Maria Dolores de Hevia
Biographic Data
| ID | 8905381 |
|---|---|
| NAME | Maria Dolores de Hevia |
| GIVEN NAMES | Maria Dolores |
| FAMILY NAME | de Hevia |
| SIGNATURE | DE HEVIA M D |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| ORCID | 0000-0002-1495-3721 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Number-action mapping in human newborns
Humans' ability to link sensory signals across different modalities and dimensions is functional from birth. Moreover, they form expectations of congruent magnitude changes across dimensions such as number, spatial extent, and temporal duration, anticipating that increases (or decreases) in one dimension will be matched by similar changes in another. Here, we investigated whether newborns can also map numerical magnitude onto action-related infor…
Mental space as an innate foundational structure for cognition
Humans have a tendency to use spatial structure to organize knowledge across domains. • Spatial scaffolding represents concrete and abstract information and sequences. • Spatial scaffolding may enhance learning, memory, and knowledge use. • This capacity emerges early and shapes how abstract knowledge is reasoned. • As spatial skills develop, they support and may be essential for abstract thought. Humans appear to rely on spatial mental structure…
What makes different number-space mappings interact
How do human newborns come to understand the multimodal environment
Abstract representations of small sets in newborns
From the very first days of life, newborns are not tied to represent narrow, modality- and object-specific aspects of their environment. Rather, they sometimes react to abstract properties shared by stimuli of very different nature, such as approximate numerosity or magnitude. As of now, however, there is no evidence that newborns possess abstract representations that apply to small sets: in particular, while newborns can match large approximate …
Discrimination of ordinal relationships in temporal sequences by 4-month-old infants
No prominent works on this page.
Discrimination of ordinal relationships in temporal sequences by 4-month-old infants
Abstract representations of small sets in newborns
From the very first days of life, newborns are not tied to represent narrow, modality- and object-specific aspects of their environment. Rather, they sometimes react to abstract properties shared by stimuli of very different nature, such as approximate numerosity or magnitude. As of now, however, there is no evidence that newborns possess abstract representations that apply to small sets: in particular, while newborns can match large approximate …
How do human newborns come to understand the multimodal environment
What makes different number-space mappings interact
Number-action mapping in human newborns
Humans' ability to link sensory signals across different modalities and dimensions is functional from birth. Moreover, they form expectations of congruent magnitude changes across dimensions such as number, spatial extent, and temporal duration, anticipating that increases (or decreases) in one dimension will be matched by similar changes in another. Here, we investigated whether newborns can also map numerical magnitude onto action-related infor…
Mental space as an innate foundational structure for cognition
Humans have a tendency to use spatial structure to organize knowledge across domains. • Spatial scaffolding represents concrete and abstract information and sequences. • Spatial scaffolding may enhance learning, memory, and knowledge use. • This capacity emerges early and shapes how abstract knowledge is reasoned. • As spatial skills develop, they support and may be essential for abstract thought. Humans appear to rely on spatial mental structure…
Cognitive and developmental aspects of mathematical skills (5 works) · Child and Animal Learning Development (4 works) · Cognition (4 works) · Psychology (4 works) · Cognitive psychology (3 works) · Reading and Literacy Development (3 works) · Communication (2 works) · Modalities (2 works) · Neuroscience (2 works) · Sensory system (2 works)