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-------------------------------------------<br>
Professeure Catherine Thevenot<br>
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Université de Lausanne<br>
SSP, Institut de Psychologie<br>
Batiment Géopolis, Bureau 4536<br>
CH-1015 Lausanne<br>
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<div id="divRplyFwdMsg" dir="ltr"><font face="Calibri, sans-serif" style="font-size:11pt" color="#000000"><b>De :</b> MATHLINK <mathlink-bounces@the-mcls.org> de la part de mathlink-request@the-mcls.org <mathlink-request@the-mcls.org><br>
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<b>À :</b> mathlink@the-mcls.org <mathlink@the-mcls.org><br>
<b>Objet :</b> MATHLINK Digest, Vol 33, Issue 1</font>
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Today's Topics:<br>
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1. New Mathematical Cognition and Learning Publications - March<br>
2023 (Mathematical Cognition and Learning Society)<br>
<br>
<br>
----------------------------------------------------------------------<br>
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Message: 1<br>
Date: Wed, 1 Mar 2023 23:03:13 +0000<br>
From: Mathematical Cognition and Learning Society<br>
<mathcognitionlearningsociety@gmail.com><br>
To: <mathlink@the-mcls.org><br>
Subject: [MATHLINK] New Mathematical Cognition and Learning<br>
Publications - March 2023<br>
Message-ID:<br>
<52a664da881817eed812437d0.b639d331ec.20230301230306.dbc5f472cb.2fb28a14@mail253.suw161.rsgsv.net><br>
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Check out what's been published recently!<br>
<br>
View this email in your browser (<a href="https://mailchi.mp/195099abdb38/new-mathematical-cognition-and-learning-publications-march-2023?e=b639d331ec">https://mailchi.mp/195099abdb38/new-mathematical-cognition-and-learning-publications-march-2023?e=b639d331ec</a>)<br>
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<br>
** New math cognition publications<br>
------------------------------------------------------------<br>
Dear MCLS Community,<br>
<br>
here is the list of new math cognition publications based on information submitted in January and February 2023.<br>
To include your new publication in the April edition of this newsletter, please submit your information by March 31st, 2023:<br>
<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=577922fe36&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=577922fe36&e=b639d331ec</a><br>
<br>
The influence of home environmental factors on kindergarten children's addition strategy use<br>
DePascale, M., Jaeggi, S. M., & Ramani, G. B.<br>
Frontiers in Psychology<br>
addition strategy, SES, home learning environment<br>
mary.depascale@bc.edu (<a href="mailto:mary.depascale@bc.edu">mailto:mary.depascale@bc.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=aa89367e95&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=aa89367e95&e=b639d331ec</a><br>
<br>
The relationship between primary school children?s inhibition and the processing of rational numbers<br>
De Keersmaeker, K., Van Hoof, J., & Van Dooren, W.<br>
European Journal of Psychology of Education<br>
inhibition, natural number bias, rational numbers<br>
karen.dekeersmaeker@kuleuven.be (<a href="mailto:karen.dekeersmaeker@kuleuven.be">mailto:karen.dekeersmaeker@kuleuven.be</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=0ea1a477f7&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=0ea1a477f7&e=b639d331ec</a><br>
<br>
A refined description of initial symbolic number acquisition<br>
Attila Krajcsi, Edina Fintor<br>
Cognitive Development<br>
Cardinality principle; Give a number task; Subset-knowers; Preschoolers? number knowledge<br>
krajcsi@gmail.com (<a href="mailto:krajcsi@gmail.com">mailto:krajcsi@gmail.com</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=70c89ed36a&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=70c89ed36a&e=b639d331ec</a><br>
<br>
The approximate number system cannot be the leading factor in the acquisition of the first symbolic numbers<br>
Krajcsi, A., Fedele, M., Reynvoet, B.<br>
Cognitive Development<br>
Approximate number system; Subset-knowers; Symbolic number acquisition; Numerical cognition development<br>
krajcsi@gmail.com (<a href="mailto:krajcsi@gmail.com">mailto:krajcsi@gmail.com</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=709e15a7ef&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=709e15a7ef&e=b639d331ec</a><br>
<br>
Stimulus frequency alone can account for the size effect in number comparison<br>
Krajcsi, A., Kojouharova, P.<br>
Acta Psychologica<br>
Symbolic number comparison; Size effect; Distance effect; Approximate number system; Discrete semantic system<br>
krajcsi@gmail.com (<a href="mailto:krajcsi@gmail.com">mailto:krajcsi@gmail.com</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=449de9df79&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=449de9df79&e=b639d331ec</a><br>
<br>
Training arithmetical skills when finger counting and working memory cannot be used: A single case study in a child with cerebral palsy.<br>
Neveu, Geurten and Rousselle<br>
Applied Neuropsychology: Child<br>
case-control study; evidence-based practice; mathematical cognition<br>
mneveu@uliege.be (<a href="mailto:mneveu@uliege.be">mailto:mneveu@uliege.be</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=a85a62af83&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=a85a62af83&e=b639d331ec</a><br>
<br>
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance<br>
?ivkovi?, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., & Passolunghi, M. C.<br>
Social Psychology of Education<br>
positive and negative emotions, self-efficacy, math performance<br>
marija.zivkovic@phd.units.it (<a href="mailto:marija.zivkovic@phd.units.it">mailto:marija.zivkovic@phd.units.it</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=e0f91e3979&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=e0f91e3979&e=b639d331ec</a><br>
<br>
With a little help from our pediatrician: An intervention to promote mathematics-related home activities through regular well-child visits<br>
Tomasetto, C., LeFevre, J. A., Passolunghi, M. C., De Vita, C., Guardabassi, V., Brunelli, A., Ciotti, F., & Biasini, G.<br>
Frontiers in Psychology<br>
early numeracy, home mathematics environment, intervention<br>
carlo.tomasetto@unibo.it (<a href="mailto:carlo.tomasetto@unibo.it">mailto:carlo.tomasetto@unibo.it</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=52b363d856&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=52b363d856&e=b639d331ec</a><br>
<br>
Age group differences in SFON tendency and arithmetical skills of four to seven year olds in four countries with different school starting ages<br>
Minna Hannula-Sormunen, Sophie Batchelor, JokeTorbeyns, Victoria Simms, Cristina Nanu, Eero Laakkonen, Bert De Smedt<br>
Cognitive Development<br>
SFON, Arithmetical skills, Age group differences<br>
Minna.Hannula-Sormunen@utu.fi (<a href="mailto:Minna.Hannula-Sormunen@utu.fi">mailto:Minna.Hannula-Sormunen@utu.fi</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=a4eaea839f&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=a4eaea839f&e=b639d331ec</a><br>
<br>
The plural counts: Inconsistent grammatical number hinders numerical development in preschoolers ? A cross-linguistic study<br>
Haman, M., Lipowska, K., Soltanlou, M., Cipora, K., Domahs, F., & Nuerk, H.-C.<br>
Cognition<br>
Cross-linguistic differences, Symbolic number comparison, Grammatical number<br>
maciej.haman@psych.uw.edu.pl (<a href="mailto:maciej.haman@psych.uw.edu.pl">mailto:maciej.haman@psych.uw.edu.pl</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=89ee50b123&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=89ee50b123&e=b639d331ec</a><br>
<br>
The mathematical brain at rest<br>
Eric D. Wilkey, Ira Gupta, Ashini Peiris, Daniel Ansari<br>
Current Opinion in Behavioral Sciences<br>
resting state functional connectivity, fMRI, scoping review<br>
daniel.ansari@uwo.ca (<a href="mailto:daniel.ansari@uwo.ca">mailto:daniel.ansari@uwo.ca</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=22dbca4277&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=22dbca4277&e=b639d331ec</a><br>
<br>
Spatial visualization and measurement of area: A case study in spatialized mathematics instruction<br>
Harris, D., Logan, T., Lowrie, T.<br>
Journal of Mathematical Behavior<br>
visualization, measurement, area<br>
danielle.harris@canberra.edu.au (<a href="mailto:danielle.harris@canberra.edu.au">mailto:danielle.harris@canberra.edu.au</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=6615f61fe1&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=6615f61fe1&e=b639d331ec</a><br>
<br>
Evaluating the impact of supplemental computer-assisted math instruction in elementary school: A conceptual replication<br>
Foster, M. E.<br>
Journal of Research on Educational Effectiveness<br>
Computer-assisted instruction numeracy geometry<br>
mefoster@usf.edu (<a href="mailto:mefoster@usf.edu">mailto:mefoster@usf.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=f042d699b6&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=f042d699b6&e=b639d331ec</a><br>
<br>
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades.<br>
Ribner, A., Ahmed, S., Miller-Cotto, D., & Ellis, A.<br>
Early Childhood Research Quarterly<br>
executive function; latent growth curve models; math achievement<br>
andy.ribner@pitt.edu (<a href="mailto:andy.ribner@pitt.edu">mailto:andy.ribner@pitt.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=fd39acd921&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=fd39acd921&e=b639d331ec</a><br>
<br>
How many seconds was that? Teaching children about time does not refine their ability to track durations<br>
Hamamouche, K., Cordes, S.<br>
Cognition<br>
Timing; Symbolic Representations; Refinement Hypothesis<br>
khamamou@butler.edu (<a href="mailto:khamamou@butler.edu">mailto:khamamou@butler.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=76e8054687&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=76e8054687&e=b639d331ec</a><br>
<br>
Young children's career aspirations: Gender differences, STEM ambitions, and expected skill use<br>
Conlon, R.A., Barroso, C., & Ganley, C.M.<br>
The Career Development Quarterly<br>
elementary school, career aspirations, STEM<br>
conlon@psy.fsu.edu (<a href="mailto:conlon@psy.fsu.edu">mailto:conlon@psy.fsu.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=367d3a8815&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=367d3a8815&e=b639d331ec</a><br>
<br>
"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<br>
Merkley, R., Sernoskie, E., Cook, C. J., Howard, S. J., Makaula, H., Mshudulu, M., Tshetu, N., Draper, C. E., & Scerif, G.<br>
Journal of Numerical Cognition<br>
early numeracy, home environment, low-income settings<br>
gaia.scerif@psy.ox.ac.uk (<a href="mailto:gaia.scerif@psy.ox.ac.uk">mailto:gaia.scerif@psy.ox.ac.uk</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=e479715b4f&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=e479715b4f&e=b639d331ec</a><br>
<br>
Adaptive number knowledge among primary school students of various ages<br>
Pehkonen, S., Lehtinen, A., Nieminen, P. & H?hki?niemi, M.<br>
Nordic Studies in Mathematics Education<br>
Adaptive number knowledge, age differences, latent profile analysis<br>
salla.m.pehkonen@jyu.fi (<a href="mailto:salla.m.pehkonen@jyu.fi">mailto:salla.m.pehkonen@jyu.fi</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=ae24361e24&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=ae24361e24&e=b639d331ec</a><br>
<br>
Resisting the urge to calculate: The relation between inhibition skills and perceptual cues in arithmetic performance<br>
Closser, A. H., Chan, J. Y.-C., & Ottmar, E. R.<br>
Quarterly Journal of Experimental Psychology<br>
perceptual cues; inhibition; arithmetic<br>
aclosser@purdue.edu (<a href="mailto:aclosser@purdue.edu">mailto:aclosser@purdue.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=bd4da788e0&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=bd4da788e0&e=b639d331ec</a><br>
<br>
Does Parental Self-Efficacy Predict Math Performance Among Black American School-Age Children<br>
Harris, Y.R., Inan, S., Woodbury, G., Modirrousta, A., Lawal, A<br>
Negro Educational Review<br>
parenting self efficacy math<br>
harrisyr@miamioh.edu (<a href="mailto:harrisyr@miamioh.edu">mailto:harrisyr@miamioh.edu</a>)<br>
<br>
Numerical Cognition after Brain Injury: Is There a Relationship between Subitizing and Arithmetical Abilities?<br>
Gosling, E., Demeyere, N., Dowker, A.<br>
Brain Sciences<br>
Arithmetic; Subitizing; Post-stroke patients<br>
ann.dowker@psy.ox.ac.uk (<a href="mailto:ann.dowker@psy.ox.ac.uk">mailto:ann.dowker@psy.ox.ac.uk</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=b5590a34a0&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=b5590a34a0&e=b639d331ec</a><br>
<br>
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<br>
Orbach, L., Fritz. A., Haase, V.G., Dowker, A., Rasanen, P.<br>
Frontiers in Educational Psychology<br>
COVID- 19; Math achievement; Distance learning,<br>
lars.orbach@gmail.com (<a href="mailto:lars.orbach@gmail.com">mailto:lars.orbach@gmail.com</a>) ; a.fritz.stratmann@gmail.com (<a href="mailto:a.fritz.stratmann@gmail.com">mailto:a.fritz.stratmann@gmail.com</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=860f87441e&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=860f87441e&e=b639d331ec</a><br>
<br>
Does Anxiety Explain Why Math-Anxious People Underperform in Math?<br>
Daker RJ, Gattas SU, Necka EA, Green AE, Lyons IM<br>
NPJ: Science of Learning<br>
Math Anxiety, Math Performance, Heart-Rate Variability<br>
rjd107@georgetown.edu (<a href="mailto:rjd107@georgetown.edu">mailto:rjd107@georgetown.edu</a>)<br>
<br>
Rethinking Executive Functions in Mathematical Cognition<br>
Medrano, J., Prather, R. W.<br>
Journal of Cognition and Development<br>
Executive functions, mathematical cognition, inhibitory control<br>
jmed7@umd.edu (<a href="mailto:jmed7@umd.edu">mailto:jmed7@umd.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=c428d159c6&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=c428d159c6&e=b639d331ec</a><br>
<br>
The relation between complement understanding and computational skills: A random intercept cross-lagged panel model<br>
Yip, E. S.-K., Wong, T. T.-Y., & Kwan, K.-T.<br>
Developmental Psychology<br>
complement, computational skills, arithmetic principles<br>
terrytywong@gmail.com (<a href="mailto:terrytywong@gmail.com">mailto:terrytywong@gmail.com</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=9b399ecb39&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=9b399ecb39&e=b639d331ec</a><br>
<br>
A Meta-analysis of the Worked Examples Effect on Mathematics Performance<br>
Barbieri, C.A., Miller-Cotto, D., Clerjuste, S., & Chawla, K.<br>
Educational Psychology Review<br>
worked examples; mathematics; meta-analysis<br>
barbieri@udel.edu (<a href="mailto:barbieri@udel.edu">mailto:barbieri@udel.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=8a54112ab1&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=8a54112ab1&e=b639d331ec</a><br>
<br>
Let?s be rational: Worked examples supplemented textbooks improve conceptual and fraction knowledge<br>
Barbieri, C.A., Booth, J.L., & Chawla, K.<br>
Educational Psychology<br>
worked examples; fractions; rational numbers<br>
barbieri@udel.edu (<a href="mailto:barbieri@udel.edu">mailto:barbieri@udel.edu</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=2a0a73e9f7&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=2a0a73e9f7&e=b639d331ec</a> 10.2022.2144142 (<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=5999b11666&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=5999b11666&e=b639d331ec</a>)<br>
<br>
Modeling the left digit effect in adult number line estimation<br>
Patalano, A.L., Kayton, K., & Barth, H.<br>
Cognition<br>
left digit effect, number line estimation, mathematical modeling<br>
apatalano@wesleyan.edu (<a href="mailto:apatalano@wesleyan.edu">mailto:apatalano@wesleyan.edu</a>)<br>
<br>
How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)<br>
Alam, S. S.., Dub?, A.K.<br>
Journal of Computer Assisted Learning<br>
Digital Home Numeracy<br>
sabrina.alam@mail.mcgill.ca (<a href="mailto:sabrina.alam@mail.mcgill.ca">mailto:sabrina.alam@mail.mcgill.ca</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=aa28b2c13e&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=aa28b2c13e&e=b639d331ec</a><br>
<br>
Measuring Digital Home Numeracy Practice: A Scale Development and Validation Study<br>
Alam, S.S., Dub?, A.K.<br>
Journal of Research in Childhood Education<br>
Digital Home Numeracy<br>
sabrina.alam@mail.mcgill.ca (<a href="mailto:sabrina.alam@mail.mcgill.ca">mailto:sabrina.alam@mail.mcgill.ca</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=1df8fb5dfd&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=1df8fb5dfd&e=b639d331ec</a><br>
<br>
Topographical map for quantities ? Indeed? Commentary on Harvey et al 2013, 2017<br>
Leibovich-Raveh, T.<br>
Current Research in Behavioral Sciences<br>
passive viewing task, quantities, continuous magnitudes<br>
talil@edu.haifa.ac.il (<a href="mailto:talil@edu.haifa.ac.il">mailto:talil@edu.haifa.ac.il</a>)<br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=1afe9d78e1&e=b639d331ec">https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=1afe9d78e1&e=b639d331ec</a><br>
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