Marie-Pascale Noël
Biographic Data
| ID | 5760239 |
|---|---|
| NAME | Marie-Pascale Noël |
| GIVEN NAMES | Marie-Pascale |
| FAMILY NAME | Noël |
| SIGNATURE | NOEL M |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Early visual deprivation does not prevent the emergence of basic numerical abilities in blind children
The relationship between working memory for serial order and numerical development: A longitudinal study
Despite numerous studies, the link between verbal working memory (WM) and calculation abilities remains poorly understood. The present longitudinal study focuses specifically on the role of serial order retention capacities, based on recent findings suggesting a link between ordinal processing in verbal WM and numerical processing tasks. Children were tested when they were in 3rd-year kindergarten (Time 1 [T1]), 1st grade (Time 2 [T2]), and 2nd g…
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
Counting on working memory when learning to count and to add: A preschool study
In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-old children were tested for their memory skills in the phonological loop (PL), visuo-spatial sketchpad (VSSP), and central executive (CE); they also completed a series of tasks tapping their addition and counting skills. A general vocabulary test was giv…
The development of automatic numerosity processing in preschoolers: Evidence for numerosity-perceptual interference
Three experiments examined developmental changes in the automatic processing of numerosity and perceptual information using a nonsymbolic numerical Stroop paradigm. In Experiments 1 and 2 (E1 and E2), 4-, 5-, and 6-year-olds had to compare the numerosities or the total filled areas of collections of dots (E1) or bars (E2) varying along both dimensions. Experiment 3 replicated E2's results in 3-, 4-, and 5-year-olds. Results demonstrated the exist…
Counting on working memory when learning to count and to add: A preschool study
In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-old children were tested for their memory skills in the phonological loop (PL), visuo-spatial sketchpad (VSSP), and central executive (CE); they also completed a series of tasks tapping their addition and counting skills. A general vocabulary test was giv…
The development of automatic numerosity processing in preschoolers: Evidence for numerosity-perceptual interference
Three experiments examined developmental changes in the automatic processing of numerosity and perceptual information using a nonsymbolic numerical Stroop paradigm. In Experiments 1 and 2 (E1 and E2), 4-, 5-, and 6-year-olds had to compare the numerosities or the total filled areas of collections of dots (E1) or bars (E2) varying along both dimensions. Experiment 3 replicated E2's results in 3-, 4-, and 5-year-olds. Results demonstrated the exist…
The relationship between working memory for serial order and numerical development: A longitudinal study
Despite numerous studies, the link between verbal working memory (WM) and calculation abilities remains poorly understood. The present longitudinal study focuses specifically on the role of serial order retention capacities, based on recent findings suggesting a link between ordinal processing in verbal WM and numerical processing tasks. Children were tested when they were in 3rd-year kindergarten (Time 1 [T1]), 1st grade (Time 2 [T2]), and 2nd g…
The development of automatic numerosity processing in preschoolers: Evidence for numerosity-perceptual interference
Three experiments examined developmental changes in the automatic processing of numerosity and perceptual information using a nonsymbolic numerical Stroop paradigm. In Experiments 1 and 2 (E1 and E2), 4-, 5-, and 6-year-olds had to compare the numerosities or the total filled areas of collections of dots (E1) or bars (E2) varying along both dimensions. Experiment 3 replicated E2's results in 3-, 4-, and 5-year-olds. Results demonstrated the exist…
Counting on working memory when learning to count and to add: A preschool study
In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-old children were tested for their memory skills in the phonological loop (PL), visuo-spatial sketchpad (VSSP), and central executive (CE); they also completed a series of tasks tapping their addition and counting skills. A general vocabulary test was giv…
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
The relationship between working memory for serial order and numerical development: A longitudinal study
Despite numerous studies, the link between verbal working memory (WM) and calculation abilities remains poorly understood. The present longitudinal study focuses specifically on the role of serial order retention capacities, based on recent findings suggesting a link between ordinal processing in verbal WM and numerical processing tasks. Children were tested when they were in 3rd-year kindergarten (Time 1 [T1]), 1st grade (Time 2 [T2]), and 2nd g…
Early visual deprivation does not prevent the emergence of basic numerical abilities in blind children
Cognition (5 works) · Cognitive and developmental aspects of mathematical skills (5 works) · Cognitive psychology (5 works) · Developmental psychology (5 works) · Psychology (5 works) · Mathematics Education and Teaching Techniques (3 works) · Neuroscience (3 works) · Reading and Literacy Development (3 works) · Short-term memory (3 works) · Working memory (3 works)