{"id":11,"date":"2019-05-24T11:22:14","date_gmt":"2019-05-24T15:22:14","guid":{"rendered":"https:\/\/payments.carleton.ca\/ics\/?page_id=11"},"modified":"2024-03-05T11:35:38","modified_gmt":"2024-03-05T16:35:38","slug":"mcls-schedule","status":"publish","type":"page","link":"https:\/\/payments.carleton.ca\/ics\/mcls-schedule\/","title":{"rendered":"MCLS Schedule"},"content":{"rendered":"\n
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\n MCLS Schedule\n <\/h1>\n \n \n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n

Day 3: Tuesday June 18<\/h1>\n\n\n\n

<\/p>\n\n\n\n

8:00 am \u2013 9:00 am: MCLS Business Meeting [everyone welcome to attend] <\/span><\/p>\n\n\n\n

<\/p>\n\n\n\n

10:25 – 11:30 Symposia session 8<\/h2>\n\n\n\n

\n<\/p>\n\n\n\n

9:00 – 10:05 Symposia session 7 <\/span><\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

S19<\/p>\n<\/td>

\n

EarlyMathSkills174<\/p>\n

.5<\/p>\n<\/td>

\n

Early numerical and non-numerical abilities and their relation with mathematical education<\/p>\n

1: Wei Wei, Zhejiang University, China 2: Sara Caviola, University of Leeds<\/p>\n

3: Tali Leibovich-Raveh, University of Haifa<\/p>\n

4: Krzysztof Cipora, University of Tuebingen, Tuebingen,<\/p>\n<\/td><\/tr>

\n

S20<\/p>\n<\/td>

\n

MathematicalDisco <\/span>urse29.1<\/p>\n<\/td>

\n

Mathematical discourse – The symbols we use to communicate mathematical ideas<\/p>\n

1: Sarah Powell, University of Texas<\/p>\n

2: Heather Douglas, Carleton University 3: Erica Zippert, Vanderbilt University<\/p>\n

4: Discussant: M. Gail Headley, University of Delaware<\/p>\n<\/td><\/tr>

\n

S21<\/p>\n<\/td>

\n

MathLearning53.1<\/p>\n<\/td>

\n

From the math lab to the math class: can we improve math learning by targeting specific cognitive mechanisms?<\/p>\n

1: Fl\u00e1via H. Santos, University College Dublin 2: Ipek Saralar, University of Nottingham<\/p>\n

3: Ann Dowker, Oxford University, England<\/p>\n

4: Dror Dotan, Tel Aviv University, Israel<\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

<\/p>\n\n\n\n

\n

S22<\/p>\n<\/td>

\n

EarlyMathSkills193.6<\/p>\n<\/td>

\n

Early Mathematical Screening Tools: Bridging the Research- Practice Gap<\/p>\n

1: Marcie Penner, King\u2019s University College at Western University 2: Brianna Devlin, University of Delaware<\/p>\n

3: Stephanie Bugden, University of Pennsylvania<\/p>\n

4: Rebecca Merkley, Carleton University<\/p>\n<\/td><\/tr>

\n

S23<\/p>\n<\/td>

\n

MathLearning156.6<\/p>\n<\/td>

\n

Unpacking Manipulatives: Recommendations for the Mathematics Classroom<\/p>\n

Chair: Helena Osana, Concordia University 1: Anne Lafay, Concordia University<\/p>\n

2: Andrea M. Donovan, University of Wisconsin\u2014Madison 3: Emmanuelle Adrien, Concordia University<\/p>\n

Discussant: Martha W. Alibali, University of Wisconsin\u2014Madison<\/p>\n<\/td><\/tr>

\n

S24<\/p>\n<\/td>

\n

MathAndLanguage16 <\/span>4.3<\/p>\n<\/td>

\n

Cognitive Underpinnings of Mathematics versus Reading Skills: Similarities and Differences<\/p>\n

1: Tuire Koponen, University of Jyv\u00e4skyl\u00e4, Finland 2: Xiujie Yang, Chinese University of Hong Kong 3: Xiao Zhang, The University of Hong Kong<\/p>\n

Discussants: Kiran Vanbinst & Lien Peters<\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

11:50 – 1:30 pm: Lunch + Poster session (P4)<\/h2>\n\n\n\n

see next page<\/p>\n\n\n\n

<\/span><\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

1:40 – 2:45 Symposia session 9<\/p>\n<\/td>

\n

<\/p>\n<\/td><\/tr>

\n

S25<\/p>\n<\/td>

\n

MathLearning154.5<\/p>\n<\/td>

\n

What I Can Bring to my Math Classroom: Putting Numeracy Research to Work<\/p>\n

Chair: Helena Osana, Concordia University<\/p>\n

1: Martha W. Alibali, University of Wisconsin\u2014Madison 2: Sarah Powell, University of Texas at Austin<\/p>\n

3: Nancy C. Jordan, University of Delaware 4: Tracy Solomon, Hospital for Sick Children<\/p>\n<\/td><\/tr>

\n

S26<\/p>\n<\/td>

\n

EarlyMathAssessment <\/span>232.1<\/p>\n<\/td>

\n

A variety of early grade mathematics assessments and their uses in South Africa<\/p>\n

1: Hanrie Bezuidenhout & Elizabeth Henning, University of Johannesburg, South Africa<\/p>\n

2: Ingrid Mostert, University of Johannesburg, South Africa<\/p>\n

3: Lara Ragpot, Trinity Western University & Caroline Fitzpatrick, Universit\u00e9 Sainte-Anne<\/p>\n

4: Ingrid Mostert, University of Johannesburg, South Africa<\/p>\n<\/td><\/tr>

\n

S27<\/p>\n<\/td>

\n

MathAndLanguage15 <\/span>1.2<\/p>\n<\/td>

\n

Linguistic influences on early numerical development<\/p>\n

1: Mojtaba Soltanlou, University of Tuebingen, Tuebingen<\/p>\n

2: Krzysztof Cipora, University of Tuebingen, Tuebingen, Germany 3: Jacob Paul, Utrecht University, Utrecht, Netherlands<\/p>\n

4: Victoria Simms, Ulster University, Northern Ireland<\/p>\n

5: Thomas Gallagher-Mitchell, Liverpool Hope University<\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

<\/p>\n\n\n\n

\n

3:10 \u2013 4:15 Symposia session 10<\/p>\n<\/td>

\n

<\/p>\n<\/td><\/tr>

\n

S28<\/p>\n<\/td>

\n

MathAndTechnolog <\/span>y79.1<\/p>\n<\/td>

\n

Is touch screen technology a double-edged sword in mathematics education?<\/p>\n

1: Joanne Lee, Developmental Psychology, Department of Psychology Wilfrid Laurier University<\/p>\n

2: Adam K. Dub\u00e9, Learning Sciences, McGill University<\/p>\n

3: Marjorie W. Schaeffer, Department of Psychology, University of Chicago<\/span><\/p>\n

Discussant: Erin Maloney, School of Psychology, University of Ottawa<\/p>\n<\/td><\/tr>

\n

S29<\/p>\n<\/td>

\n

EarlyMathSkills43. <\/span>2<\/p>\n<\/td>

\n

Early symbolic numerical skills: theoretical and educational implications.<\/p>\n

1: Francesco Sella, University of Sheffield, UK<\/p>\n

2: Rose M. Schneider, University of California, San Diego, USA 3: Camilla Gilmore, Loughborough University, UK<\/p>\n

4: Silke M. G\u00f6bel, University of York, UK<\/p>\n<\/td><\/tr>

\n

S30<\/p>\n<\/td>

\n

MathLearning75.3<\/p>\n<\/td>

\n

Understanding the Factors Affecting Mathematics Development and Supporting Children Through Home and School Interventions Chair: Sheri-Lynn Skwarchuk, University of Winnipeg, Canada<\/span><\/p>\n

1: Maureen Vandermaas-Peeler, Elon University,<\/p>\n

2: Sarah Melo, Faculty of Education, University of Manitoba<\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

\n

<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

3: Prentice Starkey, WestEd, San Francisco, California<\/p>\n

4: Jalisha Braxton, University of Chicago, Chicago, Illinois, USA<\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Poster Session Schedule:<\/p>\n\n\n\n

\n

P4<\/p>\n<\/td>

\n

Tuesday June 18th – 11:50 – 1:30<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

<\/p>\n<\/td><\/tr>

\n

105<\/p>\n<\/td>

\n

The Contributions Of Cognitive, Numeracy, And Motivational Factors For Middle Childhood Math Performance<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Allison Liu<\/p>\n<\/td><\/tr>

\n

106<\/p>\n<\/td>

\n

Individual And Developmental Differences In The Neurocognitive Integration Of Number Notations And Their Relation To Math Competence<\/p>\n<\/td>

\n

(P)<\/p>\n<\/td>

\n

Darren Yeo<\/p>\n<\/td><\/tr>

\n

107<\/p>\n<\/td>

\n

Reverse Distance Effects Do Not Exist<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Eli Zaleznik<\/p>\n<\/td><\/tr>

\n

108<\/p>\n<\/td>

\n

Learning Under Pressure: Impacts Of Stereotype Threat Vs. Incentives On Conceptual Math Learning<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Emily Lyons<\/p>\n<\/td><\/tr>

\n

109<\/p>\n<\/td>

\n

Symbols Are Special: An Fmri Adaptation Study Of Symbolic, Nonsymbolic And Non-Numerical Magnitude Processing In The Human Brain<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

H Moriah Sokolowski<\/p>\n<\/td><\/tr>

\n

110<\/p>\n<\/td>

\n

Mathematics Anxiety, Achievement, And Teacher Influences In A Developing Nation<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Elayne Teska<\/p>\n<\/td><\/tr>

\n

111<\/p>\n<\/td>

\n

Impact Of Association, Interference, And Priming On Math Story Problems<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Jill Turner<\/p>\n<\/td><\/tr>

\n

112<\/p>\n<\/td>

\n

Math Anxiety Changes In Response To Math Learning, Task, And Difficulty<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Kelly Trezise<\/p>\n<\/td><\/tr>

\n

113<\/p>\n<\/td>

\n

Do School Psychologists Believe They Know Enough Mathematics?<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Kelsey Gould<\/p>\n<\/td><\/tr>

\n

114<\/p>\n<\/td>

\n

The Role Of The Base-10 System In Processing Magnitudes Using The Number Line Estimation Task<\/p>\n<\/td>

\n

(P)<\/p>\n<\/td>

\n

Kelsey J. Mackay<\/p>\n<\/td><\/tr>

\n

115<\/p>\n<\/td>

\n

The Effect Of Formal Math Instruction On Research Findings: A Cross-Educational Study<\/p>\n<\/td>

\n

(P)<\/p>\n<\/td>

\n

Kiran Vanbinst<\/p>\n<\/td><\/tr>

\n

116<\/p>\n<\/td>

\n

Number Accuracy And Arithmetic In Two Children With Mathematics Learning Disabilities After A Computerized Number Line Intervention<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Laetitia Marcon<\/p>\n<\/td><\/tr>

\n

117<\/p>\n<\/td>

\n

Inducing A Mathematical Formula Buffers Against Overgeneralization<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Lauren N. Sprague<\/p>\n<\/td><\/tr>

\n

118<\/p>\n<\/td>

\n

Gender Differences In Math And Spatial Anxiety And Self- Concept In Early Elementary School<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Lindsey Hildebrand<\/p>\n<\/td><\/tr>

\n

119<\/p>\n<\/td>

\n

Bias Towards Fraction Components And Math Achievement In Low-Income College Students<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Linsah Coulanges<\/p>\n<\/td><\/tr>

\n

120<\/p>\n<\/td>

\n

How Chilean Children\u2019s And Parents\u2019 Beliefs About Who Does Math Influence Math Learning<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

M. Francisca Del Rio<\/p>\n<\/td><\/tr>

\n

121<\/p>\n<\/td>

\n

Fingers Dexterity Predicts Early Math Skills Development: Insight From 3D Human Motion Analyses<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Ma\u00eblle Neveu<\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

\n

122<\/p>\n<\/td>

\n

Parent And Child Spontaneous Focus On Number And Mathematical Talk During Play Activities<\/p>\n<\/td>

\n

(P)<\/p>\n<\/td>

\n

Mary Depascale<\/p>\n<\/td><\/tr>

\n

123<\/p>\n<\/td>

\n

Flexible Attention To Numerical And Spatial Magnitudes In Early Childhood<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Mary Fuhs<\/p>\n<\/td><\/tr>

\n

124<\/p>\n<\/td>

\n

Neural Correlates For The Outcome Of Spaced Versus Massed Learning In Arithmetic<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Mengyi Li<\/p>\n<\/td><\/tr>

\n

125<\/p>\n<\/td>

\n

Exploring Differences In Domain-Specific And Domain-General Abilities Between Mathematicians And Non-Mathematicians.<\/p>\n<\/td>

\n

(P)<\/p>\n<\/td>

\n

Michaela A. Meier<\/p>\n<\/td><\/tr>

\n

126<\/p>\n<\/td>

\n

Abacus Training Decreases The Prevalence Of Developmental Dyscalculia In China<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Yujie Lu<\/p>\n<\/td><\/tr>

\n

127<\/p>\n<\/td>

\n

One, Two, Three, What? Investigating The Distance Effect In Sequential Number Processing: A P300 Study<\/p>\n<\/td>

\n

(P)<\/p>\n<\/td>

\n

Nathaniel Shannon<\/p>\n<\/td><\/tr>

\n

128<\/p>\n<\/td>

\n

The Relation Between Math-Talk And Math-Gestures For Parent- Child Dyads<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Raychel Gordon<\/p>\n<\/td><\/tr>

\n

129<\/p>\n<\/td>

\n

Fingers Come In Handy: Does Finger Use Support Learning A Pseudo-Number-Word Sequence?<\/p>\n<\/td>

\n

(P)<\/p>\n<\/td>

\n

Roberta Barrocas<\/p>\n<\/td><\/tr>

\n

130<\/p>\n<\/td>

\n

Measuring Preschool Children’s Affective Attitudes Towards Mathematics<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Xiao Zhang<\/p>\n<\/td><\/tr>

\n

131<\/p>\n<\/td>

\n

Effects Of A Non-Symbolic Fraction Intervention On Proportional Reasoning<\/p>\n<\/td>

\n

(P)<\/p>\n<\/td>

\n

Roberto A. Abreu-Mendoza<\/p>\n<\/td><\/tr>

\n

132<\/p>\n<\/td>

\n

Sex Differences In Early Executive Function Components Vary By Measurement Type<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Sammy Ahmed<\/p>\n<\/td><\/tr>

\n

133<\/p>\n<\/td>

\n

Measuring The Quality Of Parent-Child Interactions And The Relation To Preschool-Aged Children\u2019s Math Skills<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Shirley Duong<\/p>\n<\/td><\/tr>

\n

134<\/p>\n<\/td>

\n

Linguistic Influences On Number Line Estimation: Digit Identity And Inversion Effects<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Sophie Savelkouls<\/p>\n<\/td><\/tr>

\n

135<\/p>\n<\/td>

\n

Word-Problem Solving In English Language Learners<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Stephanie Hadden<\/p>\n<\/td><\/tr>

\n

136<\/p>\n<\/td>

\n

Rules Of Order: Evidence For A Fundamental Bias When Processing The Ordinality Of Numbers<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Sylvia Gattas<\/p>\n<\/td><\/tr>

\n

137<\/p>\n<\/td>

\n

Enhancing Multi-Digit Number Knowledge Through Number Board Games<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Winnie Wai Lan Chan<\/p>\n<\/td><\/tr>

\n

138<\/p>\n<\/td>

\n

Assessing Math Performance Errors In Young Girls: Considering Age, Race And Self-Efficacy When Designing Math Interventions<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Yvette Harris<\/p>\n<\/td><\/tr>

\n

139<\/p>\n<\/td>

\n

Intelligence Mediates The Relationship Between Exact Arithmetic And Verbal Working Memory<\/p>\n<\/td>

\n

<\/p>\n<\/td>

\n

Zhang Tingyan<\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

<\/p>\n\n\n\n

\"image\"\/<\/figure>\n\n\n\n

<\/span><\/p>\n\n\n\n

Note: P = Pre-registration poster<\/p>\n","protected":false},"excerpt":{"rendered":"

Day 3: Tuesday June 18 8:00 am \u2013 9:00 am: MCLS Business Meeting [everyone welcome to attend] 10:25 – 11:30 Symposia session 8 9:00 – 10:05 Symposia session 7 S19 EarlyMathSkills174 .5 Early numerical and non-numerical abilities and their relation with mathematical education 1: Wei Wei, Zhejiang University, China 2: Sara Caviola, University of Leeds […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_cu_dining_location_slug":"","footnotes":"","_links_to":"","_links_to_target":""},"cu_page_type":[22],"class_list":["post-11","page","type-page","status-publish","hentry","cu_page_type-general"],"acf":{"cu_post_thumbnail":false},"yoast_head":"\nMCLS Schedule - Institute of Cognitive Science<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/payments.carleton.ca\/ics\/mcls-schedule\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"MCLS Schedule - 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