Hans-Christoph Nuerk
Dados Biográficos
| ID | 119852 |
|---|---|
| NOME | Hans-Christoph Nuerk |
| PRENOMES | Hans-Christoph |
| SOBRENOME | Nuerk |
| ASSINATURA | NUERK H |
| AFILIAÇÕES | Department of Psychology, Eberhard Karls University, Tuebingen, Germany |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 9 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Don't SNARC me now! Intraindividual variability of cognitive phenomena – Insights from the Ironman paradigm
Two implicit generalizations are often made from group-level studies in cognitive experimental psychology and their common statistical analysis in the general linear model: (1) Group-level phenomena are assumed to be present in every participant with variations between participants being often treated as random error in data analyses; (2) phenomena are assumed to be stable over time. In this preregistered study, we investigated the validity of th…
Measuring the acuity of the approximate number system in young children
The approximate number system (ANS) is a hypothesized mechanism responsible for the representation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence higher-level mathematical performance. Becaus…
The plural counts
The role of grammar in numerical development, and particularly the role of grammatical number inflection, has already been well-documented in toddlerhood. It is unclear, however, whether the influence of grammatical language structure further extends to more complex later stages of numerical development. Here, we addressed this question by exploiting differences between Polish, which has a complex grammatical number paradigm, leading to a partial…
Cultural similarities and specificities of finger counting and montring
Numerical cognition might be embodied, that is, grounded in bodily actions. This claim is supported by the observation that, potentially due to our shared biology, finger counting is prevalent among a variety of cultures. Differences in finger counting are apparent even within Western cultures. Relatively few indigenous cultures have been systematically analyzed in terms of traditional finger counting and montring (i.e., communicating numbers wit…
A gifted SNARC? Directional spatial–numerical associations in gifted children with high-level math skills do not differ from controls
The SNARC (Spatial-Numerical Association of Response Codes) effect (i.e., a tendency to associate small/large magnitude numbers with the left/right hand side) is prevalent across the whole lifespan. Because the ability to relate numbers to space has been viewed as a cornerstone in the development of mathematical skills, the relationship between the SNARC effect and math skills has been frequently examined. The results remain largely inconsistent.…
Differential Language Effects on Numerical Skills in Second Grade
Little is known about the causes of cross-cultural specifics of numerical development. The authors examined effects of inversion (a linguistic effect) on three different numerical tasks in 220 second graders from France, Wallonia, Flanders, Germany, and Austria tested for the standardization of the dyscalculia test TEDI-MATH. Results revealed that performance differences between countries are only partly attributable to language effects, but grou…
Three processes underlying the carry effect in addition - Evidence from eye tracking
Recent research indicated that processes of unit-decade integration pose particular difficulty on multi-digit addition. In fact, longer response latencies as well as higher error rates have been observed for addition problems involving a carry operation (e.g., 18 +27) compared to problems not requiring a carry (e.g., 13 +32). However, the cognitive instantiation of this carry effect remained unknown. In the current study, this question was pursue…
Language Effects on Children's Nonverbal Number Line Estimations
The mental number line of children is usually assumed to be language-independent; however, this independency has not yet been studied. In this cross-cultural study, we examined the influence of language properties on a nonverbal version of the number line task in Italian- and German-speaking first graders. The essential difference between the two languages concerns the inversion property of most German multi-digit numbers (e.g., 48 → "eight-and-f…
On the Development of the Mental Number Line
Magnitude is assumed to be represented along a holistic mental number line in adults. However, the authors recently observed a unit-decade compatibility effect for 2-digit numbers that is inconsistent with this "holisticness" assumption (H.-C. Nuerk, U. Weger, & K. Willmes, 2001). This study used the compatibility effect to examine whether the mental number line representation of magnitude changes toward greater or less holisticness in children f…
Language Effects on Children's Nonverbal Number Line Estimations
The mental number line of children is usually assumed to be language-independent; however, this independency has not yet been studied. In this cross-cultural study, we examined the influence of language properties on a nonverbal version of the number line task in Italian- and German-speaking first graders. The essential difference between the two languages concerns the inversion property of most German multi-digit numbers (e.g., 48 → "eight-and-f…
On the Development of the Mental Number Line
Magnitude is assumed to be represented along a holistic mental number line in adults. However, the authors recently observed a unit-decade compatibility effect for 2-digit numbers that is inconsistent with this "holisticness" assumption (H.-C. Nuerk, U. Weger, & K. Willmes, 2001). This study used the compatibility effect to examine whether the mental number line representation of magnitude changes toward greater or less holisticness in children f…
Differential Language Effects on Numerical Skills in Second Grade
Little is known about the causes of cross-cultural specifics of numerical development. The authors examined effects of inversion (a linguistic effect) on three different numerical tasks in 220 second graders from France, Wallonia, Flanders, Germany, and Austria tested for the standardization of the dyscalculia test TEDI-MATH. Results revealed that performance differences between countries are only partly attributable to language effects, but grou…
Three processes underlying the carry effect in addition - Evidence from eye tracking
Recent research indicated that processes of unit-decade integration pose particular difficulty on multi-digit addition. In fact, longer response latencies as well as higher error rates have been observed for addition problems involving a carry operation (e.g., 18 +27) compared to problems not requiring a carry (e.g., 13 +32). However, the cognitive instantiation of this carry effect remained unknown. In the current study, this question was pursue…
On the Development of the Mental Number Line
Magnitude is assumed to be represented along a holistic mental number line in adults. However, the authors recently observed a unit-decade compatibility effect for 2-digit numbers that is inconsistent with this "holisticness" assumption (H.-C. Nuerk, U. Weger, & K. Willmes, 2001). This study used the compatibility effect to examine whether the mental number line representation of magnitude changes toward greater or less holisticness in children f…
Differential Language Effects on Numerical Skills in Second Grade
Little is known about the causes of cross-cultural specifics of numerical development. The authors examined effects of inversion (a linguistic effect) on three different numerical tasks in 220 second graders from France, Wallonia, Flanders, Germany, and Austria tested for the standardization of the dyscalculia test TEDI-MATH. Results revealed that performance differences between countries are only partly attributable to language effects, but grou…
Three processes underlying the carry effect in addition - Evidence from eye tracking
Recent research indicated that processes of unit-decade integration pose particular difficulty on multi-digit addition. In fact, longer response latencies as well as higher error rates have been observed for addition problems involving a carry operation (e.g., 18 +27) compared to problems not requiring a carry (e.g., 13 +32). However, the cognitive instantiation of this carry effect remained unknown. In the current study, this question was pursue…
Language Effects on Children's Nonverbal Number Line Estimations
The mental number line of children is usually assumed to be language-independent; however, this independency has not yet been studied. In this cross-cultural study, we examined the influence of language properties on a nonverbal version of the number line task in Italian- and German-speaking first graders. The essential difference between the two languages concerns the inversion property of most German multi-digit numbers (e.g., 48 → "eight-and-f…
A gifted SNARC? Directional spatial–numerical associations in gifted children with high-level math skills do not differ from controls
The SNARC (Spatial-Numerical Association of Response Codes) effect (i.e., a tendency to associate small/large magnitude numbers with the left/right hand side) is prevalent across the whole lifespan. Because the ability to relate numbers to space has been viewed as a cornerstone in the development of mathematical skills, the relationship between the SNARC effect and math skills has been frequently examined. The results remain largely inconsistent.…
The plural counts
The role of grammar in numerical development, and particularly the role of grammatical number inflection, has already been well-documented in toddlerhood. It is unclear, however, whether the influence of grammatical language structure further extends to more complex later stages of numerical development. Here, we addressed this question by exploiting differences between Polish, which has a complex grammatical number paradigm, leading to a partial…
Cultural similarities and specificities of finger counting and montring
Numerical cognition might be embodied, that is, grounded in bodily actions. This claim is supported by the observation that, potentially due to our shared biology, finger counting is prevalent among a variety of cultures. Differences in finger counting are apparent even within Western cultures. Relatively few indigenous cultures have been systematically analyzed in terms of traditional finger counting and montring (i.e., communicating numbers wit…
Don't SNARC me now! Intraindividual variability of cognitive phenomena – Insights from the Ironman paradigm
Two implicit generalizations are often made from group-level studies in cognitive experimental psychology and their common statistical analysis in the general linear model: (1) Group-level phenomena are assumed to be present in every participant with variations between participants being often treated as random error in data analyses; (2) phenomena are assumed to be stable over time. In this preregistered study, we investigated the validity of th…
Measuring the acuity of the approximate number system in young children
The approximate number system (ANS) is a hypothesized mechanism responsible for the representation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence higher-level mathematical performance. Becaus…
Psychology (9 obras) · Cognitive and developmental aspects of mathematical skills (8 obras) · Cognition (7 obras) · Cognitive psychology (6 obras) · Mathematics Education and Teaching Techniques (6 obras) · Developmental psychology (5 obras) · Computer Science (4 obras) · Linguistics (4 obras) · Mathematics (4 obras) · Mathematics education (4 obras)