Catherine Thevenot
Biographic Data
| ID | 8905395 |
|---|---|
| NAME | Catherine Thevenot |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Thevenot |
| SIGNATURE | THÉVENOT C |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Counting on automatization
Counting procedures may automatize with development rather than being replaced. • Arithmetic fluency may emerge through quantitative not qualitative change. • Same neural mechanisms support problem-size effects from childhood to adulthood. • Developmental changes reflect increasing procedural efficiency, not strategy shift. • Dyscalculia may involve impaired procedural automatization across development. Counting—enumerating sets by establishing o…
Eye movements when reading Arabic numbers in sentences
French preschool and primary teachers' attitude towards finger counting
Teachers' beliefs and attitudes are known to guide the type of activities they implement in their classrooms. A traditional conception that finger counting is merely a back-up when children fail to use more sophisticated and efficient strategies could therefore prevent teachers from encouraging children's use of fingers in arithmetic tasks. However, the potential benefit of finger counting for young learners has been recently documented and setti…
Reading numbers is harder than reading words
We recorded the eye movements of adults reading aloud short (four digit) and long (eight to 11 digit) Arabic numerals compared to matched-in-length words and pseudowords. We presented each item in isolation, at the center of the screen. Participants read each item aloud at their pace, and then pressed the spacebar to display the next item. Reading accuracy was 99 %. Results showed that adults make 2.5 times more fixations when reading short numer…
No prominent works on this page.
French preschool and primary teachers' attitude towards finger counting
Teachers' beliefs and attitudes are known to guide the type of activities they implement in their classrooms. A traditional conception that finger counting is merely a back-up when children fail to use more sophisticated and efficient strategies could therefore prevent teachers from encouraging children's use of fingers in arithmetic tasks. However, the potential benefit of finger counting for young learners has been recently documented and setti…
Reading numbers is harder than reading words
We recorded the eye movements of adults reading aloud short (four digit) and long (eight to 11 digit) Arabic numerals compared to matched-in-length words and pseudowords. We presented each item in isolation, at the center of the screen. Participants read each item aloud at their pace, and then pressed the spacebar to display the next item. Reading accuracy was 99 %. Results showed that adults make 2.5 times more fixations when reading short numer…
Eye movements when reading Arabic numbers in sentences
Counting on automatization
Counting procedures may automatize with development rather than being replaced. • Arithmetic fluency may emerge through quantitative not qualitative change. • Same neural mechanisms support problem-size effects from childhood to adulthood. • Developmental changes reflect increasing procedural efficiency, not strategy shift. • Dyscalculia may involve impaired procedural automatization across development. Counting—enumerating sets by establishing o…
Cognitive and developmental aspects of mathematical skills (3 works) · Linguistics (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Arabic numerals (1 work) · Arithmetic (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Aside (1 work) · Associative learning (1 work)