Carrie Georges

Carrie Georges
University of Luxembourg

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18
Publications
2,660
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129
Citations
Introduction

Publications

Publications (18)
Preprint
Psychological science could greatly benefit from research synthesis, especially when it comes to overcoming limitations of too small samples tested in single studies. However, initiatives aimed at sharing large, curated trial-level data from cognitive tasks remain scarce. To address this problem, we initiated a collective effort allowing to assembl...
Article
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Achievement in mathematics has been shown to partially depend on verbal skills. In multilingual educational settings, varying language proficiencies might therefore contribute to differences in mathematics achievement. We explored the relationship between mathematics achievement and language competency in terms of home language and instruction lang...
Article
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Teachers are strong role models for their pupils, especially at the beginning of education. This also holds true for math: If teachers feel anxious about math, the consequences on the mathematical education of their pupils is detrimental. Previous studies have shown that (future) elementary school teachers have higher levels of math anxiety than mo...
Article
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How humans integrate and abstract numerical information across different formats is one of the most debated questions in human cognition. We addressed the neuronal signatures of the numerical integration using an EEG technique tagged at the frequency of visual stimulation. In an oddball design, participants were stimulated with standard sequences o...
Article
Considering the importance of mathematical knowledge for STEM careers, we aimed to better understand the cognitive mechanisms underlying the commonly observed relation between number line estimations (NLEs) and arithmetics. We used a within-subject design to model NLEs in an unbounded and bounded task and to assess their relations to arithmetics in...
Article
Full-text available
Abstract Humans have a Number Sense that enables them to represent and manipulate numerical quantities. Behavioral data suggest that the acuity of numerical discrimination is predictively associated with math ability—especially in children—but some authors argued that its assessment is problematic. In the present study, we used frequency-tagged ele...
Article
Children's verbal number skills set the foundation for mathematical development. Therefore, it is central to understand their cognitive origins. Evidence suggests that preschool children rely on visuospatial abilities when solving counting and number naming tasks despite their predominantly verbal nature. We aimed to replicate these findings when c...
Preprint
Full-text available
Teachers are strong role models for their pupils, especially at the very beginning of education, and as such, pupils tend to share their teacher’s attitudes. This also holds true for math: If teachers feel anxious about math, the consequences on the mathematical education of their pupils is detrimental.Previous studies have shown that (future) elem...
Preprint
Humans have a Number Sense that enables them to represent and manipulate numerical quantities. Behavioral data suggest that the acuity of numerical discrimination is predictively associated with math ability – especially in children – but some authors argued that its assessment is problematic. In the present study, we used frequency-tagged electroe...
Preprint
The aim of cognitive psychology is to obtain insights into human cognition in general. For this purpose, group-studies are typically conducted on representative samples so that the results can be generalized to the population. Using this approach, individual differences in such group-level cognitive phenomena are typically neglected and not much is...
Article
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Considering the importance of arithmetic in school curricula, it is crucial to understand the cognitive processes underlying its successful acquisition. Previous research suggests the involvement of spatial skills, especially during arithmetic skill acquisition. We assessed the predictive effect of mental rotation on different arithmetic components...
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Behavioral evidence for the link between numerical and spatial representations comes from the spatial-numerical association of response codes (SNARC) effect, consisting in faster reaction times to small/large numbers with the left/right hand respectively. The SNARC effect is, however, characterized by considerable intra- and inter-individual variab...
Article
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Numbers are thought to be spatially organized along a left-to-right horizontal axis with small/large numbers on its left/right respectively. Behavioral evidence for this mental number line (MNL) comes from studies showing that the reallocation of spatial attention by active left/right head rotation facilitated the generation of small/large numbers...
Article
Full-text available
Evidence for number-space associations in implicit and explicit magnitude processing tasks comes from the parity and magnitude SNARC effect respectively. Different spatial accounts were suggested to underlie these spatial-numerical associations (SNAs) with some inconsistencies in the literature. To determine whether the parity and magnitude SNAs ar...
Article
Considering the importance of mathematics in Western societies, it is crucial to understand the cognitive processes involved in the acquisition of more complex mathematical skills. The current study, therefore, investigated how the quality of number-space mappings on the mental number line, as indexed by the parity SNARC (spatial-numerical associat...
Article
Full-text available
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also...
Article
Abstract Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster reaction times to small/large digits with the left/right hand respectively. Two different proposals are commonly discussed concerning the cognitive origin of the SNARC effect: the visuo-spatial account...

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