicants should describe their experience in these arenas in a separate "Diversity, Equity, and Inclusion" statement. How to Apply: The review of applicants will begin in January 2024. Applications will be accepted through February 29, 2024. Applications accepted only via www.chatham.edu/careers (direct link is https://chatham.applicantpro.com/jobs/3175584) and follow the instructions to complete the application process. To ensure full consideration, please include: - Cover Letter outlining your qualifications for the position - Curriculum Vitae or Resume - Statement of teaching philosophy - Diversity, equity, and inclusion statement - 5-year research agenda with description of ongoing/future project(s), publications (in progress/planned), and required resources - Contact information for three professional references *All application materials should be uploaded at the same time at the time of application. **The system will not allow applicants to make edits to their applications after submission.* *Chatham University is an Equal Opportunity Employer with a strong commitment to diversity, inclusion, and equity. Persons of color, women, veterans, individuals with disabilities, and members of other underrepresented groups are highly encouraged to apply. Chatham University does not discriminate on the basis of race, color, religion, gender, gender identity, gender expression, sexual orientation, age, or national origin.* About Chatham: Founded in 1869, Chatham University has an enrollment of over 2,200 students across over 60 undergraduate and graduate programs in our areas of excellence: sustainability & health, the arts & sciences and business & communications. Located in Pittsburgh, PA, Chatham is spread across three distinct locations: the historic Shadyside Campus; Chatham Eastside; and Eden Hall Campus, one of the world's most sustainable campuses. -- Andrew Ribner, PhD *Department of Applied Psychology* Developmental Psychology NYU Steinhardt New York University aribner at nyu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mathcognitionlearningsociety at gmail.com Thu Feb 8 14:02:25 2024 From: mathcognitionlearningsociety at gmail.com (MCLS) Date: Thu, 8 Feb 2024 14:02:25 -0500 Subject: [MATHLINK] MCLS Abstract Submission Deadline Tomorrow! Message-ID: Dear MCLS community, Please remember to submit your travel award and abstract submissions by tomorrow, *Friday, Feb 9! *Please also be sure that you have clicked submit on your application. There are still several fully completed submissions sitting in the "to-be-submitted" folder. Thank you, The MCLS -- *The Mathematical Cognition and Learning Society* -------------- next part -------------- An HTML attachment was scrubbed... URL: From LIBERTUS at pitt.edu Thu Feb 8 13:52:58 2024 From: LIBERTUS at pitt.edu (Libertus, Melissa) Date: Thu, 8 Feb 2024 18:52:58 +0000 Subject: [MATHLINK] Learning Sciences summer undergraduate research internship at the University of Pittsburgh Message-ID: <7B86D0DA-1B4E-4C18-AC91-1E707FA169D6@pitt.edu> The Learning Research and Development Center at the University of Pittsburgh is pleased to announce its summer undergraduate research internship in the learning sciences. This is a paid internship, particularly well suited for students interested in pursuing graduate studies. Program dates: June 1 - July 31, 2024 Application deadline: March 8, 2024 Please see the attachment for more information and the link to apply! Thanks, Melissa **** 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 Zoom: https://pitt.zoom.us/my/melissa.libertus Phone: (412) 624-7457 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: LRDC Summer Internship SU2024.pdf Type: application/pdf Size: 1967512 bytes Desc: LRDC Summer Internship SU2024.pdf URL: