In: Child Psychiatry & Human Development, 2015, vol. 46, no. 1, p. 10-20
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In: Social Psychiatry and Psychiatric Epidemiology, 2015, vol. 50, no. 3, p. 407-418
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Thèse de doctorat : Université de Fribourg, 2020.
The present thesis investigated how mental representations of rotation develop between 2 and 5.5 years of age. In Study 1, toddlers were presented with a rotating shape that disappeared briefly behind an occluder and reappeared either in its original or mirror-reversed form. Eye-tracking results showed that during visible rotation, toddlers between 2 and 3 years of age increasingly combined...
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In: Infancy, 2020, p. 1-16
In this study, infants’ visual processing of depth-inducing stimuli was tested using a new method suitable for experimental settings. Stereograms of the Lang-Stereopad® were presented in a timed preferential-looking paradigm to determine infants’ preference for a stereogram as compared to a stimulus not inducing an impression of depth. A total of 80 infants were tested at 7 months of...
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In: Developmental Psychology, 2020, vol. 56, p. 261-274
Toddlers’ understanding of object rotation was investigated using a multi-method approach. Participants were 44 toddlers between 22 and 38 months of age. In an eye-tracking task, they observed a shape that rotated and disappeared briefly behind an occluder. In an object-fitting task, they rotated wooden blocks and fit them through apertures. Results of the eye-tracking task showed that with...
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In: Psychological Research, 2019, vol. 83, p. 855-893
The current study investigated whether children’s mental representations of numbers are organized spatially at the onset of formal schooling using a manual-pointing task. First- graders (N = 77) saw four numbers (1, 3, 7, 9) presented randomly in four spatial positions (extreme left, left, right, extreme right) on a touch screen. In a Go/No-Go task, children were asked to press the appearing...
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In: Supportive Care in Cancer, 2014, vol. 22, no. 2, p. 339-349
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In: Experimental Brain Research, 2014, vol. 232, no. 4, p. 1259-1266
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In: Psychological Research, 2019, vol. 83, no. 7, p. 1465-1484
Using a longitudinal approach, this study investigated the relational structure of different spatial transformation skills at kindergarten age, and how these spatial skills relate to children’s later mathematics performance. Children were tested at three time points, in kindergarten, first grade, and second grade (N = 119). Exploratory factor analyses revealed two subcomponents of spatial...
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In: Cognitive Development, 2018, vol. 45, p. 57-67
The present study investigated the role of spatial scaling and proportional-reasoning skills in children’s number-line estimations. Proportional strategies in number-line estimations might suggest that correlations between number-line knowledge and scaling are driven by proportional thinking. However, analyses of data on spatial scaling, proportional reasoning, counting skills, and...
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