Author
Marie-Pascale Noël
Other affiliations: Catholic University of Leuven, University College London
Bio: Marie-Pascale Noël is an academic researcher from Université catholique de Louvain. The author has contributed to research in topics: Dyscalculia & Working memory. The author has an hindex of 36, co-authored 114 publications receiving 4799 citations. Previous affiliations of Marie-Pascale Noël include Catholic University of Leuven & University College London.
Papers published on a yearly basis
Papers
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TL;DR: It is suggested that children with mathematics learning disabilities have difficulty in accessing number magnitude from symbols rather than in processing numerosity per se.
616 citations
TL;DR: A few neuroimaging studies revealed that brain activation during number comparison correlates with children's mathematics achievement level, but the consistency of such relationships for symbolic and non-symbolic processing is unclear.
478 citations
TL;DR: The performance of 10- and 11-year-old children with DD characterised by a weakness in arithmetic facts retrieval and age-matched control children was compared on various number comparison tasks and DD children showed a greater numerical distance effect than control children, irrespective of the number format.
256 citations
TL;DR: It is indicated that, contrary to the general measures of cognitive development, performance in the finger gnosia test was a good predictor of numerical skills 1 year later but not of reading skills, which proves the specificity of that predictor.
Abstract: This paper aimed to test the specificity of predicting power of finger gnosia on later numerical abilities in school-age children and to contribute to the understanding of this effect. Forty-one children were tested in the beginning of Grade 1 on finger gnosia, left-right orientation (another sign of the Gerstmann "syndrome"), and global development. Fifteen months later, numerical and reading abilities were assessed. Analyses of the results indicated that, contrary to the general measures of cognitive development, performance in the finger gnosia test was a good predictor of numerical skills 1 year later but not of reading skills, which proves the specificity of that predictor. The same conclusion was also true for the left-right orientation. However, finger gnosia could equally predict performance in numerical tasks that do or do not rely heavily on finger representation or on magnitude representation. Results are discussed in terms of the localizationist and the functional hypotheses.
228 citations
TL;DR: The authors first review Galton's observations, and then present their own, and discuss the relevance of these visuo-spatial representations of numbers in relation to contemporary debates on number representation and calculation.
196 citations
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9,362 citations
Book•
19 Mar 2013
TL;DR: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.
Abstract: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: * Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. * Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.
3,480 citations
TL;DR: The horizontal segment of the intraparietal sulcus appears as a plausible candidate for domain specificity: It is systematically activated whenever numbers are manipulated, independently of number notation, and with increasing activation as the task puts greater emphasis on quantity processing.
Abstract: Did evolution endow the human brain with a predisposition to represent and acquire knowledge about numbers? Although the parietal lobe has been suggested as a potential substrate for a domain-specific representation of quantities, it is also engaged in verbal, spatial, and attentional functions that may contribute to calculation. To clarify the organisation of number-related processes in the parietal lobe, we examine the three-dimensional intersection of fMRI activations during various numerical tasks, and also review the corresponding neuropsychological evidence. On this basis, we propose a tentative tripartite organisation. The horizontal segment of the intraparietal sulcus (HIPS) appears as a plausible candidate for domain specificity: It is systematically activated whenever numbers are manipulated, independently of number notation, and with increasing activation as the task puts greater emphasis on quantity processing. Depending on task demands, we speculate that this core quantity system, analogous t...
2,281 citations
TL;DR: In this article, the authors examined how parity and number magnitude are accessed from Arabic and verbal numerals and found that large numbers preferentially elicited a rightward response, and small numbers a leftward response.
Abstract: Nine experiments of timed odd-even judgments examined how parity and number magnitude are accessed from Arabic and verbal numerals. With Arabic numerals, Ss used the rightmost digit to access a store of semantic number knowledge. Verbal numerals went through an additional stage of transcoding to base 10. Magnitude information was automatically accessed from Arabic numerals. Large numbers preferentially elicited a rightward response, and small numbers a leftward response. The Spatial-Numerical Association of Response Codes (SNARC) effect depended only on relative number magnitude and was weaker or absent with letters or verbal numerals. Direction did not vary with handedness or hemispheric dominance but was linked to the direction of writing, as it faded or even reversed in right-to-left writing Iranian Ss
2,258 citations
TL;DR: This paper provides a tutorial introduction to numerical cognition, with a review of essential findings and current points of debate, and proposes a triple-code model, which assumes that numbers are mentally manipulated in an arabic, verbal or analogical magnitude code depending on the requested mental operation.
1,744 citations