I have the great privilege to work with all the brilliant people in this laboratory on questions such as: "How are number represented in our brains?", "How does the brain change with learning and development?" and "How can we use what we are learning about the basic mechanisms underlying our numerical abilities to inform education?". I have been working on these problems together with amazing students (at both the undergraduate and graduate levels) as well as post-docs for the past decade. We adopt a 'Developmental Cognitive Neuroscience' approach in our research program. By doing so, our lab seeks to understand more about how children learn about numbers using both behavioural and brain-imaging methods. We are committed to making contributions to basic knowledge as well as finding ways to translate what we learn in the laboratory into the classroom. In this way, we are committed to the emerging fields of 'Mind, Brain and Education' and 'Educational Neuroscience'.
I have been extremely fortunate to have spent the last 10 years working behind the scenes with an amazing research team that keeps me young(er) and on-my-toes! I have been involved in the development of study procedures, particularly the preparation of child participants for neuroimaging experiments, preparation of research ethics applications, data management, teaching of standardized testing procedures, administration of laboratory finances and proofreading of manuscripts and grant applications. On occasion, I have been known to step in when needed for recruitment and testing of participants. Every day brings something different and one of the highlights of my time spent in the lab is watching the students develop into strong, accomplished researchers.
Adrián Miguel Sardiñas Grillo
I am an MSc student in the Numerical Cognition Lab since September, 2017. I completed my Undergraduate degree at the University of Havana.
Previous studies have shown correlational evidence between the Approximate Number System (ANS) and mathematics performance. One of my main areas of interest is to understand the mechanisms underlying this relationship. I am also interested in examining the content of an effective intervention or instruction that would improve children's mathematics performance. My ultimate research goal is to understand how to improve mathematics performance in young children.
Tsz Tan Lau
I am a PhD Student in Developmental Psychology at the University of Western Ontario since September 2017. I completed my Masters at the University of Hong Kong and my Undergraduate at McMaster University.
My main area of interest is how children acquire mathematical competencies from home and school environments. I am especially interested in exploring how our non-symbolic magnitude processing abilities and symbolic magnitude processing abilities develop in tandem, and how these two systems may be helpful in predicting future academic achievement. I am also interested in examining how children acquire higher-order mathematical skills, for example, the strategy choice in solving systems of equations.
I am a PhD student in Developmental Psychology at The University of Western Ontario. I completed my bachelor’s degree in psychology, also at Western University, where in my fourth year I became interested in the development of numerical skills while working in the Numerical Cognition Laboratory. In my Master's degree, I investigated the relationship between cardinal and ordinal processing of number symbols and how this relates to individual differences in more complex mathematics.
Currently, I am interested in how numerical symbols (i.e., Arabic digits) are represented in the human brain, both across development and in adults. My research uses various methods, including brain imaging and behavioural techniques to examine how the brain represents number. More specifically, I am looking at how the mechanisms underlying number representation may be different from the representation of other symbols, such as letters. I am also investigating how neural number representation may change across different ages, and how the neural representation of number is related to important number skills, such as arithmetic and magnitude comparison.
I am a research assistant in the Numerical Cognition Laboratory. I received my Bachelors of Science in Psychology at the University of Western Ontario, and completed my honors thesis in the lab. In my honors thesis I used an fMRI paradigm to investigate how adults process symbolic numbers in different task contexts.
My current role in the lab is to help other lab members conduct their research, as well as work on my own projects. I am specifically interested in how symbolic numbers are learned and processed in the brain, and how understanding the development of number knowledge can be used to improve education.
I am a first year PhD student in the Numerical Cognition Lab. I am both a qualified teacher as well as an experienced researcher in the area of mathematics learning and education. In my previous position as a researcher at the University of Toronto, I worked closely with Drs. Joan Moss, Bev Caswell, and Cathy Bruce designing, implementing, and evaluating early years mathematics curricula. Much of this work has influenced educational policy and initiatives of the Ontario Ministry of Education.
As a member of the Numerical Cognition Lab, I am interested in understanding the basic cognitive and neural underpinnings of mathematical thinking. More specifically, my research program will aim to better understand the mechanisms linking numerical and spatial cognition. Why is that people who demonstrate strong spatial skills, such as the ability to imagine the movement of objects in space, generally perform better in mathematics? What role does spatial thinking play, if any, in the representation of numerical magnitudes? Moreover, how might we use knowledge on numerical and spatial cognition to inform the design of effective educational interventions? To best address these and other related questions, I will look to combine knowledge and methodologies from psychology, neuroscience, and education.
Like other members of the lab, I am committed to the growing discipline of Mind, Brain, and Education. I am interested in questions that deal with how to use and apply findings from neuroscience and psychology to inform educational practice, but also how to utilize the knowledge of educators to inform science. Insofar as the goal is to build the most optimal learning environments for children, I see collaboration and knowledge exchange between teachers, psychologists, and neuroscientists as critical.
I am a postdoctoral associate in the Numerical Cognition Lab since September 2017. I completed my Masters and Doctorate in Psychology at the University of Leuven, under supervision of Bert De Smedt and Hans Op de Beeck.
My primary interest is understanding how children develop arithmetic skills and what neurocognitive and environmental mechanisms underlie arithmetic development. I am also interested in what underlies the overlap between arithmetic and reading and the comorbidity between learning disorders such as dyscalculia and dyslexia. I use both behavioral and brain imaging methods, and am also very interested in the use of multivariate methods to analyze neural data.
I am a second year PhD student in the Numerical Cognition Lab. I completed my B.Sc in Psychology also at UWO. During my B.Sc. in Psychology, I was privileged to gain research experience on training early numeracy skills in preschool children under the supervision of Daniel Ansari.
One of my major research interests is the similarities and differences in the way that humans process symbolic and nonsymbolic numbers and how this changes across development. During my Masters degree, I used a neuroimaging meta-analytic tool (Activation Likelihood Estimation) to examine how different kinds of non-numerical magnitudes such as physical size interact with both symbolic and nonsymbolic number representations in adults. During my PhD, I am using additional behavioural and neuroimaging methodologies to further examine how symbolic and nonsymbolic numbers are represented in the human brain. Specifically, I am exploring how symbolic and nonsymbolic number representations overlap with non-numerical magnitudes and how all of these representations change across development. I am also interested in the role that math anxiety plays in processing basic numerical stimuli.