Scientific Programme

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. They are particularly invited to provide a theoretical comment to their empirical findings. Are they interdisciplinary? How are neuroscientific and educational research connected? Do they contribute to the “emerging” field of educational neuroscience?

Requested poster size: A0 in portrait orientation (84.1 width x 118.9 cm height)

Poster session A (Friday, June 4, 2010):

Arithmetic and higher-order mathematics

• Intuitive reasoning in science and mathematics education: From the classroom to cognitive neuroscience and back (Babai & Stavy)
• Executive functions and the early acquisition of mathematical skills (Cimeli et al.)
• Brain activation during single-digit addition and subtraction in 10-12-year-old children (De Smedt et al.)
• Modulating arithmetic performance and number processing using transcranial Direct Current Stimulation (tDCS) (Hauser et al.)
• How modality specific is arithmetic processing? Insights from cognitive styles and solution strategies (Ischebeck et al.)
• Auditory learning of multiplication statements: Acquisition, transfer and interference as a reflection of perceptual long-term memory (Kanner et al.)
• Comparison of self-paced and fixed stimulus presentation times in an fMRI study on exact, non-symbolic addition in 6 to 12 year old children (Krinzinger et al.)
• Usability of brain activity data for analyzing levels of understanding of mathematics learning (Kuroda & Okamoto)
• Problem size effect in mental arithmetic: A near infrared spectroscopy study (Lee et al.)
• Prefrontal and parietal contributions to mathematical skills in 2nd and 3rd graders: Evaluating the differential role of specific working memory components. (Rosenberg-Lee et al.)
• Bilingual learning and mathematical knowledge representation in the brain (Saalbach et al.)
• Training of basic arithmetic competencies with 5- to 8-years-old children (Sahr et al.)
• Diffusion tensor imaging of children with developmental dyscalculia (Schwizer Ashkenazi et al.)
• Can students do better? a cognitive experiment in the math class (Singer)
• Why do learning disabilities co-occur? Behavioural and brain imaging findings from a study on comorbidity of dyscalculia and dyslexia in adults. (Wilson et al.)
• What can we learn from Sudoku puzzle solving (Zimmerman-Karl et al.)

Language and reading

• Vocabulary development in adolescence: boys outperform girls (Boschloo et al.)
• Development of audiovisual integration of print and speech in normal and poor readers: An ERP and fMRI study. (Brem et al.)
• Neural correlates of temporal auditory processing in developmental dyslexia in German vowel length discrimination (Groth et al.)
• Prediction of reading in school using brain-based measures: implications and applications (Maurer et al.)
• The role of executive functions for reading and writing in 2nd grade children (Neuenschwander et al.)
• Reading acquisition in English and German – An eye movement study (Rau & Landerl)
• Contribution of the anterior insula to temporal auditory processing deficits in adolescents and adults with developmental dyslexia (Steinbrink et al.)
• Dyslexia is related to temporal variations in the auditory signal rather than to its speech character (Vandermosten et al.)
• “Bongo Phonics” An investigation into how the structure of simple songs and nursery rhymes could best increase ‘large grain’ phonological awareness skills (rhyme and syllable awareness) in 4 to 5 year old children as part of a classroom based pre-literacy strategy. (Verney & Goswami)

Motivation and emotion

• Blogging – between emotion and cognition. Which relationship? An exploratory study with eye tracker. (Balzarotti et al.)
• Motivation to learn: A neuroeducational investigation of reward uncertainty and its impact on learning in a computer game. (Demetriou)
• Developing an awareness of the learning brain in the classroom: improving students’ motivation to learn (Dommett et al.)
• Learning from competitors (Howard-Jones et al.)
• The role of feedback on learning in children: Combined results of a large behavioural and an fMRI study (Özyurt et al.)
• The impact of socio-emotional factors on learning processes considering neurobiological processes (Raufelder & Mohr)
• Multiple mediation analysis and the causal processes between stress and learning: A methodological contribution to an emerging field (Taverniers et al.)

Perspectives on educational neuroscience

• Blind spots in MBE: The need for theories of thinking and learning (Cerruti)
• Making disciplinary perspectives explicit and other best practices for interdisciplinary work in educational neuroscience (Kalra & O’Keefe)
• Neuromyths in education: What is fact and what is fiction for teachers? (Rato et al.)

Poster session B (Saturday, June 5, 2010):

Creative thinking

• Psychophysiological correlates of different kinds of insight problems (Antonietti et al.)
• Enhancing creativity by means of cognitive stimulation: Evidence from an fMRI study (Fink et al.)
• The effect of positive affect on the breadth of attention and creativity: a neurocognitive approach (Yeh)

General cognitive abilities

• Reliability and validity of computerized line orientation and enhanced cued recall test for educational purposes (Askar et al.)
• Physical exercise: An instrument to improve executive functions in educational settings? (Barenberg et al.)
• Individual differences in agentic extraversion: Do they moderate executive functioning through the mesocorticolimbic dopamine system? (Berse et al.)
• Efficiency of information processing during early secondary school years: A large-scale controlled study into the effects of grade, sex and educational stream (Dekker et al.)
• Learning as a means to cope with stress: a hypothesis fostering intercultural research (Eboli)
• Closing the gap between potential and achievement: Simple executive function strategies that work (Kamath)
• The development of interference control (Killikelly & Szucs)
• Association of cathechol O-methyltransferaser (COMT) polymorphism and executive function in adolescents (Kubesch et al.)
• Thinking about the future: Developmental changes in temporal discounting during adolescence (Lee et al.)
• Working memory and proactive interference: Developmental effects in 8-13 year old healthy children (Loosli et al.)
• Executive functioning impairments in premature children: Implications for neuropsychological research and classroom intervention. (Loughan & Serpati)
• Mental rotation of 2- and 3-dimensional objects: Sex differences, effects of training and changes in cortical activity (Neubauer & Bergner)
• All roads lead to Rome!? Fluid intelligence and geometric reasoning performance – integrating results from three different methods. (Preusse et al.)
• Measures of school achievement for use in ‘brain and cognition’ research (Reed et al.)
• Enhancement of learning with EEG neurofeedback (Rozengurt et al.)
• Interaction between neuroscience and education at the school intervention of attention deficit disorder (Zendejas)

Number processing

• Automaticity of numeral processing among kindergartners: An event-related-potentials study (Ben Shalom et al.)
• The neural and educational basis of integer representations: Magnitude (Blair et al.)
• A comparison of explicit and implicit tasks of numerical processing: The case of non-symbolic stimuli (Defever et al.)
• The mental representations of fractions (Gabriel et al.)
• Detection of, versus discriminating between, different numerosities (Gebuis et al.)
• What is the added value of neuroimaging for research in educational psychology? A research example from studies on spontaneous focusing on numerosity (Hannula & Lehtinen)
• Defective number module or access deficit – two different subtypes of dyscalculia? (Kramer & Landerl)
• “Rescue calcularis” - A mental number line training for children with developmental dyscalculia (Kucian et al.)
• Fostering the development of mental number representations and arithmetic competencies in the first school year (Obersteiner et al.)
• A comparison of implicit and explicit tasks of numerical processing: the case of symbolic stimuli. (Sasanguie et al.)
• The development of ordinal judging in numerical vs. non- numerical sequences (Sury & Rubinsten)
• The neural and educational basis of integer representations: Symmetry (Tsang et al.)

Science learning

• Strategies of interpreting chemical formulae - educational and neuroscientific approaches (Bernholt et al.)
• The source of misconceptions in physics: When event-related potential components N400 and P600 disagree (Kallai & Reiner)
• What underlies the hand of the beholder: The role of cognition in subliminal perception and in perceptual learning (Lev et al.)
• Brain-based mechanisms underlying conceptual change in electricity (Masson et al.)
• Event-related potentials as a window on external representations (van Leeuwen et al.)
• Considering students’ empathy in inquiry based science education (Yang)