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Dear MCLS Community,
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here is the list of new math cognition publications based on information submitted in October 2022.<br class="">
To include your new publication in the November edition of this newsletter, please submit your information by November 1st, 2022:
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<div class=""><a href="https://forms.gle/fj2Rf8Jspw5aYHLj7" class="">https://forms.gle/fj2Rf8Jspw5aYHLj7</a></div>
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<td height="21" class="xl63" width="87" style="height:16.0pt;width:65pt"><b class="">The role of math anxiety in the relationship between approximate number system and math performance in young children</b></td>
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<td height="21" style="height:16.0pt" class="">Sarƒ, M.H., Szczygiec, M.</td>
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<td height="21" style="height:16.0pt" class="">Psychology in the Schools</td>
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<td height="21" style="height:16.0pt" class="">math achievement, math anxiety, number line estimations</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:mhsari@nevsehir.edu.tr" class="">mhsari@nevsehir.edu.tr</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22794" class="">https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22794</a></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Do mathematicians and undergraduates agree about explanation quality?</b></td>
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<td height="21" style="height:16.0pt" class="">Evans, T., Meja-Ramos, J.P., Inglis, M.</td>
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<td height="21" style="height:16.0pt" class="">Educational Studies in Mathematics</td>
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<td height="21" style="height:16.0pt" class="">explanation quality, undergraduate mathematics, comparative judgement</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:t.evans@auckland.ac.nz" class="">t.evans@auckland.ac.nz</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://doi.org/10.1007/s10649-022-10164-2" class="">https://doi.org/10.1007/s10649-022-10164-2</a></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified</b></td>
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<td height="21" style="height:16.0pt" class="">Evans, T. & Dietrich, H.</td>
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<td height="21" style="height:16.0pt" class="">STEM Education</td>
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<td height="21" style="height:16.0pt" class="">Inquiry-Based Mathematics Education, undergraduate mathematics, equity</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:t.evans@auckland.ac.nz" class="">t.evans@auckland.ac.nz</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="http://dx.doi.org/10.3934/steme.2022014" class="">http://dx.doi.org/10.3934/steme.2022014</a></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Finger use and arithmetic skills in children and adolescents: A scoping review</b></td>
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<td height="21" style="height:16.0pt" class="">Neveu, M., Geurten, M., Durieux, N., Rousselle, L.</td>
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<td height="21" style="height:16.0pt" class="">Educational Psychology Review</td>
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<td height="21" style="height:16.0pt" class="">Finger use, mathematic education, cognitive development </td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:mneveu@uliege.be" class="">mneveu@uliege.be</a></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Number transcoding in bilinguals: A transversal developmental study</b></td>
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<td height="21" style="height:16.0pt" class="">Lachelin, R., Van Rinsveld, A., Poncin, A., Schiltz, C.</td>
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<td height="21" style="height:16.0pt" class="">Plos One</td>
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<td height="21" style="height:16.0pt" class="">Bilingualism, cross-sectional, transcoding</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:remy.lachelin@uni.lu" class="">remy.lachelin@uni.lu</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0273391" class="">https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0273391</a></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Are infants' preferences in the number change detection paradigm driven by sequence patterns?</b></td>
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<td height="21" style="height:16.0pt" class="">Decarli, G., Piazza, M., & Izard, V.</td>
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<td height="21" style="height:16.0pt" class="">Infancy</td>
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<td height="21" style="height:16.0pt" class="">change detection paradigm, infants, number sense</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:veronique.izard@u-paris.fr" class="">veronique.izard@u-paris.fr</a>,
<a href="mailto:decarli.gisella@gmail.com" class="">decarli.gisella@gmail.com</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="http://doi.org/10.1111/infa.12505" class="">http://doi.org/10.1111/infa.12505</a></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Book Chapter</b> </td>
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<td height="21" style="height:16.0pt" class="">Iuculano, T.</td>
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<td height="21" style="height:16.0pt" class="">The Cambridge Handbook of Dyslexia and Dyscalculia (Editor: Skeide, M.A.)</td>
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<td height="21" style="height:16.0pt" class="">Brain plasticity, Math learning, Interventions</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:teresa.iuculano@u-paris.fr" class="">teresa.iuculano@u-paris.fr</a> </td>
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<td height="21" style="height:16.0pt" class=""><a href="https://www.cambridge.org/core/books/abs/cambridge-handbook-of-dyslexia-and-dyscalculia/neuroplasticity-in-response-to-mathematical-intervention/AB927AC4D9CA098CC452DE3702C75802" class="">https://www.cambridge.org/core/books/abs/cambridge-handbook-of-dyslexia-and-dyscalculia/neuroplasticity-in-response-to-mathematical-intervention/AB927AC4D9CA098CC452DE3702C75802</a></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Neurodevelopmental differences in task-evoked number network connectivity: Comparing symbolic and nonsymbolic number</b> discrimination in children and adults</td>
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<td height="21" style="height:16.0pt" class="">Skagenholt, M., Skagerlund, K., & Träff, U.</td>
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<td height="21" style="height:16.0pt" class="">Developmental Cognitive Neuroscience</td>
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<td height="21" style="height:16.0pt" class="">Number discrimination, Functional connectivity, Developmental differences</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:mikael.skagenholt@liu.se" class="">mikael.skagenholt@liu.se</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://www.sciencedirect.com/science/article/pii/S1878929322001025" class="">https://www.sciencedirect.com/science/article/pii/S1878929322001025</a></td>
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<td height="21" style="height:16.0pt" class=""></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">A Network Analysis of Children's Emerging Place-Value Concepts</b></td>
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<td height="21" style="height:16.0pt" class="">Bower, C. A., Mix, K. S., Yuan, L., & Smith, L. </td>
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<td height="21" style="height:16.0pt" class="">Psychological Science</td>
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<td height="21" style="height:16.0pt" class="">knowledge structure, place-value understanding; network analysis</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:smith4@indiana.edu" class="">smith4@indiana.edu</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://journals.sagepub.com/doi/abs/10.1177/09567976211070242" class="">https://journals.sagepub.com/doi/abs/10.1177/09567976211070242</a></td>
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<td height="21" style="height:16.0pt" class=""></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Numeracy, cognitive, and motivational predictors of elementary mathematics achievement</b></td>
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<td height="21" style="height:16.0pt" class="">Liu, A. S., Rutherford, T., & Karamarkovich, S. M.</td>
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<td height="21" style="height:16.0pt" class="">Journal of Educational Psychology</td>
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<td height="21" style="height:16.0pt" class="">executive functions; motivation; numeracy</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:aliu2@wpi.edu" class="">aliu2@wpi.edu</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://psycnet.apa.org/record/2023-06492-002" class="">https://psycnet.apa.org/record/2023-06492-002</a></td>
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<td height="21" style="height:16.0pt" class=""></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence</b></td>
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<td height="21" style="height:16.0pt" class="">Ehlert A, Poltz N, Quandte S, Kohn J, Kucian K, von Aster M, Esser G </td>
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<td height="21" style="height:16.0pt" class="">Journal of Intelligence</td>
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<td height="21" style="height:16.0pt" class="">Preschool, Intelligence, Math achievement</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:ehlertan@uni-potsdam.de" class="">ehlertan@uni-potsdam.de</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://www.mdpi.com/2079-3200/10/3/70" class="">https://www.mdpi.com/2079-3200/10/3/70</a></td>
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<td height="21" style="height:16.0pt" class=""></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Does it count? Pre-School children's spontaneous focusing on numerosity and their development of arithmetical skills at school</b></td>
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<td height="21" style="height:16.0pt" class="">Poltz N, Quandte S, Kohn J, Kucian K, Wyschkon A, von Aster M, Esser G </td>
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<td height="21" style="height:16.0pt" class="">Brain Sciences</td>
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<td height="21" style="height:16.0pt" class="">SFON, preschool, development</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:nadine.poltz@uni-potsdam.de" class="">nadine.poltz@uni-potsdam.de</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://www.mdpi.com/2076-3425/12/3/313" class="">https://www.mdpi.com/2076-3425/12/3/313</a></td>
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<td height="21" style="height:16.0pt" class=""></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Longitudinal Pathways of Numerical Abilities in Preschool: Cognitive and Environmental Correlates and Relation to Primary School Mathematics</b> </td>
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<td height="21" style="height:16.0pt" class="">Bakker, M., Torbeyns, J., Verschaffel, L., & De Smedt, B.</td>
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<td height="21" style="height:16.0pt" class="">Developmental Psychology</td>
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<td height="21" style="height:16.0pt" class="">preschool - person-centered approach - early numerical abilities</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:Bert.DeSmedt@kuleuven.be" class="">Bert.DeSmedt@kuleuven.be</a></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Children's spatial language skills predict their verbal number skills: A longitudinal study</b></td>
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<td height="21" style="height:16.0pt" class="">Lindner, N., Moeller, K., Dresen, V., Pixner, S., & Lonnemann, J.</td>
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<td height="21" style="height:16.0pt" class="">PLOS ONE</td>
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<td height="21" style="height:16.0pt" class="">spatial language, mental number line, numerical development</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:nlindner@uni-potsdam.de" class="">nlindner@uni-potsdam.de</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0277026" class="">https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0277026</a></td>
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<td height="21" style="height:16.0pt" class=""></td>
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<td height="21" class="xl63" style="height:16.0pt"><b class="">Representations within the Intraparietal Sulcus Distinguish Numerical Tasks and Formats</b></td>
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<td height="21" style="height:16.0pt" class="">Koch, G., Libertus, M., Fiez, J., Coutanche, M.</td>
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<td height="21" style="height:16.0pt" class="">Journal of Cognitive Neuroscience</td>
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<td height="21" style="height:16.0pt" class="">fMRI, MVPA, IPS</td>
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<td height="21" style="height:16.0pt" class=""><a href="mailto:griffinkoch@pitt.edu" class="">griffinkoch@pitt.edu</a></td>
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<td height="21" style="height:16.0pt" class=""><a href="https://doi.org/10.1162/jocn_a_01933" class="">https://doi.org/10.1162/jocn_a_01933</a><br class="">
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<div>****</div>
<div>Melissa Libertus, PhD (she/her)</div>
<div>Professor, Dept. of Psychology</div>
<div>Research Scientist, Learning Research and Development Center</div>
<div>University of Pittsburgh</div>
<div>626 Murdoch</div>
<div>3420 Forbes Avenue</div>
<div>Pittsburgh, PA 15260</div>
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<div><a href="mailto:libertus@pitt.edu" class="">Email: libertus@pitt.edu</a></div>
<div>Zoom: <a href="https://pitt.zoom.us/my/melissa.libertus" class="">https://pitt.zoom.us/my/melissa.libertus</a></div>
<div>Phone: (412) 624-7457</div>
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