Sixtine Omont-Lescieux- Doctor of Psychology
- PostDoc Position at Université Libre de Bruxelles
Sixtine Omont-Lescieux
- Doctor of Psychology
- PostDoc Position at Université Libre de Bruxelles
About
4
Publications
412
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4
Citations
Introduction
In October 2019, Sixtine starts her PhD on a 3-year longitudinal study, supervised by Pr.André Knops and in collaboration with Ilse Coolen. Her thesis project aims to study the contribution of domain-general functions to the development of numerical cognition in children aged 3 to 9 years from a behavioural and brain point of view through Magnetic Resonance Imaging (MRI).
Current institution
Education
September 2017 - June 2019
Field of study
- Master's degree in Integrative and Physiological Biology with a specialization in Behavioural and Cognitive Neuroscience
September 2015 - June 2017
Field of study
- Bachelor's degree in Biology with a specialization in Biotechnology
Publications
Publications (4)
Inhibition has been suggested to contribute to symbolic and non-symbolic quantity processing, but conclusions remain inconsistent. Using Structural Equation Modelling, the structure of inhibition and its contributions to symbolic and non-symbolic arithmetic are explored in predominantly White French 5- and 7-year-olds (N= 331, 169 females). Results...
Inhibition has been suggested to contribute to symbolic and non-symbolic quantity processing, but conclusions remain inconsistent. Using Structural Equation Modelling, the structure of inhibition and its contributions to symbolic and non-symbolic arithmetic are explored in predominantly White French 5- and 7-year-olds (N= 331, 169 females). Results...
Inhibitory control (IC) plays a critical role in cognitive and socio-emotional development. IC relies on a lateralized cortico-subcortical brain network including the inferior frontal cortex, anterior parts of insula, anterior cingulate cortex, caudate nucleus and putamen. Brain asymmetries play a critical role for IC efficiency. In parallel to age...
A broad variety of domain-specific (e.g., non-symbolic magnitude comparison and arithmetic) and domain-general (e.g., spatial skills and inhibition) skills have been identified as precursors to mathematics achievement. However, due to the increasing complexity of mathematics education with age and the associated increase in cognitive demands, it ca...
