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class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Angela Heine" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/853670/303669/359461/s200_angela.heine.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Angela Heine</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://fu-berlin.academia.edu/">Freie Universität Berlin</a>, <a class="u-tcGrayDarker" href="https://fu-berlin.academia.edu/Departments/Psycholgy/Documents">Psycholgy</a>, <span class="u-tcGrayDarker">Post-Doc</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" 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class="data">2</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="853670" href="https://www.academia.edu/Documents/in/Cognitive_Neuropsychology"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://fu-berlin.academia.edu/AngelaHeine","location":"/AngelaHeine","scheme":"https","host":"fu-berlin.academia.edu","port":null,"pathname":"/AngelaHeine","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Cognitive Neuropsychology"]}" data-trace="false" data-dom-id="Pill-react-component-38687368-888f-4d75-b6f1-4a986733303d"></div> <div id="Pill-react-component-38687368-888f-4d75-b6f1-4a986733303d"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Angela Heine</h3></div><div class="js-work-strip profile--work_container" data-work-id="1556203"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1556203/Lehr_Lern_Forschung_unter_neurowissenschaftlicher_Perspektive_Ergebnisse_der_zweiten_F%C3%B6rderphase_des_Programms_NIL_Neurowissenschaften_Instruktion_"><img alt="Research paper thumbnail of Lehr-Lern-Forschung unter neurowissenschaftlicher Perspektive: Ergebnisse der zweiten Förderphase des Programms NIL: Neurowissenschaften-Instruktion- …" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1556203/Lehr_Lern_Forschung_unter_neurowissenschaftlicher_Perspektive_Ergebnisse_der_zweiten_F%C3%B6rderphase_des_Programms_NIL_Neurowissenschaften_Instruktion_">Lehr-Lern-Forschung unter neurowissenschaftlicher Perspektive: Ergebnisse der zweiten Förderphase des Programms NIL: Neurowissenschaften-Instruktion- …</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek ve...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über <a href="http://dnb" rel="nofollow">http://dnb</a>. d-nb. de abrufbar. ISBN 978-3-8309-2445-6 © ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1556203"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1556203"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1556203; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1556203]").text(description); $(".js-view-count[data-work-id=1556203]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1556203; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1556203']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1556203, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1556203]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1556203,"title":"Lehr-Lern-Forschung unter neurowissenschaftlicher Perspektive: Ergebnisse der zweiten Förderphase des Programms NIL: Neurowissenschaften-Instruktion- …","translated_title":"","metadata":{"abstract":"Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb. d-nb. de abrufbar. 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ISBN 978-3-8309-2445-6 © ...","internal_url":"https://www.academia.edu/1556203/Lehr_Lern_Forschung_unter_neurowissenschaftlicher_Perspektive_Ergebnisse_der_zweiten_F%C3%B6rderphase_des_Programms_NIL_Neurowissenschaften_Instruktion_","translated_internal_url":"","created_at":"2012-05-13T14:52:59.781-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Lehr_Lern_Forschung_unter_neurowissenschaftlicher_Perspektive_Ergebnisse_der_zweiten_Förderphase_des_Programms_NIL_Neurowissenschaften_Instruktion_","translated_slug":"","page_count":null,"language":"de","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1556202"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1556202/5_Basale_Verarbeitungsdefizite_und_spezifische_Rechenschw%C3%A4che_Ein_Br%C3%BCckenschlag_zwischen_neurokognitiven_Funktionen_und_Leistung_im_Fach_Mathematik"><img alt="Research paper thumbnail of 5 Basale Verarbeitungsdefizite und spezifische Rechenschwäche: Ein Brückenschlag zwischen neurokognitiven Funktionen und Leistung im Fach Mathematik" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1556202/5_Basale_Verarbeitungsdefizite_und_spezifische_Rechenschw%C3%A4che_Ein_Br%C3%BCckenschlag_zwischen_neurokognitiven_Funktionen_und_Leistung_im_Fach_Mathematik">5 Basale Verarbeitungsdefizite und spezifische Rechenschwäche: Ein Brückenschlag zwischen neurokognitiven Funktionen und Leistung im Fach Mathematik</a></div><div class="wp-workCard_item"><span>Lehr-Lern-Forschung unter …</span><span>, Jan 1, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1556202"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1556202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1556202; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1556202]").text(description); $(".js-view-count[data-work-id=1556202]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1556202; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1556202']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1556202, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1556202]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1556202,"title":"5 Basale Verarbeitungsdefizite und spezifische Rechenschwäche: Ein Brückenschlag zwischen neurokognitiven Funktionen und Leistung im Fach Mathematik","translated_title":"","metadata":{"publisher":"books.google.com","publication_date":{"day":1,"month":1,"year":2011,"errors":{}},"publication_name":"Lehr-Lern-Forschung unter …"},"translated_abstract":null,"internal_url":"https://www.academia.edu/1556202/5_Basale_Verarbeitungsdefizite_und_spezifische_Rechenschw%C3%A4che_Ein_Br%C3%BCckenschlag_zwischen_neurokognitiven_Funktionen_und_Leistung_im_Fach_Mathematik","translated_internal_url":"","created_at":"2012-05-13T14:52:59.620-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"5_Basale_Verarbeitungsdefizite_und_spezifische_Rechenschwäche_Ein_Brückenschlag_zwischen_neurokognitiven_Funktionen_und_Leistung_im_Fach_Mathematik","translated_slug":"","page_count":null,"language":"de","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1556201"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1556201/The_physiological_origin_of_task_evoked_systemic_artefacts_in_functional_near_infrared_spectroscopy"><img alt="Research paper thumbnail of The physiological origin of task-evoked systemic artefacts in functional near infrared spectroscopy" class="work-thumbnail" src="https://attachments.academia-assets.com/50931019/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1556201/The_physiological_origin_of_task_evoked_systemic_artefacts_in_functional_near_infrared_spectroscopy">The physiological origin of task-evoked systemic artefacts in functional near infrared spectroscopy</a></div><div class="wp-workCard_item"><span>NeuroImage</span><span>, Jan 1, 2012</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1efa9c8df7180996b98e2d3728bf1f86" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50931019,"asset_id":1556201,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50931019/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1556201"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1556201"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1556201; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1556201]").text(description); $(".js-view-count[data-work-id=1556201]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1556201; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1556201']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1556201, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1efa9c8df7180996b98e2d3728bf1f86" } } $('.js-work-strip[data-work-id=1556201]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1556201,"title":"The physiological origin of task-evoked systemic artefacts in functional near infrared spectroscopy","translated_title":"","metadata":{"publisher":"Elsevier","grobid_abstract":"A major methodological challenge of functional near-infrared spectroscopy (fNIRS) is its high sensitivity to haemodynamic fluctuations in the scalp. Superficial fluctuations contribute on the one hand to the physiological noise of fNIRS, impairing the signal-to-noise ratio, and may on the other hand be erroneously attributed to cerebral changes, leading to false positives in fNIRS experiments. Here we explore the localisation, time course and physiological origin of task-evoked superficial signals in fNIRS and present a method to separate them from cortical signals. We used complementary fNIRS, fMRI, MR-angiography and peripheral physiological measurements (blood pressure, heart rate, skin conductance and skin blood flow) to study activation in the frontal lobe during a continuous performance task. The General Linear Model (GLM) was applied to analyse the fNIRS data, which included an additional predictor to account for systemic changes in the skin. We found that skin blood volume strongly depends on the cognitive state and that sources of task-evoked systemic signals in fNIRS are co-localized with veins draining the scalp. Task-evoked superficial artefacts were mainly observed in concentration changes of oxygenated haemoglobin and could be effectively separated from cerebral signals by GLM analysis. Based on temporal correlation of fNIRS and fMRI signals with peripheral physiological measurements we conclude that the physiological origin of the systemic artefact is a task-evoked sympathetic arterial vasoconstriction followed by a decrease in venous volume. Since changes in sympathetic outflow accompany almost any cognitive and emotional process, we expect scalp vessel artefacts to be present in a wide range of fNIRS settings used in neurocognitive research. Therefore a careful separation of fNIRS signals originating from activated brain and from scalp is a necessary precondition for unbiased fNIRS brain activation 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the Eyes Already" Know": Using Eye Movement Measurement to Tap into Children</a></div><div class="wp-workCard_item"><span>Infant and Child …</span><span>, Jan 1, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="501bb6f8e23cf2c8a6d921eedc57621b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50931017,"asset_id":1556200,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50931017/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1556200"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i 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$('.js-work-strip[data-work-id=1556200]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1556200,"title":"What the Eyes Already\" Know\": Using Eye Movement Measurement to Tap into Children","translated_title":"","metadata":{"publisher":"eric.ed.gov","grobid_abstract":"To date, a number of studies have demonstrated the existence of mismatches between children's implicit and explicit knowledge at certain points in development that become manifest by their gestures and gaze orientation in different problem solving contexts. Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty-six children from grades one to three (i.e. 6-9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement","publication_date":{"day":1,"month":1,"year":2010,"errors":{}},"publication_name":"Infant and Child …","grobid_abstract_attachment_id":50931017},"translated_abstract":null,"internal_url":"https://www.academia.edu/1556200/What_the_Eyes_Already_Know_Using_Eye_Movement_Measurement_to_Tap_into_Children","translated_internal_url":"","created_at":"2012-05-13T14:52:59.309-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":50931017,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50931017/thumbnails/1.jpg","file_name":"What_the_eyes_already_know_using_eye_mov20161216-7298-fzj5rl.pdf","download_url":"https://www.academia.edu/attachments/50931017/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_the_Eyes_Already_Know_Using_Eye_Mov.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50931017/What_the_eyes_already_know_using_eye_mov20161216-7298-fzj5rl-libre.pdf?1481960993=\u0026response-content-disposition=attachment%3B+filename%3DWhat_the_Eyes_Already_Know_Using_Eye_Mov.pdf\u0026Expires=1732460121\u0026Signature=XK5edFOP7~xi2i~GvFMSJ6ia5EOLqvEeER6qW62HE4czcN8~8f5Ku75p~TrPn-A7UFzaMD3WVJOmnCrEoQom6Bk5C3-vUeMMt8bzfUHpOO3lrtC16UrJ7FoKlas5n25Ot50Re7abYHp~I0ob~lq6coZEQFdr5TgiNIKLURSBBKA0aLcG596am7poiVP89ZBplex5augjlhn0ERGa3o4ugw4L4bgrl9xd3xaNcrNXMWmNu5Sqo5sKSSHqfDUkv2sNR7FbPHjmvUf-K1xTzBHo9OyrNYokvxYF9esUvZ2Ytylq6ars4r7rSrq~z5TR6zunIxytmhA9S8sinIBA96tw8Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"What_the_Eyes_Already_Know_Using_Eye_Movement_Measurement_to_Tap_into_Children","translated_slug":"","page_count":12,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":50931017,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50931017/thumbnails/1.jpg","file_name":"What_the_eyes_already_know_using_eye_mov20161216-7298-fzj5rl.pdf","download_url":"https://www.academia.edu/attachments/50931017/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_the_Eyes_Already_Know_Using_Eye_Mov.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50931017/What_the_eyes_already_know_using_eye_mov20161216-7298-fzj5rl-libre.pdf?1481960993=\u0026response-content-disposition=attachment%3B+filename%3DWhat_the_Eyes_Already_Know_Using_Eye_Mov.pdf\u0026Expires=1732460121\u0026Signature=XK5edFOP7~xi2i~GvFMSJ6ia5EOLqvEeER6qW62HE4czcN8~8f5Ku75p~TrPn-A7UFzaMD3WVJOmnCrEoQom6Bk5C3-vUeMMt8bzfUHpOO3lrtC16UrJ7FoKlas5n25Ot50Re7abYHp~I0ob~lq6coZEQFdr5TgiNIKLURSBBKA0aLcG596am7poiVP89ZBplex5augjlhn0ERGa3o4ugw4L4bgrl9xd3xaNcrNXMWmNu5Sqo5sKSSHqfDUkv2sNR7FbPHjmvUf-K1xTzBHo9OyrNYokvxYF9esUvZ2Ytylq6ars4r7rSrq~z5TR6zunIxytmhA9S8sinIBA96tw8Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":11832,"name":"Nonverbal Communication","url":"https://www.academia.edu/Documents/in/Nonverbal_Communication"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving"},{"id":66080,"name":"Age","url":"https://www.academia.edu/Documents/in/Age"},{"id":88140,"name":"Human Body","url":"https://www.academia.edu/Documents/in/Human_Body"},{"id":97501,"name":"Concept Formation","url":"https://www.academia.edu/Documents/in/Concept_Formation"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes"},{"id":247345,"name":"Experiments","url":"https://www.academia.edu/Documents/in/Experiments"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement"}],"urls":[]}, dispatcherData: dispatcherData }); 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Neurocognitive INVESTIGATIONS INTO TYPICAL AND ATYPICAL DEVELOPMENT OF NUMERICAL ABILITIES","translated_title":"","metadata":{"grobid_abstract":"Die Geduld zweier Menschen habe ich im Laufe der Zeit auf die Probe gestellt. Dessen war ich mir stets intensiv bewusst. Dass Ihr mir dennoch die Freiheit gegeben habt, meinen eigenen und gewiss nicht immer sozial verträglichen Weg zu gehen, dafür danke ich Dir, Arthur, und Dir, Felix. Irgendwie habe ich es geschafft, Euch an meiner Seite zu halten. Und wenn ich die letzten fünf Jahre rekapituliere, dann wird mir bewusst, wie privilegiert ich bin: Danke, Arthur, dass Du mich unter Deine Fittiche genommen hast. Danke, Felix, dass Du zu mir gehörst. Dann ist es natürlich so, dass ich das große Glück hatte, während meiner Zeit an der FU Berlin ein paar Menschen kennen gelernt zu haben, die ich mittlerweile nicht mehr als Kollegen, sondern als Freunde bezeichne. Ohne Euch, Jacqueline, Mario, Sascha und Verena * , hätte ich sicher irgendwann das Handtuch geworfen. Danke, dass Ihr mich ein ums andere Mal aufgefangen und aufgebaut habt. Und so traurig ich bin, dass ich zwei meiner wichtigsten Weggefährten habe ziehen lassen müssen, so froh bin ich, dass sich neue hinzugesellen. Ansgar, Benny, Jana, Jens, Sven, Tila und Uschi -ich freue mich auf die Zukunft! Zwei liebe Freunde habe ich, die zu keinen Zeitpunkt mich oder meine Entscheidungen in Frage gestellt haben. Christian, Du bist und bleibst mein moralisches Eichmeter. Julchen, meine Gute, gibt es was Schöneres, als ein Pläuschchen an einem sonnigen Freitagnachmittag? Und schließlich: Lea, mein gutes Kind, bald gehen wir Eis essen und dann fängt der Spaß erst richtig an. Ha!! * In alphabetical order! ☺ 6 7","publication_name":"diss.fu-berlin.de","grobid_abstract_attachment_id":13488285},"translated_abstract":null,"internal_url":"https://www.academia.edu/1556199/NUMBERS_DO_COUNT_Neurocognitive_INVESTIGATIONS_INTO_TYPICAL_AND_ATYPICAL_DEVELOPMENT_OF_NUMERICAL_ABILITIES","translated_internal_url":"","created_at":"2012-05-13T14:52:58.977-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":13488285,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/13488285/thumbnails/1.jpg","file_name":"diss_aheine2011_online.pdf","download_url":"https://www.academia.edu/attachments/13488285/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"NUMBERS_DO_COUNT_Neurocognitive_INVESTIG.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/13488285/diss_aheine2011_online-libre.pdf?1390862656=\u0026response-content-disposition=attachment%3B+filename%3DNUMBERS_DO_COUNT_Neurocognitive_INVESTIG.pdf\u0026Expires=1732460121\u0026Signature=IrQkZQeg-jyaD~J2WwBs4MeLK5I3LFHAvLymCvt-7MilOfhErErctw5CddWi~gkmLjngeTFCXVz2v65JfhBFO-1W7lfb4EtSh19I0vC1rAvHHeTXh9BbG8dLT~lHkqpKkzRFykpynv7O1vJzCeM9hmVScIYvbuOHeMi50teYU7r2VmQ2AsXG6KKSDZsFejH2d451cAcvz2cXyFPnURD9z-6nPyjk2q2Pp6yGKSoSs7teW9MbKVLPOMBxpvsuUoyaH6w9JfUrNm-V5iGYpXU46LTYjjPz98C-flz3eE3VuBgfRI~aMzPkT4qpLPZutxy2SJ9a0vmA-8WliWnQiB1aVA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"NUMBERS_DO_COUNT_Neurocognitive_INVESTIGATIONS_INTO_TYPICAL_AND_ATYPICAL_DEVELOPMENT_OF_NUMERICAL_ABILITIES","translated_slug":"","page_count":90,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":13488285,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/13488285/thumbnails/1.jpg","file_name":"diss_aheine2011_online.pdf","download_url":"https://www.academia.edu/attachments/13488285/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"NUMBERS_DO_COUNT_Neurocognitive_INVESTIG.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/13488285/diss_aheine2011_online-libre.pdf?1390862656=\u0026response-content-disposition=attachment%3B+filename%3DNUMBERS_DO_COUNT_Neurocognitive_INVESTIG.pdf\u0026Expires=1732460121\u0026Signature=IrQkZQeg-jyaD~J2WwBs4MeLK5I3LFHAvLymCvt-7MilOfhErErctw5CddWi~gkmLjngeTFCXVz2v65JfhBFO-1W7lfb4EtSh19I0vC1rAvHHeTXh9BbG8dLT~lHkqpKkzRFykpynv7O1vJzCeM9hmVScIYvbuOHeMi50teYU7r2VmQ2AsXG6KKSDZsFejH2d451cAcvz2cXyFPnURD9z-6nPyjk2q2Pp6yGKSoSs7teW9MbKVLPOMBxpvsuUoyaH6w9JfUrNm-V5iGYpXU46LTYjjPz98C-flz3eE3VuBgfRI~aMzPkT4qpLPZutxy2SJ9a0vmA-8WliWnQiB1aVA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); 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Neur-oReport 00:000-000","publication_date":{"day":1,"month":1,"year":2006,"errors":{}},"publication_name":"NeuroReport","grobid_abstract_attachment_id":6247945},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023750/Event_related_theta_activity_reflects_memory_processes_in_pronoun_resolution","translated_internal_url":"","created_at":"2011-10-18T01:01:08.190-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":6247945,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/6247945/thumbnails/1.jpg","file_name":"heine1.pdf","download_url":"https://www.academia.edu/attachments/6247945/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Event_related_theta_activity_reflects_me.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/6247945/heine1-libre.pdf?1390845231=\u0026response-content-disposition=attachment%3B+filename%3DEvent_related_theta_activity_reflects_me.pdf\u0026Expires=1732460121\u0026Signature=LybrcssiQrWfuTaMuqlCHxsaLT-CJeJz2n22dJ~CXFj2M75ierRcHigiglvje6QfMqrjj2pm2vkACOQCS-2kmpd88pQTHc-59IRUjkcKNOfVnhif0V805o4pugs0iPkrcAGNjaOcQSgQNn624vI147WpNz820Xw8RnVUlEOhs0Q9rgCnH3QwL90lf1aUwf8ZhY9OB8mfEh~0tlDEeZpXnmwaqn-lK93tAaw~jZfZ75YkWcOhYBl20ISxMMZFGdVJQ0OJLTco0Nvyps6HhsF2TENbILLL40SXPCDRjjEZDNiweHGtW~A91g0Qw8r~13qtWUbqzCfqs-4Lr4yPAcgnIQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Event_related_theta_activity_reflects_memory_processes_in_pronoun_resolution","translated_slug":"","page_count":5,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":6247945,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/6247945/thumbnails/1.jpg","file_name":"heine1.pdf","download_url":"https://www.academia.edu/attachments/6247945/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Event_related_theta_activity_reflects_me.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/6247945/heine1-libre.pdf?1390845231=\u0026response-content-disposition=attachment%3B+filename%3DEvent_related_theta_activity_reflects_me.pdf\u0026Expires=1732460121\u0026Signature=LybrcssiQrWfuTaMuqlCHxsaLT-CJeJz2n22dJ~CXFj2M75ierRcHigiglvje6QfMqrjj2pm2vkACOQCS-2kmpd88pQTHc-59IRUjkcKNOfVnhif0V805o4pugs0iPkrcAGNjaOcQSgQNn624vI147WpNz820Xw8RnVUlEOhs0Q9rgCnH3QwL90lf1aUwf8ZhY9OB8mfEh~0tlDEeZpXnmwaqn-lK93tAaw~jZfZ75YkWcOhYBl20ISxMMZFGdVJQ0OJLTco0Nvyps6HhsF2TENbILLL40SXPCDRjjEZDNiweHGtW~A91g0Qw8r~13qtWUbqzCfqs-4Lr4yPAcgnIQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1755,"name":"Eye tracking","url":"https://www.academia.edu/Documents/in/Eye_tracking"},{"id":2007,"name":"Electrophysiology","url":"https://www.academia.edu/Documents/in/Electrophysiology"},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics"},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping"},{"id":57557,"name":"Temporal Lobe","url":"https://www.academia.edu/Documents/in/Temporal_Lobe"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male"},{"id":117700,"name":"Word Frequency","url":"https://www.academia.edu/Documents/in/Word_Frequency"},{"id":154527,"name":"Noun","url":"https://www.academia.edu/Documents/in/Noun"},{"id":187814,"name":"Electroencephalogram","url":"https://www.academia.edu/Documents/in/Electroencephalogram"},{"id":382075,"name":"Adult","url":"https://www.academia.edu/Documents/in/Adult"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences"},{"id":1394091,"name":"Theta Rhythm","url":"https://www.academia.edu/Documents/in/Theta_Rhythm"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1023749"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1023749/A_Validation_of_Eye_Movements_as_a_Measure_of_Elementary_School_Children"><img alt="Research paper thumbnail of A Validation of Eye Movements as a Measure of Elementary School Children" class="work-thumbnail" src="https://attachments.academia-assets.com/51130353/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1023749/A_Validation_of_Eye_Movements_as_a_Measure_of_Elementary_School_Children">A Validation of Eye Movements as a Measure of Elementary School Children</a></div><div class="wp-workCard_item"><span>Cognitive …</span><span>, Jan 1, 2008</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b127e7ba9793723aff3be466e7fb2d0d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51130353,"asset_id":1023749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51130353/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1023749"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1023749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1023749; 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Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded during task solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use of counting strategies and orientationpoint strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence.","publication_date":{"day":1,"month":1,"year":2008,"errors":{}},"publication_name":"Cognitive …","grobid_abstract_attachment_id":51130353},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023749/A_Validation_of_Eye_Movements_as_a_Measure_of_Elementary_School_Children","translated_internal_url":"","created_at":"2011-10-18T01:01:08.123-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51130353,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130353/thumbnails/1.jpg","file_name":"Artikel-Stern-Homepage_2008_.pdf","download_url":"https://www.academia.edu/attachments/51130353/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Validation_of_Eye_Movements_as_a_Measu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130353/Artikel-Stern-Homepage_2008_-libre.pdf?1483185649=\u0026response-content-disposition=attachment%3B+filename%3DA_Validation_of_Eye_Movements_as_a_Measu.pdf\u0026Expires=1732460121\u0026Signature=W6q5zHQhYS5-H7nJENTx7Yi2zAof3fBOj-zVlWI0LflMByk6t3hvwUmnk0Dh-JxSkc6aXpTJeDLBnornT98kGrcjJYk7ODiBuXsKztoYjJ5uYmi0h3z1S0fMyNnbU1iHHRek-AH4HfXWAEO-FOEqI6PWB2DzqJEPrWp2P6POn2qQgdBSvYC5XIJInEWvct63CEIhVHtaa42jvYu-nJ01X4U~Fu8LRXHPvfexcmMPpIRyfEP5VIz8u8UtItUyan7CpdYEfsD-yCRolCvplE4FJbnmQxKlsj~uvxVL0~Jv00u3NB3cOD~EyzxKFnyPPSEIOjj3kSeMKD3432n1sqTTFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Validation_of_Eye_Movements_as_a_Measure_of_Elementary_School_Children","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":51130353,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130353/thumbnails/1.jpg","file_name":"Artikel-Stern-Homepage_2008_.pdf","download_url":"https://www.academia.edu/attachments/51130353/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Validation_of_Eye_Movements_as_a_Measu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130353/Artikel-Stern-Homepage_2008_-libre.pdf?1483185649=\u0026response-content-disposition=attachment%3B+filename%3DA_Validation_of_Eye_Movements_as_a_Measu.pdf\u0026Expires=1732460121\u0026Signature=W6q5zHQhYS5-H7nJENTx7Yi2zAof3fBOj-zVlWI0LflMByk6t3hvwUmnk0Dh-JxSkc6aXpTJeDLBnornT98kGrcjJYk7ODiBuXsKztoYjJ5uYmi0h3z1S0fMyNnbU1iHHRek-AH4HfXWAEO-FOEqI6PWB2DzqJEPrWp2P6POn2qQgdBSvYC5XIJInEWvct63CEIhVHtaa42jvYu-nJ01X4U~Fu8LRXHPvfexcmMPpIRyfEP5VIz8u8UtItUyan7CpdYEfsD-yCRolCvplE4FJbnmQxKlsj~uvxVL0~Jv00u3NB3cOD~EyzxKFnyPPSEIOjj3kSeMKD3432n1sqTTFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1755,"name":"Eye tracking","url":"https://www.academia.edu/Documents/in/Eye_tracking"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":35888,"name":"Cognitive","url":"https://www.academia.edu/Documents/in/Cognitive"},{"id":88140,"name":"Human Body","url":"https://www.academia.edu/Documents/in/Human_Body"},{"id":112879,"name":"Elementary School","url":"https://www.academia.edu/Documents/in/Elementary_School"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":283369,"name":"Number sense","url":"https://www.academia.edu/Documents/in/Number_sense"},{"id":404000,"name":"Cross Section","url":"https://www.academia.edu/Documents/in/Cross_Section"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1023748"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1023748/Electrophysiological_correlates_of_non_symbolic_numerical_magnitude_processing_in_children_Joining_the_dots"><img alt="Research paper thumbnail of Electrophysiological correlates of non-symbolic numerical magnitude processing in children: Joining the dots" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1023748/Electrophysiological_correlates_of_non_symbolic_numerical_magnitude_processing_in_children_Joining_the_dots">Electrophysiological correlates of non-symbolic numerical magnitude processing in children: Joining the dots</a></div><div class="wp-workCard_item"><span>Neuropsychologia</span><span>, Jan 1, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Whether and in what way enumeration processes differ for small and large sets of objects is still...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Whether and in what way enumeration processes differ for small and large sets of objects is still a matter of debate. In order to shed light on this issue, EEG data were obtained from 60 normally developing elementary school children. Adopting a standard non-symbolic numerical comparison paradigm allowed us to manipulate numerical distance between stimulus arrays for different quantity ranges, i.e. the subitizing, counting and estimation ranges. In line with the existing literature, the amplitudes of parietal positive going ERP components showed systematic effects of numerical distance, which did not depend on set size. In contrast to the similarities in surface distribution of electrophysiological activity across all number ranges, applying source localization we found distance related current density effects in inferior parietal processing systems to be similar for all numerical ranges, there was, however, considerable variation in the involvement of medial parietal and lateral occipital regions. The precuneus, which is known to be involved in visual imagery, showed distance effects exclusively for numerical comparisons on large set sizes. In contrast, the processing of small quantities and stimulus arrays arranged into canonical patterns relied on lateral occipital areas that are linked to higher-level shape recognition. These findings suggest, on the one hand, that for explicit numerical decisions an involvement of domain-specific resources does not depend on quantity features of the visual input. On the other hand, it seems that the recruitment of mediating perceptual systems differs between the apprehension of small quantities and the enumeration of large sets of objects.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1023748"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1023748"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1023748; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1023748]").text(description); $(".js-view-count[data-work-id=1023748]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1023748; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1023748']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1023748, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1023748]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1023748,"title":"Electrophysiological correlates of non-symbolic numerical magnitude processing in children: Joining the dots","translated_title":"","metadata":{"abstract":"Whether and in what way enumeration processes differ for small and large sets of objects is still a matter of debate. In order to shed light on this issue, EEG data were obtained from 60 normally developing elementary school children. Adopting a standard non-symbolic numerical comparison paradigm allowed us to manipulate numerical distance between stimulus arrays for different quantity ranges, i.e. the subitizing, counting and estimation ranges. In line with the existing literature, the amplitudes of parietal positive going ERP components showed systematic effects of numerical distance, which did not depend on set size. In contrast to the similarities in surface distribution of electrophysiological activity across all number ranges, applying source localization we found distance related current density effects in inferior parietal processing systems to be similar for all numerical ranges, there was, however, considerable variation in the involvement of medial parietal and lateral occipital regions. The precuneus, which is known to be involved in visual imagery, showed distance effects exclusively for numerical comparisons on large set sizes. In contrast, the processing of small quantities and stimulus arrays arranged into canonical patterns relied on lateral occipital areas that are linked to higher-level shape recognition. These findings suggest, on the one hand, that for explicit numerical decisions an involvement of domain-specific resources does not depend on quantity features of the visual input. On the other hand, it seems that the recruitment of mediating perceptual systems differs between the apprehension of small quantities and the enumeration of large sets of objects.","publisher":"Elsevier","publication_date":{"day":1,"month":1,"year":2011,"errors":{}},"publication_name":"Neuropsychologia"},"translated_abstract":"Whether and in what way enumeration processes differ for small and large sets of objects is still a matter of debate. In order to shed light on this issue, EEG data were obtained from 60 normally developing elementary school children. Adopting a standard non-symbolic numerical comparison paradigm allowed us to manipulate numerical distance between stimulus arrays for different quantity ranges, i.e. the subitizing, counting and estimation ranges. In line with the existing literature, the amplitudes of parietal positive going ERP components showed systematic effects of numerical distance, which did not depend on set size. In contrast to the similarities in surface distribution of electrophysiological activity across all number ranges, applying source localization we found distance related current density effects in inferior parietal processing systems to be similar for all numerical ranges, there was, however, considerable variation in the involvement of medial parietal and lateral occipital regions. The precuneus, which is known to be involved in visual imagery, showed distance effects exclusively for numerical comparisons on large set sizes. In contrast, the processing of small quantities and stimulus arrays arranged into canonical patterns relied on lateral occipital areas that are linked to higher-level shape recognition. These findings suggest, on the one hand, that for explicit numerical decisions an involvement of domain-specific resources does not depend on quantity features of the visual input. On the other hand, it seems that the recruitment of mediating perceptual systems differs between the apprehension of small quantities and the enumeration of large sets of objects.","internal_url":"https://www.academia.edu/1023748/Electrophysiological_correlates_of_non_symbolic_numerical_magnitude_processing_in_children_Joining_the_dots","translated_internal_url":"","created_at":"2011-10-18T01:01:08.049-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Electrophysiological_correlates_of_non_symbolic_numerical_magnitude_processing_in_children_Joining_the_dots","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging"},{"id":10904,"name":"Electroencephalography","url":"https://www.academia.edu/Documents/in/Electroencephalography"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":38125,"name":"Numbers","url":"https://www.academia.edu/Documents/in/Numbers"},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping"},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":66337,"name":"Visual Imagery","url":"https://www.academia.edu/Documents/in/Visual_Imagery"},{"id":82248,"name":"Source Localization","url":"https://www.academia.edu/Documents/in/Source_Localization"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male"},{"id":112879,"name":"Elementary School","url":"https://www.academia.edu/Documents/in/Elementary_School"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time"},{"id":132898,"name":"Estimation","url":"https://www.academia.edu/Documents/in/Estimation"},{"id":173959,"name":"Current Density","url":"https://www.academia.edu/Documents/in/Current_Density"},{"id":199347,"name":"Subitizing","url":"https://www.academia.edu/Documents/in/Subitizing"},{"id":386576,"name":"Domain Specificity","url":"https://www.academia.edu/Documents/in/Domain_Specificity"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance"},{"id":452621,"name":"Neuropsychologia","url":"https://www.academia.edu/Documents/in/Neuropsychologia"},{"id":692540,"name":"Shape Recognition","url":"https://www.academia.edu/Documents/in/Shape_Recognition"},{"id":968586,"name":"Visual Evoked Potentials","url":"https://www.academia.edu/Documents/in/Visual_Evoked_Potentials"},{"id":998466,"name":"Numerical Range","url":"https://www.academia.edu/Documents/in/Numerical_Range"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences"}],"urls":[]}, dispatcherData: dispatcherData }); 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Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty-six children from grades one to three (i.e. 6-9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement","publication_date":{"day":1,"month":1,"year":2010,"errors":{}},"publication_name":"Infant and Child …","grobid_abstract_attachment_id":51130362},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023747/What_the_eyes_already_know_using_eye_movement_measurement_to_tap_into_childrens_implicit_numerical_magnitude_representations","translated_internal_url":"","created_at":"2011-10-18T01:01:07.983-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51130362,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130362/thumbnails/1.jpg","file_name":"What_the_eyes_already_know_using_eye_mov20161231-13095-aevaba.pdf","download_url":"https://www.academia.edu/attachments/51130362/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_the_eyes_already_know_using_eye_mov.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130362/What_the_eyes_already_know_using_eye_mov20161231-13095-aevaba-libre.pdf?1483185642=\u0026response-content-disposition=attachment%3B+filename%3DWhat_the_eyes_already_know_using_eye_mov.pdf\u0026Expires=1732460121\u0026Signature=QmrPiiPMNoBrSTPtiXe4liM2nJGgE2igNkjq92okuetgU8aZK049Zeu0rVe1uqrneiI6dPjs1RNKxY4SYGko~~rAuY2fh6HWAj7~FR0G5NVJS-kXRii8hl0T9U0XyvsJztnsdtHWHmwSnwWoRAPLc5~AoXOnjPdU33ihqEb2PymlFB~rQhoDopEbuibEM1-TbO3AwB4t7rDSAL6tTz9-mZoM6Tj2NC6SomxA3VtaFXOxt6GFr2s5~x5lkHXYYSzxJnW3~SRxylgZyZMRrxZTrnbPX9mbemIrUcZeh8pRk3ciOSDe1qzVThK3mFM2QUpvPfumLNyIC6pGdqOKUBrz2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"What_the_eyes_already_know_using_eye_movement_measurement_to_tap_into_childrens_implicit_numerical_magnitude_representations","translated_slug":"","page_count":12,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":51130362,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130362/thumbnails/1.jpg","file_name":"What_the_eyes_already_know_using_eye_mov20161231-13095-aevaba.pdf","download_url":"https://www.academia.edu/attachments/51130362/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_the_eyes_already_know_using_eye_mov.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130362/What_the_eyes_already_know_using_eye_mov20161231-13095-aevaba-libre.pdf?1483185642=\u0026response-content-disposition=attachment%3B+filename%3DWhat_the_eyes_already_know_using_eye_mov.pdf\u0026Expires=1732460121\u0026Signature=QmrPiiPMNoBrSTPtiXe4liM2nJGgE2igNkjq92okuetgU8aZK049Zeu0rVe1uqrneiI6dPjs1RNKxY4SYGko~~rAuY2fh6HWAj7~FR0G5NVJS-kXRii8hl0T9U0XyvsJztnsdtHWHmwSnwWoRAPLc5~AoXOnjPdU33ihqEb2PymlFB~rQhoDopEbuibEM1-TbO3AwB4t7rDSAL6tTz9-mZoM6Tj2NC6SomxA3VtaFXOxt6GFr2s5~x5lkHXYYSzxJnW3~SRxylgZyZMRrxZTrnbPX9mbemIrUcZeh8pRk3ciOSDe1qzVThK3mFM2QUpvPfumLNyIC6pGdqOKUBrz2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":11832,"name":"Nonverbal Communication","url":"https://www.academia.edu/Documents/in/Nonverbal_Communication"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving"},{"id":66080,"name":"Age","url":"https://www.academia.edu/Documents/in/Age"},{"id":88140,"name":"Human Body","url":"https://www.academia.edu/Documents/in/Human_Body"},{"id":97501,"name":"Concept Formation","url":"https://www.academia.edu/Documents/in/Concept_Formation"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes"},{"id":247345,"name":"Experiments","url":"https://www.academia.edu/Documents/in/Experiments"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement"}],"urls":[]}, dispatcherData: dispatcherData }); 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Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading. Neuropsychologia (2009), a b s t r a c t Comorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. In the present study, we systematically examined the reading behavior of German-speaking children with dyslexia, of children with attentional problems, of children with comorbid dyslexia and attentional problems and of normally developing children by measuring their reading accuracy, naming latencies and eye movement patterns during single word reading. We manipulated word difficulty by contrasting (1) short vs. long words with (2) either low or high sublexical complexity (indexed by consonant cluster density). Children with dyslexia only (DYS) showed the expected reading fluency impairment of poor readers in regular orthographies but no accuracy problem. In contrast, comorbid children (DYS + AD) had significantly higher error rates than all other groups, but less of a problem with reading fluency than DYS. Concurrently recorded eye movement measures revealed that DYS made the highest number of fixations, but exhibited shorter mean single fixations than DYS + AD. Word length had the strongest effect on dyslexic children, whereas consonant cluster density affected all groups equally. Theoretical implications of these behavioral and eye movement patterns are discussed and the necessity for controlling for comorbid attentional deficits in children with reading deficits is highlighted. berlin.de (V. Thaler).","publication_date":{"day":1,"month":1,"year":2009,"errors":{}},"publication_name":"Neuropsychologia","grobid_abstract_attachment_id":51130358},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023746/Different_behavioral_and_eye_movement_patterns_of_dyslexic_readers_with_and_without_attentional_deficits_during_single_word_reading","translated_internal_url":"","created_at":"2011-10-18T01:01:07.896-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51130358,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130358/thumbnails/1.jpg","file_name":"Different_behaviour_and_eye_movement_pat20161231-13095-87sqzy.pdf","download_url":"https://www.academia.edu/attachments/51130358/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Different_behavioral_and_eye_movement_pa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130358/Different_behaviour_and_eye_movement_pat20161231-13095-87sqzy-libre.pdf?1483185647=\u0026response-content-disposition=attachment%3B+filename%3DDifferent_behavioral_and_eye_movement_pa.pdf\u0026Expires=1732460121\u0026Signature=c0FQ7THIdq2cJTaNszc1bYzx4oE2cAK4NoWqxejBCPvMOJ1P6meVfeTD2QcSpEH6hzlIgjGfap2~maM3WJ3-yGHY1EUHRC2RceAtycq5Xn8R8A62toXcvOuocqqL5l5BIyHiM1iaOnaWMw2FGsHDIjcZqYSdB-8iAaCGd2aq38uIccbGDRMJo65HWGcNg0bj8D18ldfNWWymbs6l4DKYZinghUpc5jKOthhwsdQn65FcgkAnTzs6jT6zc9y1TcVk-CbtSppjzxlIILUowcKkvmbNeP9lwEMCBuGxsfvVEu-btT0nsgjYwDJKBU7uzIZfqHZR7IvpzrHojmPuYOU4Tw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Different_behavioral_and_eye_movement_patterns_of_dyslexic_readers_with_and_without_attentional_deficits_during_single_word_reading","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela 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numbers and their interrelations. Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded during task solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use of counting strategies and orientationpoint strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence.","publication_date":{"day":1,"month":1,"year":2008,"errors":{}},"publication_name":"Cognitive …","grobid_abstract_attachment_id":51130355},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023744/A_validation_of_eye_movements_as_a_measure_of_elementary_school_childrens_developing_number_sense","translated_internal_url":"","created_at":"2011-10-18T01:01:07.671-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51130355,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130355/thumbnails/1.jpg","file_name":"Artikel-Stern-Homepage_2008_.pdf","download_url":"https://www.academia.edu/attachments/51130355/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_validation_of_eye_movements_as_a_measu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130355/Artikel-Stern-Homepage_2008_-libre.pdf?1483185649=\u0026response-content-disposition=attachment%3B+filename%3DA_validation_of_eye_movements_as_a_measu.pdf\u0026Expires=1732460121\u0026Signature=g2RoW7AXSUjSwCVmfP36JUvwuekNPQ932uqQMboVdL4ZDAZ2bekQcf9gCFmIHkvZL2mrzrsvh~HfRN6gQFm5E9CqkJdHde5Lrrw74o2DZLUAvusUOifMKqJpkMXig5PC2XsQNqh2FYkQPddLTJi76OzTRKJEnQiGGv9FOZ8ytGkrFxWSxOywMTetFoOtk7bWQC9tsQ9koa0tj881QXkysZMc5PLLjvPTabMmDbwbnjFpP2FEtqjexqCXqDkGWt9sh3viwlKjs~VZgttDxqbDDiZIKwzPFFUUMBJ18Skq3h4uwkACn0fwaoeUXQL8Z2j54A-NE3WNJeHnxk7FR2w25w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_validation_of_eye_movements_as_a_measure_of_elementary_school_childrens_developing_number_sense","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":51130355,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130355/thumbnails/1.jpg","file_name":"Artikel-Stern-Homepage_2008_.pdf","download_url":"https://www.academia.edu/attachments/51130355/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_validation_of_eye_movements_as_a_measu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130355/Artikel-Stern-Homepage_2008_-libre.pdf?1483185649=\u0026response-content-disposition=attachment%3B+filename%3DA_validation_of_eye_movements_as_a_measu.pdf\u0026Expires=1732460121\u0026Signature=g2RoW7AXSUjSwCVmfP36JUvwuekNPQ932uqQMboVdL4ZDAZ2bekQcf9gCFmIHkvZL2mrzrsvh~HfRN6gQFm5E9CqkJdHde5Lrrw74o2DZLUAvusUOifMKqJpkMXig5PC2XsQNqh2FYkQPddLTJi76OzTRKJEnQiGGv9FOZ8ytGkrFxWSxOywMTetFoOtk7bWQC9tsQ9koa0tj881QXkysZMc5PLLjvPTabMmDbwbnjFpP2FEtqjexqCXqDkGWt9sh3viwlKjs~VZgttDxqbDDiZIKwzPFFUUMBJ18Skq3h4uwkACn0fwaoeUXQL8Z2j54A-NE3WNJeHnxk7FR2w25w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1755,"name":"Eye tracking","url":"https://www.academia.edu/Documents/in/Eye_tracking"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":35888,"name":"Cognitive","url":"https://www.academia.edu/Documents/in/Cognitive"},{"id":88140,"name":"Human Body","url":"https://www.academia.edu/Documents/in/Human_Body"},{"id":112879,"name":"Elementary School","url":"https://www.academia.edu/Documents/in/Elementary_School"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":283369,"name":"Number sense","url":"https://www.academia.edu/Documents/in/Number_sense"},{"id":404000,"name":"Cross Section","url":"https://www.academia.edu/Documents/in/Cross_Section"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="124810" id="papers"><div class="js-work-strip profile--work_container" data-work-id="1556203"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1556203/Lehr_Lern_Forschung_unter_neurowissenschaftlicher_Perspektive_Ergebnisse_der_zweiten_F%C3%B6rderphase_des_Programms_NIL_Neurowissenschaften_Instruktion_"><img alt="Research paper thumbnail of Lehr-Lern-Forschung unter neurowissenschaftlicher Perspektive: Ergebnisse der zweiten Förderphase des Programms NIL: Neurowissenschaften-Instruktion- …" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1556203/Lehr_Lern_Forschung_unter_neurowissenschaftlicher_Perspektive_Ergebnisse_der_zweiten_F%C3%B6rderphase_des_Programms_NIL_Neurowissenschaften_Instruktion_">Lehr-Lern-Forschung unter neurowissenschaftlicher Perspektive: Ergebnisse der zweiten Förderphase des Programms NIL: Neurowissenschaften-Instruktion- …</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek ve...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über <a href="http://dnb" rel="nofollow">http://dnb</a>. d-nb. de abrufbar. ISBN 978-3-8309-2445-6 © ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1556203"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1556203"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1556203; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1556203]").text(description); $(".js-view-count[data-work-id=1556203]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1556203; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1556203']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1556203, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1556203]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1556203,"title":"Lehr-Lern-Forschung unter neurowissenschaftlicher Perspektive: Ergebnisse der zweiten Förderphase des Programms NIL: Neurowissenschaften-Instruktion- …","translated_title":"","metadata":{"abstract":"Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb. d-nb. de abrufbar. ISBN 978-3-8309-2445-6 © ...","publisher":"books.google.com","publication_date":{"day":1,"month":1,"year":2011,"errors":{}}},"translated_abstract":"Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb. d-nb. de abrufbar. ISBN 978-3-8309-2445-6 © ...","internal_url":"https://www.academia.edu/1556203/Lehr_Lern_Forschung_unter_neurowissenschaftlicher_Perspektive_Ergebnisse_der_zweiten_F%C3%B6rderphase_des_Programms_NIL_Neurowissenschaften_Instruktion_","translated_internal_url":"","created_at":"2012-05-13T14:52:59.781-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Lehr_Lern_Forschung_unter_neurowissenschaftlicher_Perspektive_Ergebnisse_der_zweiten_Förderphase_des_Programms_NIL_Neurowissenschaften_Instruktion_","translated_slug":"","page_count":null,"language":"de","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1556202"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1556202/5_Basale_Verarbeitungsdefizite_und_spezifische_Rechenschw%C3%A4che_Ein_Br%C3%BCckenschlag_zwischen_neurokognitiven_Funktionen_und_Leistung_im_Fach_Mathematik"><img alt="Research paper thumbnail of 5 Basale Verarbeitungsdefizite und spezifische Rechenschwäche: Ein Brückenschlag zwischen neurokognitiven Funktionen und Leistung im Fach Mathematik" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1556202/5_Basale_Verarbeitungsdefizite_und_spezifische_Rechenschw%C3%A4che_Ein_Br%C3%BCckenschlag_zwischen_neurokognitiven_Funktionen_und_Leistung_im_Fach_Mathematik">5 Basale Verarbeitungsdefizite und spezifische Rechenschwäche: Ein Brückenschlag zwischen neurokognitiven Funktionen und Leistung im Fach Mathematik</a></div><div class="wp-workCard_item"><span>Lehr-Lern-Forschung unter …</span><span>, Jan 1, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1556202"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1556202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1556202; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1556201"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1556201/The_physiological_origin_of_task_evoked_systemic_artefacts_in_functional_near_infrared_spectroscopy"><img alt="Research paper thumbnail of The physiological origin of task-evoked systemic artefacts in functional near infrared spectroscopy" class="work-thumbnail" src="https://attachments.academia-assets.com/50931019/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1556201/The_physiological_origin_of_task_evoked_systemic_artefacts_in_functional_near_infrared_spectroscopy">The physiological origin of task-evoked systemic artefacts in functional near infrared spectroscopy</a></div><div class="wp-workCard_item"><span>NeuroImage</span><span>, Jan 1, 2012</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1efa9c8df7180996b98e2d3728bf1f86" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50931019,"asset_id":1556201,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50931019/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1556201"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1556201"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1556201; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1556201]").text(description); $(".js-view-count[data-work-id=1556201]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1556201; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1556201']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1556201, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1efa9c8df7180996b98e2d3728bf1f86" } } $('.js-work-strip[data-work-id=1556201]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1556201,"title":"The physiological origin of task-evoked systemic artefacts in functional near infrared spectroscopy","translated_title":"","metadata":{"publisher":"Elsevier","grobid_abstract":"A major methodological challenge of functional near-infrared spectroscopy (fNIRS) is its high sensitivity to haemodynamic fluctuations in the scalp. Superficial fluctuations contribute on the one hand to the physiological noise of fNIRS, impairing the signal-to-noise ratio, and may on the other hand be erroneously attributed to cerebral changes, leading to false positives in fNIRS experiments. Here we explore the localisation, time course and physiological origin of task-evoked superficial signals in fNIRS and present a method to separate them from cortical signals. We used complementary fNIRS, fMRI, MR-angiography and peripheral physiological measurements (blood pressure, heart rate, skin conductance and skin blood flow) to study activation in the frontal lobe during a continuous performance task. The General Linear Model (GLM) was applied to analyse the fNIRS data, which included an additional predictor to account for systemic changes in the skin. We found that skin blood volume strongly depends on the cognitive state and that sources of task-evoked systemic signals in fNIRS are co-localized with veins draining the scalp. Task-evoked superficial artefacts were mainly observed in concentration changes of oxygenated haemoglobin and could be effectively separated from cerebral signals by GLM analysis. Based on temporal correlation of fNIRS and fMRI signals with peripheral physiological measurements we conclude that the physiological origin of the systemic artefact is a task-evoked sympathetic arterial vasoconstriction followed by a decrease in venous volume. Since changes in sympathetic outflow accompany almost any cognitive and emotional process, we expect scalp vessel artefacts to be present in a wide range of fNIRS settings used in neurocognitive research. Therefore a careful separation of fNIRS signals originating from activated brain and from scalp is a necessary precondition for unbiased fNIRS brain activation 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Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty-six children from grades one to three (i.e. 6-9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement","publication_date":{"day":1,"month":1,"year":2010,"errors":{}},"publication_name":"Infant and Child …","grobid_abstract_attachment_id":50931017},"translated_abstract":null,"internal_url":"https://www.academia.edu/1556200/What_the_Eyes_Already_Know_Using_Eye_Movement_Measurement_to_Tap_into_Children","translated_internal_url":"","created_at":"2012-05-13T14:52:59.309-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":50931017,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50931017/thumbnails/1.jpg","file_name":"What_the_eyes_already_know_using_eye_mov20161216-7298-fzj5rl.pdf","download_url":"https://www.academia.edu/attachments/50931017/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_the_Eyes_Already_Know_Using_Eye_Mov.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50931017/What_the_eyes_already_know_using_eye_mov20161216-7298-fzj5rl-libre.pdf?1481960993=\u0026response-content-disposition=attachment%3B+filename%3DWhat_the_Eyes_Already_Know_Using_Eye_Mov.pdf\u0026Expires=1732460121\u0026Signature=XK5edFOP7~xi2i~GvFMSJ6ia5EOLqvEeER6qW62HE4czcN8~8f5Ku75p~TrPn-A7UFzaMD3WVJOmnCrEoQom6Bk5C3-vUeMMt8bzfUHpOO3lrtC16UrJ7FoKlas5n25Ot50Re7abYHp~I0ob~lq6coZEQFdr5TgiNIKLURSBBKA0aLcG596am7poiVP89ZBplex5augjlhn0ERGa3o4ugw4L4bgrl9xd3xaNcrNXMWmNu5Sqo5sKSSHqfDUkv2sNR7FbPHjmvUf-K1xTzBHo9OyrNYokvxYF9esUvZ2Ytylq6ars4r7rSrq~z5TR6zunIxytmhA9S8sinIBA96tw8Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"What_the_Eyes_Already_Know_Using_Eye_Movement_Measurement_to_Tap_into_Children","translated_slug":"","page_count":12,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":50931017,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50931017/thumbnails/1.jpg","file_name":"What_the_eyes_already_know_using_eye_mov20161216-7298-fzj5rl.pdf","download_url":"https://www.academia.edu/attachments/50931017/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_the_Eyes_Already_Know_Using_Eye_Mov.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50931017/What_the_eyes_already_know_using_eye_mov20161216-7298-fzj5rl-libre.pdf?1481960993=\u0026response-content-disposition=attachment%3B+filename%3DWhat_the_Eyes_Already_Know_Using_Eye_Mov.pdf\u0026Expires=1732460121\u0026Signature=XK5edFOP7~xi2i~GvFMSJ6ia5EOLqvEeER6qW62HE4czcN8~8f5Ku75p~TrPn-A7UFzaMD3WVJOmnCrEoQom6Bk5C3-vUeMMt8bzfUHpOO3lrtC16UrJ7FoKlas5n25Ot50Re7abYHp~I0ob~lq6coZEQFdr5TgiNIKLURSBBKA0aLcG596am7poiVP89ZBplex5augjlhn0ERGa3o4ugw4L4bgrl9xd3xaNcrNXMWmNu5Sqo5sKSSHqfDUkv2sNR7FbPHjmvUf-K1xTzBHo9OyrNYokvxYF9esUvZ2Ytylq6ars4r7rSrq~z5TR6zunIxytmhA9S8sinIBA96tw8Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":11832,"name":"Nonverbal Communication","url":"https://www.academia.edu/Documents/in/Nonverbal_Communication"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving"},{"id":66080,"name":"Age","url":"https://www.academia.edu/Documents/in/Age"},{"id":88140,"name":"Human Body","url":"https://www.academia.edu/Documents/in/Human_Body"},{"id":97501,"name":"Concept Formation","url":"https://www.academia.edu/Documents/in/Concept_Formation"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes"},{"id":247345,"name":"Experiments","url":"https://www.academia.edu/Documents/in/Experiments"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement"}],"urls":[]}, dispatcherData: dispatcherData }); 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Neurocognitive INVESTIGATIONS INTO TYPICAL AND ATYPICAL DEVELOPMENT OF NUMERICAL ABILITIES","translated_title":"","metadata":{"grobid_abstract":"Die Geduld zweier Menschen habe ich im Laufe der Zeit auf die Probe gestellt. Dessen war ich mir stets intensiv bewusst. Dass Ihr mir dennoch die Freiheit gegeben habt, meinen eigenen und gewiss nicht immer sozial verträglichen Weg zu gehen, dafür danke ich Dir, Arthur, und Dir, Felix. Irgendwie habe ich es geschafft, Euch an meiner Seite zu halten. Und wenn ich die letzten fünf Jahre rekapituliere, dann wird mir bewusst, wie privilegiert ich bin: Danke, Arthur, dass Du mich unter Deine Fittiche genommen hast. Danke, Felix, dass Du zu mir gehörst. Dann ist es natürlich so, dass ich das große Glück hatte, während meiner Zeit an der FU Berlin ein paar Menschen kennen gelernt zu haben, die ich mittlerweile nicht mehr als Kollegen, sondern als Freunde bezeichne. Ohne Euch, Jacqueline, Mario, Sascha und Verena * , hätte ich sicher irgendwann das Handtuch geworfen. Danke, dass Ihr mich ein ums andere Mal aufgefangen und aufgebaut habt. Und so traurig ich bin, dass ich zwei meiner wichtigsten Weggefährten habe ziehen lassen müssen, so froh bin ich, dass sich neue hinzugesellen. Ansgar, Benny, Jana, Jens, Sven, Tila und Uschi -ich freue mich auf die Zukunft! Zwei liebe Freunde habe ich, die zu keinen Zeitpunkt mich oder meine Entscheidungen in Frage gestellt haben. Christian, Du bist und bleibst mein moralisches Eichmeter. Julchen, meine Gute, gibt es was Schöneres, als ein Pläuschchen an einem sonnigen Freitagnachmittag? Und schließlich: Lea, mein gutes Kind, bald gehen wir Eis essen und dann fängt der Spaß erst richtig an. Ha!! * In alphabetical order! ☺ 6 7","publication_name":"diss.fu-berlin.de","grobid_abstract_attachment_id":13488285},"translated_abstract":null,"internal_url":"https://www.academia.edu/1556199/NUMBERS_DO_COUNT_Neurocognitive_INVESTIGATIONS_INTO_TYPICAL_AND_ATYPICAL_DEVELOPMENT_OF_NUMERICAL_ABILITIES","translated_internal_url":"","created_at":"2012-05-13T14:52:58.977-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":13488285,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/13488285/thumbnails/1.jpg","file_name":"diss_aheine2011_online.pdf","download_url":"https://www.academia.edu/attachments/13488285/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"NUMBERS_DO_COUNT_Neurocognitive_INVESTIG.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/13488285/diss_aheine2011_online-libre.pdf?1390862656=\u0026response-content-disposition=attachment%3B+filename%3DNUMBERS_DO_COUNT_Neurocognitive_INVESTIG.pdf\u0026Expires=1732460121\u0026Signature=IrQkZQeg-jyaD~J2WwBs4MeLK5I3LFHAvLymCvt-7MilOfhErErctw5CddWi~gkmLjngeTFCXVz2v65JfhBFO-1W7lfb4EtSh19I0vC1rAvHHeTXh9BbG8dLT~lHkqpKkzRFykpynv7O1vJzCeM9hmVScIYvbuOHeMi50teYU7r2VmQ2AsXG6KKSDZsFejH2d451cAcvz2cXyFPnURD9z-6nPyjk2q2Pp6yGKSoSs7teW9MbKVLPOMBxpvsuUoyaH6w9JfUrNm-V5iGYpXU46LTYjjPz98C-flz3eE3VuBgfRI~aMzPkT4qpLPZutxy2SJ9a0vmA-8WliWnQiB1aVA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"NUMBERS_DO_COUNT_Neurocognitive_INVESTIGATIONS_INTO_TYPICAL_AND_ATYPICAL_DEVELOPMENT_OF_NUMERICAL_ABILITIES","translated_slug":"","page_count":90,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":13488285,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/13488285/thumbnails/1.jpg","file_name":"diss_aheine2011_online.pdf","download_url":"https://www.academia.edu/attachments/13488285/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"NUMBERS_DO_COUNT_Neurocognitive_INVESTIG.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/13488285/diss_aheine2011_online-libre.pdf?1390862656=\u0026response-content-disposition=attachment%3B+filename%3DNUMBERS_DO_COUNT_Neurocognitive_INVESTIG.pdf\u0026Expires=1732460121\u0026Signature=IrQkZQeg-jyaD~J2WwBs4MeLK5I3LFHAvLymCvt-7MilOfhErErctw5CddWi~gkmLjngeTFCXVz2v65JfhBFO-1W7lfb4EtSh19I0vC1rAvHHeTXh9BbG8dLT~lHkqpKkzRFykpynv7O1vJzCeM9hmVScIYvbuOHeMi50teYU7r2VmQ2AsXG6KKSDZsFejH2d451cAcvz2cXyFPnURD9z-6nPyjk2q2Pp6yGKSoSs7teW9MbKVLPOMBxpvsuUoyaH6w9JfUrNm-V5iGYpXU46LTYjjPz98C-flz3eE3VuBgfRI~aMzPkT4qpLPZutxy2SJ9a0vmA-8WliWnQiB1aVA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); 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Neur-oReport 00:000-000","publication_date":{"day":1,"month":1,"year":2006,"errors":{}},"publication_name":"NeuroReport","grobid_abstract_attachment_id":6247945},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023750/Event_related_theta_activity_reflects_memory_processes_in_pronoun_resolution","translated_internal_url":"","created_at":"2011-10-18T01:01:08.190-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":6247945,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/6247945/thumbnails/1.jpg","file_name":"heine1.pdf","download_url":"https://www.academia.edu/attachments/6247945/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Event_related_theta_activity_reflects_me.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/6247945/heine1-libre.pdf?1390845231=\u0026response-content-disposition=attachment%3B+filename%3DEvent_related_theta_activity_reflects_me.pdf\u0026Expires=1732460121\u0026Signature=LybrcssiQrWfuTaMuqlCHxsaLT-CJeJz2n22dJ~CXFj2M75ierRcHigiglvje6QfMqrjj2pm2vkACOQCS-2kmpd88pQTHc-59IRUjkcKNOfVnhif0V805o4pugs0iPkrcAGNjaOcQSgQNn624vI147WpNz820Xw8RnVUlEOhs0Q9rgCnH3QwL90lf1aUwf8ZhY9OB8mfEh~0tlDEeZpXnmwaqn-lK93tAaw~jZfZ75YkWcOhYBl20ISxMMZFGdVJQ0OJLTco0Nvyps6HhsF2TENbILLL40SXPCDRjjEZDNiweHGtW~A91g0Qw8r~13qtWUbqzCfqs-4Lr4yPAcgnIQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Event_related_theta_activity_reflects_memory_processes_in_pronoun_resolution","translated_slug":"","page_count":5,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":6247945,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/6247945/thumbnails/1.jpg","file_name":"heine1.pdf","download_url":"https://www.academia.edu/attachments/6247945/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Event_related_theta_activity_reflects_me.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/6247945/heine1-libre.pdf?1390845231=\u0026response-content-disposition=attachment%3B+filename%3DEvent_related_theta_activity_reflects_me.pdf\u0026Expires=1732460121\u0026Signature=LybrcssiQrWfuTaMuqlCHxsaLT-CJeJz2n22dJ~CXFj2M75ierRcHigiglvje6QfMqrjj2pm2vkACOQCS-2kmpd88pQTHc-59IRUjkcKNOfVnhif0V805o4pugs0iPkrcAGNjaOcQSgQNn624vI147WpNz820Xw8RnVUlEOhs0Q9rgCnH3QwL90lf1aUwf8ZhY9OB8mfEh~0tlDEeZpXnmwaqn-lK93tAaw~jZfZ75YkWcOhYBl20ISxMMZFGdVJQ0OJLTco0Nvyps6HhsF2TENbILLL40SXPCDRjjEZDNiweHGtW~A91g0Qw8r~13qtWUbqzCfqs-4Lr4yPAcgnIQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1755,"name":"Eye tracking","url":"https://www.academia.edu/Documents/in/Eye_tracking"},{"id":2007,"name":"Electrophysiology","url":"https://www.academia.edu/Documents/in/Electrophysiology"},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics"},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping"},{"id":57557,"name":"Temporal Lobe","url":"https://www.academia.edu/Documents/in/Temporal_Lobe"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male"},{"id":117700,"name":"Word Frequency","url":"https://www.academia.edu/Documents/in/Word_Frequency"},{"id":154527,"name":"Noun","url":"https://www.academia.edu/Documents/in/Noun"},{"id":187814,"name":"Electroencephalogram","url":"https://www.academia.edu/Documents/in/Electroencephalogram"},{"id":382075,"name":"Adult","url":"https://www.academia.edu/Documents/in/Adult"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences"},{"id":1394091,"name":"Theta Rhythm","url":"https://www.academia.edu/Documents/in/Theta_Rhythm"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1023749"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1023749/A_Validation_of_Eye_Movements_as_a_Measure_of_Elementary_School_Children"><img alt="Research paper thumbnail of A Validation of Eye Movements as a Measure of Elementary School Children" class="work-thumbnail" src="https://attachments.academia-assets.com/51130353/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1023749/A_Validation_of_Eye_Movements_as_a_Measure_of_Elementary_School_Children">A Validation of Eye Movements as a Measure of Elementary School Children</a></div><div class="wp-workCard_item"><span>Cognitive …</span><span>, Jan 1, 2008</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b127e7ba9793723aff3be466e7fb2d0d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51130353,"asset_id":1023749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51130353/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1023749"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1023749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1023749; 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Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded during task solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use of counting strategies and orientationpoint strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence.","publication_date":{"day":1,"month":1,"year":2008,"errors":{}},"publication_name":"Cognitive …","grobid_abstract_attachment_id":51130353},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023749/A_Validation_of_Eye_Movements_as_a_Measure_of_Elementary_School_Children","translated_internal_url":"","created_at":"2011-10-18T01:01:08.123-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51130353,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130353/thumbnails/1.jpg","file_name":"Artikel-Stern-Homepage_2008_.pdf","download_url":"https://www.academia.edu/attachments/51130353/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Validation_of_Eye_Movements_as_a_Measu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130353/Artikel-Stern-Homepage_2008_-libre.pdf?1483185649=\u0026response-content-disposition=attachment%3B+filename%3DA_Validation_of_Eye_Movements_as_a_Measu.pdf\u0026Expires=1732460121\u0026Signature=W6q5zHQhYS5-H7nJENTx7Yi2zAof3fBOj-zVlWI0LflMByk6t3hvwUmnk0Dh-JxSkc6aXpTJeDLBnornT98kGrcjJYk7ODiBuXsKztoYjJ5uYmi0h3z1S0fMyNnbU1iHHRek-AH4HfXWAEO-FOEqI6PWB2DzqJEPrWp2P6POn2qQgdBSvYC5XIJInEWvct63CEIhVHtaa42jvYu-nJ01X4U~Fu8LRXHPvfexcmMPpIRyfEP5VIz8u8UtItUyan7CpdYEfsD-yCRolCvplE4FJbnmQxKlsj~uvxVL0~Jv00u3NB3cOD~EyzxKFnyPPSEIOjj3kSeMKD3432n1sqTTFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Validation_of_Eye_Movements_as_a_Measure_of_Elementary_School_Children","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":51130353,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130353/thumbnails/1.jpg","file_name":"Artikel-Stern-Homepage_2008_.pdf","download_url":"https://www.academia.edu/attachments/51130353/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Validation_of_Eye_Movements_as_a_Measu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130353/Artikel-Stern-Homepage_2008_-libre.pdf?1483185649=\u0026response-content-disposition=attachment%3B+filename%3DA_Validation_of_Eye_Movements_as_a_Measu.pdf\u0026Expires=1732460121\u0026Signature=W6q5zHQhYS5-H7nJENTx7Yi2zAof3fBOj-zVlWI0LflMByk6t3hvwUmnk0Dh-JxSkc6aXpTJeDLBnornT98kGrcjJYk7ODiBuXsKztoYjJ5uYmi0h3z1S0fMyNnbU1iHHRek-AH4HfXWAEO-FOEqI6PWB2DzqJEPrWp2P6POn2qQgdBSvYC5XIJInEWvct63CEIhVHtaa42jvYu-nJ01X4U~Fu8LRXHPvfexcmMPpIRyfEP5VIz8u8UtItUyan7CpdYEfsD-yCRolCvplE4FJbnmQxKlsj~uvxVL0~Jv00u3NB3cOD~EyzxKFnyPPSEIOjj3kSeMKD3432n1sqTTFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1755,"name":"Eye tracking","url":"https://www.academia.edu/Documents/in/Eye_tracking"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":35888,"name":"Cognitive","url":"https://www.academia.edu/Documents/in/Cognitive"},{"id":88140,"name":"Human Body","url":"https://www.academia.edu/Documents/in/Human_Body"},{"id":112879,"name":"Elementary School","url":"https://www.academia.edu/Documents/in/Elementary_School"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":283369,"name":"Number sense","url":"https://www.academia.edu/Documents/in/Number_sense"},{"id":404000,"name":"Cross Section","url":"https://www.academia.edu/Documents/in/Cross_Section"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1023748"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1023748/Electrophysiological_correlates_of_non_symbolic_numerical_magnitude_processing_in_children_Joining_the_dots"><img alt="Research paper thumbnail of Electrophysiological correlates of non-symbolic numerical magnitude processing in children: Joining the dots" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1023748/Electrophysiological_correlates_of_non_symbolic_numerical_magnitude_processing_in_children_Joining_the_dots">Electrophysiological correlates of non-symbolic numerical magnitude processing in children: Joining the dots</a></div><div class="wp-workCard_item"><span>Neuropsychologia</span><span>, Jan 1, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Whether and in what way enumeration processes differ for small and large sets of objects is still...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Whether and in what way enumeration processes differ for small and large sets of objects is still a matter of debate. In order to shed light on this issue, EEG data were obtained from 60 normally developing elementary school children. Adopting a standard non-symbolic numerical comparison paradigm allowed us to manipulate numerical distance between stimulus arrays for different quantity ranges, i.e. the subitizing, counting and estimation ranges. In line with the existing literature, the amplitudes of parietal positive going ERP components showed systematic effects of numerical distance, which did not depend on set size. In contrast to the similarities in surface distribution of electrophysiological activity across all number ranges, applying source localization we found distance related current density effects in inferior parietal processing systems to be similar for all numerical ranges, there was, however, considerable variation in the involvement of medial parietal and lateral occipital regions. The precuneus, which is known to be involved in visual imagery, showed distance effects exclusively for numerical comparisons on large set sizes. In contrast, the processing of small quantities and stimulus arrays arranged into canonical patterns relied on lateral occipital areas that are linked to higher-level shape recognition. These findings suggest, on the one hand, that for explicit numerical decisions an involvement of domain-specific resources does not depend on quantity features of the visual input. On the other hand, it seems that the recruitment of mediating perceptual systems differs between the apprehension of small quantities and the enumeration of large sets of objects.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1023748"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1023748"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1023748; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1023748]").text(description); $(".js-view-count[data-work-id=1023748]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1023748; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1023748']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1023748, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1023748]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1023748,"title":"Electrophysiological correlates of non-symbolic numerical magnitude processing in children: Joining the dots","translated_title":"","metadata":{"abstract":"Whether and in what way enumeration processes differ for small and large sets of objects is still a matter of debate. In order to shed light on this issue, EEG data were obtained from 60 normally developing elementary school children. Adopting a standard non-symbolic numerical comparison paradigm allowed us to manipulate numerical distance between stimulus arrays for different quantity ranges, i.e. the subitizing, counting and estimation ranges. In line with the existing literature, the amplitudes of parietal positive going ERP components showed systematic effects of numerical distance, which did not depend on set size. In contrast to the similarities in surface distribution of electrophysiological activity across all number ranges, applying source localization we found distance related current density effects in inferior parietal processing systems to be similar for all numerical ranges, there was, however, considerable variation in the involvement of medial parietal and lateral occipital regions. The precuneus, which is known to be involved in visual imagery, showed distance effects exclusively for numerical comparisons on large set sizes. In contrast, the processing of small quantities and stimulus arrays arranged into canonical patterns relied on lateral occipital areas that are linked to higher-level shape recognition. These findings suggest, on the one hand, that for explicit numerical decisions an involvement of domain-specific resources does not depend on quantity features of the visual input. On the other hand, it seems that the recruitment of mediating perceptual systems differs between the apprehension of small quantities and the enumeration of large sets of objects.","publisher":"Elsevier","publication_date":{"day":1,"month":1,"year":2011,"errors":{}},"publication_name":"Neuropsychologia"},"translated_abstract":"Whether and in what way enumeration processes differ for small and large sets of objects is still a matter of debate. In order to shed light on this issue, EEG data were obtained from 60 normally developing elementary school children. Adopting a standard non-symbolic numerical comparison paradigm allowed us to manipulate numerical distance between stimulus arrays for different quantity ranges, i.e. the subitizing, counting and estimation ranges. In line with the existing literature, the amplitudes of parietal positive going ERP components showed systematic effects of numerical distance, which did not depend on set size. In contrast to the similarities in surface distribution of electrophysiological activity across all number ranges, applying source localization we found distance related current density effects in inferior parietal processing systems to be similar for all numerical ranges, there was, however, considerable variation in the involvement of medial parietal and lateral occipital regions. The precuneus, which is known to be involved in visual imagery, showed distance effects exclusively for numerical comparisons on large set sizes. In contrast, the processing of small quantities and stimulus arrays arranged into canonical patterns relied on lateral occipital areas that are linked to higher-level shape recognition. These findings suggest, on the one hand, that for explicit numerical decisions an involvement of domain-specific resources does not depend on quantity features of the visual input. On the other hand, it seems that the recruitment of mediating perceptual systems differs between the apprehension of small quantities and the enumeration of large sets of objects.","internal_url":"https://www.academia.edu/1023748/Electrophysiological_correlates_of_non_symbolic_numerical_magnitude_processing_in_children_Joining_the_dots","translated_internal_url":"","created_at":"2011-10-18T01:01:08.049-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Electrophysiological_correlates_of_non_symbolic_numerical_magnitude_processing_in_children_Joining_the_dots","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging"},{"id":10904,"name":"Electroencephalography","url":"https://www.academia.edu/Documents/in/Electroencephalography"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":38125,"name":"Numbers","url":"https://www.academia.edu/Documents/in/Numbers"},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping"},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":66337,"name":"Visual Imagery","url":"https://www.academia.edu/Documents/in/Visual_Imagery"},{"id":82248,"name":"Source Localization","url":"https://www.academia.edu/Documents/in/Source_Localization"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male"},{"id":112879,"name":"Elementary School","url":"https://www.academia.edu/Documents/in/Elementary_School"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time"},{"id":132898,"name":"Estimation","url":"https://www.academia.edu/Documents/in/Estimation"},{"id":173959,"name":"Current Density","url":"https://www.academia.edu/Documents/in/Current_Density"},{"id":199347,"name":"Subitizing","url":"https://www.academia.edu/Documents/in/Subitizing"},{"id":386576,"name":"Domain Specificity","url":"https://www.academia.edu/Documents/in/Domain_Specificity"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance"},{"id":452621,"name":"Neuropsychologia","url":"https://www.academia.edu/Documents/in/Neuropsychologia"},{"id":692540,"name":"Shape Recognition","url":"https://www.academia.edu/Documents/in/Shape_Recognition"},{"id":968586,"name":"Visual Evoked Potentials","url":"https://www.academia.edu/Documents/in/Visual_Evoked_Potentials"},{"id":998466,"name":"Numerical Range","url":"https://www.academia.edu/Documents/in/Numerical_Range"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences"}],"urls":[]}, dispatcherData: dispatcherData }); 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Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty-six children from grades one to three (i.e. 6-9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement","publication_date":{"day":1,"month":1,"year":2010,"errors":{}},"publication_name":"Infant and Child …","grobid_abstract_attachment_id":51130362},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023747/What_the_eyes_already_know_using_eye_movement_measurement_to_tap_into_childrens_implicit_numerical_magnitude_representations","translated_internal_url":"","created_at":"2011-10-18T01:01:07.983-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51130362,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130362/thumbnails/1.jpg","file_name":"What_the_eyes_already_know_using_eye_mov20161231-13095-aevaba.pdf","download_url":"https://www.academia.edu/attachments/51130362/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_the_eyes_already_know_using_eye_mov.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130362/What_the_eyes_already_know_using_eye_mov20161231-13095-aevaba-libre.pdf?1483185642=\u0026response-content-disposition=attachment%3B+filename%3DWhat_the_eyes_already_know_using_eye_mov.pdf\u0026Expires=1732460121\u0026Signature=QmrPiiPMNoBrSTPtiXe4liM2nJGgE2igNkjq92okuetgU8aZK049Zeu0rVe1uqrneiI6dPjs1RNKxY4SYGko~~rAuY2fh6HWAj7~FR0G5NVJS-kXRii8hl0T9U0XyvsJztnsdtHWHmwSnwWoRAPLc5~AoXOnjPdU33ihqEb2PymlFB~rQhoDopEbuibEM1-TbO3AwB4t7rDSAL6tTz9-mZoM6Tj2NC6SomxA3VtaFXOxt6GFr2s5~x5lkHXYYSzxJnW3~SRxylgZyZMRrxZTrnbPX9mbemIrUcZeh8pRk3ciOSDe1qzVThK3mFM2QUpvPfumLNyIC6pGdqOKUBrz2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"What_the_eyes_already_know_using_eye_movement_measurement_to_tap_into_childrens_implicit_numerical_magnitude_representations","translated_slug":"","page_count":12,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":51130362,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130362/thumbnails/1.jpg","file_name":"What_the_eyes_already_know_using_eye_mov20161231-13095-aevaba.pdf","download_url":"https://www.academia.edu/attachments/51130362/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_the_eyes_already_know_using_eye_mov.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130362/What_the_eyes_already_know_using_eye_mov20161231-13095-aevaba-libre.pdf?1483185642=\u0026response-content-disposition=attachment%3B+filename%3DWhat_the_eyes_already_know_using_eye_mov.pdf\u0026Expires=1732460121\u0026Signature=QmrPiiPMNoBrSTPtiXe4liM2nJGgE2igNkjq92okuetgU8aZK049Zeu0rVe1uqrneiI6dPjs1RNKxY4SYGko~~rAuY2fh6HWAj7~FR0G5NVJS-kXRii8hl0T9U0XyvsJztnsdtHWHmwSnwWoRAPLc5~AoXOnjPdU33ihqEb2PymlFB~rQhoDopEbuibEM1-TbO3AwB4t7rDSAL6tTz9-mZoM6Tj2NC6SomxA3VtaFXOxt6GFr2s5~x5lkHXYYSzxJnW3~SRxylgZyZMRrxZTrnbPX9mbemIrUcZeh8pRk3ciOSDe1qzVThK3mFM2QUpvPfumLNyIC6pGdqOKUBrz2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":11832,"name":"Nonverbal Communication","url":"https://www.academia.edu/Documents/in/Nonverbal_Communication"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving"},{"id":66080,"name":"Age","url":"https://www.academia.edu/Documents/in/Age"},{"id":88140,"name":"Human Body","url":"https://www.academia.edu/Documents/in/Human_Body"},{"id":97501,"name":"Concept Formation","url":"https://www.academia.edu/Documents/in/Concept_Formation"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes"},{"id":247345,"name":"Experiments","url":"https://www.academia.edu/Documents/in/Experiments"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement"}],"urls":[]}, dispatcherData: dispatcherData }); 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Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading. Neuropsychologia (2009), a b s t r a c t Comorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. In the present study, we systematically examined the reading behavior of German-speaking children with dyslexia, of children with attentional problems, of children with comorbid dyslexia and attentional problems and of normally developing children by measuring their reading accuracy, naming latencies and eye movement patterns during single word reading. We manipulated word difficulty by contrasting (1) short vs. long words with (2) either low or high sublexical complexity (indexed by consonant cluster density). Children with dyslexia only (DYS) showed the expected reading fluency impairment of poor readers in regular orthographies but no accuracy problem. In contrast, comorbid children (DYS + AD) had significantly higher error rates than all other groups, but less of a problem with reading fluency than DYS. Concurrently recorded eye movement measures revealed that DYS made the highest number of fixations, but exhibited shorter mean single fixations than DYS + AD. Word length had the strongest effect on dyslexic children, whereas consonant cluster density affected all groups equally. Theoretical implications of these behavioral and eye movement patterns are discussed and the necessity for controlling for comorbid attentional deficits in children with reading deficits is highlighted. berlin.de (V. Thaler).","publication_date":{"day":1,"month":1,"year":2009,"errors":{}},"publication_name":"Neuropsychologia","grobid_abstract_attachment_id":51130358},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023746/Different_behavioral_and_eye_movement_patterns_of_dyslexic_readers_with_and_without_attentional_deficits_during_single_word_reading","translated_internal_url":"","created_at":"2011-10-18T01:01:07.896-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51130358,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130358/thumbnails/1.jpg","file_name":"Different_behaviour_and_eye_movement_pat20161231-13095-87sqzy.pdf","download_url":"https://www.academia.edu/attachments/51130358/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Different_behavioral_and_eye_movement_pa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130358/Different_behaviour_and_eye_movement_pat20161231-13095-87sqzy-libre.pdf?1483185647=\u0026response-content-disposition=attachment%3B+filename%3DDifferent_behavioral_and_eye_movement_pa.pdf\u0026Expires=1732460121\u0026Signature=c0FQ7THIdq2cJTaNszc1bYzx4oE2cAK4NoWqxejBCPvMOJ1P6meVfeTD2QcSpEH6hzlIgjGfap2~maM3WJ3-yGHY1EUHRC2RceAtycq5Xn8R8A62toXcvOuocqqL5l5BIyHiM1iaOnaWMw2FGsHDIjcZqYSdB-8iAaCGd2aq38uIccbGDRMJo65HWGcNg0bj8D18ldfNWWymbs6l4DKYZinghUpc5jKOthhwsdQn65FcgkAnTzs6jT6zc9y1TcVk-CbtSppjzxlIILUowcKkvmbNeP9lwEMCBuGxsfvVEu-btT0nsgjYwDJKBU7uzIZfqHZR7IvpzrHojmPuYOU4Tw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Different_behavioral_and_eye_movement_patterns_of_dyslexic_readers_with_and_without_attentional_deficits_during_single_word_reading","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela 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captures central aspects of children's developing number sense, that is, their intuitions for numbers and their interrelations. Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded during task solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use of counting strategies and orientationpoint strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence.","publication_date":{"day":1,"month":1,"year":2008,"errors":{}},"publication_name":"Cognitive …","grobid_abstract_attachment_id":51130355},"translated_abstract":null,"internal_url":"https://www.academia.edu/1023744/A_validation_of_eye_movements_as_a_measure_of_elementary_school_childrens_developing_number_sense","translated_internal_url":"","created_at":"2011-10-18T01:01:07.671-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":853670,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51130355,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130355/thumbnails/1.jpg","file_name":"Artikel-Stern-Homepage_2008_.pdf","download_url":"https://www.academia.edu/attachments/51130355/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_validation_of_eye_movements_as_a_measu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130355/Artikel-Stern-Homepage_2008_-libre.pdf?1483185649=\u0026response-content-disposition=attachment%3B+filename%3DA_validation_of_eye_movements_as_a_measu.pdf\u0026Expires=1732460121\u0026Signature=g2RoW7AXSUjSwCVmfP36JUvwuekNPQ932uqQMboVdL4ZDAZ2bekQcf9gCFmIHkvZL2mrzrsvh~HfRN6gQFm5E9CqkJdHde5Lrrw74o2DZLUAvusUOifMKqJpkMXig5PC2XsQNqh2FYkQPddLTJi76OzTRKJEnQiGGv9FOZ8ytGkrFxWSxOywMTetFoOtk7bWQC9tsQ9koa0tj881QXkysZMc5PLLjvPTabMmDbwbnjFpP2FEtqjexqCXqDkGWt9sh3viwlKjs~VZgttDxqbDDiZIKwzPFFUUMBJ18Skq3h4uwkACn0fwaoeUXQL8Z2j54A-NE3WNJeHnxk7FR2w25w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_validation_of_eye_movements_as_a_measure_of_elementary_school_childrens_developing_number_sense","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":853670,"first_name":"Angela","middle_initials":null,"last_name":"Heine","page_name":"AngelaHeine","domain_name":"fu-berlin","created_at":"2011-10-18T00:57:14.282-07:00","display_name":"Angela Heine","url":"https://fu-berlin.academia.edu/AngelaHeine"},"attachments":[{"id":51130355,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51130355/thumbnails/1.jpg","file_name":"Artikel-Stern-Homepage_2008_.pdf","download_url":"https://www.academia.edu/attachments/51130355/download_file?st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&st=MTczMjQ1NjUyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_validation_of_eye_movements_as_a_measu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51130355/Artikel-Stern-Homepage_2008_-libre.pdf?1483185649=\u0026response-content-disposition=attachment%3B+filename%3DA_validation_of_eye_movements_as_a_measu.pdf\u0026Expires=1732460121\u0026Signature=g2RoW7AXSUjSwCVmfP36JUvwuekNPQ932uqQMboVdL4ZDAZ2bekQcf9gCFmIHkvZL2mrzrsvh~HfRN6gQFm5E9CqkJdHde5Lrrw74o2DZLUAvusUOifMKqJpkMXig5PC2XsQNqh2FYkQPddLTJi76OzTRKJEnQiGGv9FOZ8ytGkrFxWSxOywMTetFoOtk7bWQC9tsQ9koa0tj881QXkysZMc5PLLjvPTabMmDbwbnjFpP2FEtqjexqCXqDkGWt9sh3viwlKjs~VZgttDxqbDDiZIKwzPFFUUMBJ18Skq3h4uwkACn0fwaoeUXQL8Z2j54A-NE3WNJeHnxk7FR2w25w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1755,"name":"Eye tracking","url":"https://www.academia.edu/Documents/in/Eye_tracking"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":35888,"name":"Cognitive","url":"https://www.academia.edu/Documents/in/Cognitive"},{"id":88140,"name":"Human Body","url":"https://www.academia.edu/Documents/in/Human_Body"},{"id":112879,"name":"Elementary School","url":"https://www.academia.edu/Documents/in/Elementary_School"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":283369,"name":"Number sense","url":"https://www.academia.edu/Documents/in/Number_sense"},{"id":404000,"name":"Cross Section","url":"https://www.academia.edu/Documents/in/Cross_Section"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement"}],"urls":[]}, dispatcherData: dispatcherData }); 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