Neurocognition of Language
Current Projects
The aim of the present study is to characterize the impact of long-term and short-term learning on cognitive plasticity with respect to mathematical giftedness. Mathematically gifted students will be compared to a control group matched in age, gender, educational and sociodemographic background. Different cognitive tasks (inspection time, geometric and semantic analogies, mental arithmetics, simplification of algebraic expressions, completion of number series, integration and differentiation) will be evaluated by applying a combination of research methods (psychometric, behavioural, psychophysiological, and neuroscientific) in a longitudinal design. Further, we will assess mathematical interest, intelligence, concentration, working memory, personality traits, and motivation of individuals. Thus, we aim at characterizing (1) cerebral correlates of mathematical thinking, especially with respect to (2) short-term and long-term learning effects, (3) individual differences in mathematic ability, strategy, and motivation, and (4) psychometric test scores. The gained knowledge will help to recognize mathematical giftedness and to advance teaching and learning methods in mathematics classes. From our point of view, these insights are decisive to enhance the benefit of mathematics classes for both teachers and students.
Funding: BMBF
Collaboration: Prof. Dr. Elke van der Meer, Prof. Dr. Hauke Heekeren
Contact: Franziska Preusse
Projects » Short-Term vs. Long-Term Learning in Mathematical Cognition
