SCIENTIFIC PROGRAMME
| sig22_keynotes1.zip |
| sig22_keynotes2.zip |
| sig22_keynotes3.zip |
Thursday, June 12, 2014
15.00 Welcome address
15.30 Keynote lecture 1:
Genetics for Education: the good, the bad and the ugly.
Yulia Kovas, Goldsmith University of London, UK
16.30 Coffee break
17.00 Oral presentation (until 18.45)
Movement-based support of children's executive functions: effects of a 20-week movement-based interventional programme on the executive functions of 12-year-old students (Boriss)
How negative emotions in teacher-student relationships predict adolescents' test anxiety - results of an interdisciplinary neuroimaging study (Golde et al.)
Understanding the impaired decision making mechanisms in juvenile attention deficit/hyperactivity disorder (ADHD) (Hauser et al.)
Neural and behavioral dissociations between symbolic and non-symbolic magnitude processing and mathematical ability in children (Rosenberg-Lee et al.)
Cross-cultural differences in the neural basis of literacy (van Atteveldt et al.)
Friday, June 13, 2014
09.00 Keynote lecture 2:
A longitudinal analysis of brain development in relation to cognitive control and reward sensitivity.
Eveline Crone, Universiteit Leiden, NL
10.00 Coffee break
10.30 Keynote lecture 3:
Neurocognitive mechanisms underlying mathematical competencies.
Roland H. Grabner, University of Göttingen, GER
11.30 Poster Session A
12.30 Lunch break
14.00 Keynote lecture 4:
Academic Performance under Stress.
Sian Beilock, University of Chicago, USA
15.00 Keynote lecture 5:
Thinking About Quantity: The Intertwined Development of Spatial and Numerical Cognition.
Nora Newcombe, Temple University, Philadelphia, USA
16.00 Coffee break
16.30 Poster Session B (until 17.30)
19.30 Social evening
Saturday, June 14, 2014
09.00 Keynote lecture 6:
Development, implementation, and assessment of an evidence-based training program for at-risk preschoolers.
Eric Pakulak, University of Oregon, USA
10.00 Coffee break
10.30 Poster Session C
11.30 Keynote lecture 7:
Neuromodulatory brain stimulation: basics and functional implications.
Michael Nitsche, Göttingen University Medical School, GER
12.30 Closing address
15.00 Welcome address
15.30 Keynote lecture 1:
Genetics for Education: the good, the bad and the ugly.
Yulia Kovas, Goldsmith University of London, UK
16.30 Coffee break
17.00 Oral presentation (until 18.45)
Movement-based support of children's executive functions: effects of a 20-week movement-based interventional programme on the executive functions of 12-year-old students (Boriss)
How negative emotions in teacher-student relationships predict adolescents' test anxiety - results of an interdisciplinary neuroimaging study (Golde et al.)
Understanding the impaired decision making mechanisms in juvenile attention deficit/hyperactivity disorder (ADHD) (Hauser et al.)
Neural and behavioral dissociations between symbolic and non-symbolic magnitude processing and mathematical ability in children (Rosenberg-Lee et al.)
Cross-cultural differences in the neural basis of literacy (van Atteveldt et al.)
Friday, June 13, 2014
09.00 Keynote lecture 2:
A longitudinal analysis of brain development in relation to cognitive control and reward sensitivity.
Eveline Crone, Universiteit Leiden, NL
10.00 Coffee break
10.30 Keynote lecture 3:
Neurocognitive mechanisms underlying mathematical competencies.
Roland H. Grabner, University of Göttingen, GER
11.30 Poster Session A
12.30 Lunch break
14.00 Keynote lecture 4:
Academic Performance under Stress.
Sian Beilock, University of Chicago, USA
15.00 Keynote lecture 5:
Thinking About Quantity: The Intertwined Development of Spatial and Numerical Cognition.
Nora Newcombe, Temple University, Philadelphia, USA
16.00 Coffee break
16.30 Poster Session B (until 17.30)
19.30 Social evening
Saturday, June 14, 2014
09.00 Keynote lecture 6:
Development, implementation, and assessment of an evidence-based training program for at-risk preschoolers.
Eric Pakulak, University of Oregon, USA
10.00 Coffee break
10.30 Poster Session C
11.30 Keynote lecture 7:
Neuromodulatory brain stimulation: basics and functional implications.
Michael Nitsche, Göttingen University Medical School, GER
12.30 Closing address
Poster sessions:
The interactive poster sessions target research at the intersection of neuroscience and education. Authors of accepted posters will be explicitly asked to discuss their findings in one-on-one or in small groups during the poster session and to answer attendees’ questions.
Requested poster size: The size of your poster should be A0 (84.1 x 118.9 cm) in portrait orientation.
Poster award:
At the conference a reviewing committee will select the best poster presentation which will be awarded with a certificate and a prize of EUR 250. The winner of the poster award will be announced at the closing address.
Poster session A (Friday, June 13, 2014)
- Proportional reasoning: Insights from a preliminary EEG study. (Babai et al.)
- Ergometer cycling enhances executive control in task switching. (Barenberg et al.)
- Acute intense physical exercise fosters shifting performance in adolescents. (Berse et al.)
- Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia? (Bugden & Ansari)
- Format-dependent neural representations of numbers as revealed by multi-voxel pattern analysis. (Bulthé et al.)
- The benefits of computer-training programs on mental calculation for the development of mathematical abilities. (Caviola et al.)
- The nature of abacus-based mental calculation training is one kind of working memory training: a functional MRI and behavior study. (Cheng & Chang)
- Non-symbolic and Symbolic Magnitude Comparison Judgment Profiles in Children. (Chew & Reeve)
- Memory encoding and retrieval in children and young adults: ERP and oscillatory evidence for age-related similarities and differences. (Czernochowski)
- The detrimental effect of interference in multiplication facts storing: typical development and individual differences. (De Visscher)
- DSM-5 Impact on the Description and Prevalence of Learning Disorder in ADHD Children and Adolescents. (Dorneles et al.)
- Relationships between Cognitive and Behavioral Measures of Executive Function in Preschoolers. (Evers et al.)
- Approximate non-symbolic operation, approximate and exact symbolic operations, and mathematical proficiency. (Furman & Rubinsten)
- Looking for predictors of performance in single digit addition, subtraction and multiplication: evidence from a one-year longitudinal study. (García-Orza)
- Association of physical activity and sedentary behavior with learning outcomes in adults students. (Gijselaers et al.)
- Neural Correlates of self-, friend- and teacher-evaluations in adolescents - loneliness as predictor and school self-concept as outcome. (Golde et al.)
- How does the mathematical brain develop? A longitudinal fMRI study in children with and without dyscalculia. (Grond et al.)
- Investigating the role of the PPC in arithmetic fact learning: a simultaneous tDCS-fMRI study. (Hauser et al.)
- Is Implicit Memory Independent from Sustained Attention: An Eye Tracking Validation Study. (Ilgaz et al.)
- The Knowledge and Misconceptions of Primary and Secondary School Teachers about the Brain and Their Perceptions about Neuroscience in Education: A Mixed Methods Research to Analyse the Situation in Turkey in 2013. (Karakus)
- Effects of working-memory training on academic abilities in middle childhood. (Karbach et al.)
Poster session B (Friday, June 13, 2014)
- Raise your hands to specify - gestures meeting dorsal and ventral streams for learning mathematics. (Krause)
- A relationship between brain activity data and eye tracking data during mathematical tasks from the view of educational research. (Kuroda & Okamoto)
- Mind, Brain, and Education: A case study of student perceptions of an interdisciplinary graduate program. (Lees)
- Brain activity associated with solving geometry area-related problems: effect of general giftedness and excellence in mathematics. (Leikin et al.)
- Brain activity associated with solving short insight-based problems: focusing on generally gifted and excelling in mathematics adolescents. (Leikin et al.)
- Dudeman & Sidegirl: Operation clean World. A new Number Game used to train Number Processing Skills in 5-year-olds. (Martens)
- Educational Neuroscience Applications: Memory of Multiplication Facts as a Model. (Mark-Zigdon & Katzoff)
- How the 1st year of formal schooling shapes symbolic number development- evidence from brain and behavior. (Matejko & Ansari)
- Perceptual information influences the formation of numerical representations: evidence from an artificial learning paradigm. (Merkley & Scerif)
- The relation between home numeracy, exact number skills and non-symbolic audiovisual matching abilities. (Mutaf et al.)
- Field Dependence-Independence cognitive construct and the human brain: Á neuro-educational approach. (Nisiforou)
- Cognitive Change: The Effects of Aquatic Motor Activities on Early-Childhood Motor and Cognitive Development. (Nissim et al.)
- Kindergarten Children's Number Comparison Skills Predict First Grade Math Scores: Evidence from a Two-minute Test. (Nosworthy et al.)
- Neural efficiency in working memory tasks: The impact of task demand and training. (Nussbaumer et al.)
- How Expert Mathematicians Compare the Numerical Values of Fractions: Evidence from Eye Movements. (Obersteiner & Reiss)
- More than subitizing: Symbolic manipulations of numbers. (Olkun, Altun and Şahin)
- Feedback's informative value as the driving force of the feedback-related negativity (FRN). (Opitz)
- Structural and Functional Neuroimaging of Reading in Children. (Partanen et al.)
- Eye movements during dot enumeration: The influence of visual and numerical information. (Paul et al.)
- Neural representations in visual cortex for numerical magnitudes presented in different formats. (Peters et al.)
- The association between digit comparison performance and individual differences in arithmetic unravelled. (Sasanguie et al.)
Poster session C (Saturday, June 14, 2014)
- Neural Correlates of Fatigue During Task Switching. (Plukaard et al.)
- Exploring Mental Representations for Literal Symbols Using the Priming Distance Effect. (Pollack & Leon Guerrero)
- From executive functions to number knowledge: Neuropsychological performance in Portuguese preschoolers. (Rato & Castro-Caldas)
- Symbolic numerical processing deficit in people with Williams syndrome. (Rousselle & Noël)
- Examining the problem size effect: a tDCS and EEG study. (Rütsche et al.)
- Music in the Baddeley model of working memory in TD and SLI children. (Sallat)
- Effects of psychological and physiological variables on studentŽs subjective stress experience. A multilevel longitudinal analysis in naturalistic educational settings. (Sembill & Kärner)
- On the development of the multiplication fact network in elementary school children. (Soltanlou et al.)
- Teachers' perception of the brain function in Latin America. (Soni García et al.)
- Processing numerical Ordinality: is it a core ability? (Sury & Rubinsten; Alice de Visscher & Marie-Pascal Noel)
- The neuroscience literacy of pre-service special needs educators and predictors of neuromyths and knowledge. (Tancig et al.)
- Neuromyths among secondary and college teachers. (Tardif et al.)
- Patterns of change in the cognition-emotion relationship predict math problem solving. (Trezise & Revee)
- The influence of reading problems on basic numerical processing in children with and without math difficulties. (Vaessen & Gerretsen)
- Cognitive and neural characteristics of mathematical difficulties in children with mild traumatic brain injury (mTBI). (Van Beek)
- Developmental specialization of the parietal cortex for symbolic numerical magnitude representation. (Vogel et al.)
- The link between preschooler's executive function and theory of mind. (Volckaert et al.)
- Cognitive intervention in preschoolers. (Volckaert)
- Brain activity associated with translation from a visual to a symbolic representation in Algebra and Geometry. (Waisman et al.)
- The borrowing effect in two-digit subtraction: Developmental aspects and neural correlates. (Woitscheck et al.)
- Different developmental onsets of symbolic approximate arithmetic skills across countries: How numbers are named matters. (Xenidou-Dervou et al.)
- Proportional reasoning: Insights from a preliminary EEG study. (Babai et al.)
- Ergometer cycling enhances executive control in task switching. (Barenberg et al.)
- Acute intense physical exercise fosters shifting performance in adolescents. (Berse et al.)
- Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia? (Bugden & Ansari)
- Format-dependent neural representations of numbers as revealed by multi-voxel pattern analysis. (Bulthé et al.)
- The benefits of computer-training programs on mental calculation for the development of mathematical abilities. (Caviola et al.)
- The nature of abacus-based mental calculation training is one kind of working memory training: a functional MRI and behavior study. (Cheng & Chang)
- Non-symbolic and Symbolic Magnitude Comparison Judgment Profiles in Children. (Chew & Reeve)
- Memory encoding and retrieval in children and young adults: ERP and oscillatory evidence for age-related similarities and differences. (Czernochowski)
- The detrimental effect of interference in multiplication facts storing: typical development and individual differences. (De Visscher)
- DSM-5 Impact on the Description and Prevalence of Learning Disorder in ADHD Children and Adolescents. (Dorneles et al.)
- Relationships between Cognitive and Behavioral Measures of Executive Function in Preschoolers. (Evers et al.)
- Approximate non-symbolic operation, approximate and exact symbolic operations, and mathematical proficiency. (Furman & Rubinsten)
- Looking for predictors of performance in single digit addition, subtraction and multiplication: evidence from a one-year longitudinal study. (García-Orza)
- Association of physical activity and sedentary behavior with learning outcomes in adults students. (Gijselaers et al.)
- Neural Correlates of self-, friend- and teacher-evaluations in adolescents - loneliness as predictor and school self-concept as outcome. (Golde et al.)
- How does the mathematical brain develop? A longitudinal fMRI study in children with and without dyscalculia. (Grond et al.)
- Investigating the role of the PPC in arithmetic fact learning: a simultaneous tDCS-fMRI study. (Hauser et al.)
- Is Implicit Memory Independent from Sustained Attention: An Eye Tracking Validation Study. (Ilgaz et al.)
- The Knowledge and Misconceptions of Primary and Secondary School Teachers about the Brain and Their Perceptions about Neuroscience in Education: A Mixed Methods Research to Analyse the Situation in Turkey in 2013. (Karakus)
- Effects of working-memory training on academic abilities in middle childhood. (Karbach et al.)
Poster session B (Friday, June 13, 2014)
- Raise your hands to specify - gestures meeting dorsal and ventral streams for learning mathematics. (Krause)
- A relationship between brain activity data and eye tracking data during mathematical tasks from the view of educational research. (Kuroda & Okamoto)
- Mind, Brain, and Education: A case study of student perceptions of an interdisciplinary graduate program. (Lees)
- Brain activity associated with solving geometry area-related problems: effect of general giftedness and excellence in mathematics. (Leikin et al.)
- Brain activity associated with solving short insight-based problems: focusing on generally gifted and excelling in mathematics adolescents. (Leikin et al.)
- Dudeman & Sidegirl: Operation clean World. A new Number Game used to train Number Processing Skills in 5-year-olds. (Martens)
- Educational Neuroscience Applications: Memory of Multiplication Facts as a Model. (Mark-Zigdon & Katzoff)
- How the 1st year of formal schooling shapes symbolic number development- evidence from brain and behavior. (Matejko & Ansari)
- Perceptual information influences the formation of numerical representations: evidence from an artificial learning paradigm. (Merkley & Scerif)
- The relation between home numeracy, exact number skills and non-symbolic audiovisual matching abilities. (Mutaf et al.)
- Field Dependence-Independence cognitive construct and the human brain: Á neuro-educational approach. (Nisiforou)
- Cognitive Change: The Effects of Aquatic Motor Activities on Early-Childhood Motor and Cognitive Development. (Nissim et al.)
- Kindergarten Children's Number Comparison Skills Predict First Grade Math Scores: Evidence from a Two-minute Test. (Nosworthy et al.)
- Neural efficiency in working memory tasks: The impact of task demand and training. (Nussbaumer et al.)
- How Expert Mathematicians Compare the Numerical Values of Fractions: Evidence from Eye Movements. (Obersteiner & Reiss)
- More than subitizing: Symbolic manipulations of numbers. (Olkun, Altun and Şahin)
- Feedback's informative value as the driving force of the feedback-related negativity (FRN). (Opitz)
- Structural and Functional Neuroimaging of Reading in Children. (Partanen et al.)
- Eye movements during dot enumeration: The influence of visual and numerical information. (Paul et al.)
- Neural representations in visual cortex for numerical magnitudes presented in different formats. (Peters et al.)
- The association between digit comparison performance and individual differences in arithmetic unravelled. (Sasanguie et al.)
Poster session C (Saturday, June 14, 2014)
- Neural Correlates of Fatigue During Task Switching. (Plukaard et al.)
- Exploring Mental Representations for Literal Symbols Using the Priming Distance Effect. (Pollack & Leon Guerrero)
- From executive functions to number knowledge: Neuropsychological performance in Portuguese preschoolers. (Rato & Castro-Caldas)
- Symbolic numerical processing deficit in people with Williams syndrome. (Rousselle & Noël)
- Examining the problem size effect: a tDCS and EEG study. (Rütsche et al.)
- Music in the Baddeley model of working memory in TD and SLI children. (Sallat)
- Effects of psychological and physiological variables on studentŽs subjective stress experience. A multilevel longitudinal analysis in naturalistic educational settings. (Sembill & Kärner)
- On the development of the multiplication fact network in elementary school children. (Soltanlou et al.)
- Teachers' perception of the brain function in Latin America. (Soni García et al.)
- Processing numerical Ordinality: is it a core ability? (Sury & Rubinsten; Alice de Visscher & Marie-Pascal Noel)
- The neuroscience literacy of pre-service special needs educators and predictors of neuromyths and knowledge. (Tancig et al.)
- Neuromyths among secondary and college teachers. (Tardif et al.)
- Patterns of change in the cognition-emotion relationship predict math problem solving. (Trezise & Revee)
- The influence of reading problems on basic numerical processing in children with and without math difficulties. (Vaessen & Gerretsen)
- Cognitive and neural characteristics of mathematical difficulties in children with mild traumatic brain injury (mTBI). (Van Beek)
- Developmental specialization of the parietal cortex for symbolic numerical magnitude representation. (Vogel et al.)
- The link between preschooler's executive function and theory of mind. (Volckaert et al.)
- Cognitive intervention in preschoolers. (Volckaert)
- Brain activity associated with translation from a visual to a symbolic representation in Algebra and Geometry. (Waisman et al.)
- The borrowing effect in two-digit subtraction: Developmental aspects and neural correlates. (Woitscheck et al.)
- Different developmental onsets of symbolic approximate arithmetic skills across countries: How numbers are named matters. (Xenidou-Dervou et al.)
The conference programme, including all keynote lecture and poster abstracts, can be downloaded below.
| sig_programm_2014_final.pdf |
