| Nicole Ward |
2023-2024 |
The Relationship Between the Development of Arithmetic Skills and the Development of Metacognition
|
| Maya Ghai |
2022-2023 |
Arithmetic Automaticity Relates to Strategic Development in Children
|
| Rafeul Islam |
2022-2023 |
Benchmark Considerations in Fraction Magnitude Understanding
|
| Akshaj Jonnalagadda |
2022-2023 |
Fraction Magnitude Understanding across Learning Formats: an fMRI Study
|
| Shannon O'Neill |
2022-2023 |
Examining the Role of Phonological Processes in Arithmetic Performance
|
| Ira Gupta |
2021-2022 |
Investigating Resting-State Functional Connectivity in Children with Dyscalculia
|
| Ashini Peiris |
2021-2022 |
Intergenerational Transmission of Resting-State Functional Connectivity Profiles in Reading-and-Math-Related Networks
|
| Julia Schmid |
2021-2022 |
Congruency Connectivity: Using Functional Connectivity to Understand the Interaction Between Number Processing and Attention
|
| Nidhi Shah |
2020-2021 |
Comparing Symbolic and Non-symbolic Numerical Magnitude in 4-6-Year-Old Canadian and Singaporean Children
|
| Beatrice Arsenault-Dufour |
2019-2020 |
The Relationship Between the Subcomponents of Math and Reading
|
| Michael Slipenkyj |
2017-2018 |
Does Task Context Matter? An fMRI Study on Symbolic NumberComparison Tasks
|
| Diana Samoil |
2017-2018 |
The Relationship Between Symbolic Number Processing, Arithmetic Strategy Use, and Overall Arithmetic Ability
|
| Jake Kaufman |
2016-2017 |
Correlation Between Automatic Processing of Symbolic and Non-symbolic Magnitudes in Children
|
| Selena Basile |
2016-2017
|
The Impact of Early Education Environment on Preschoolers' Math Abilities |
| Sarah Bray Kinissepp |
2016-2017 |
Does Cardinal Principle Knowership Predict the Amount of Number Strategy Used?
|
| Bailey Friday |
2015-2016
|
|
| Jane Hutchison |
2014-2015 |
An Investigation of the Neural and Behavioral Correlates Distinguishing Numerical from Non-Numerical Ordering (Winner-McClelland Award:best honors thesis)
|
| Dana Smith |
2013-2014 |
|
| Adam Dharsee |
2013-2014 |
|
| Moriah H. Sokoloswski |
2012-2013 |
Training of Early Numeracy Skills in Preschool and Kindergarten: An iPad training Study
|
| Chelsea DeGuzman |
2012-2013 |
The Development of Children's Ability to Map Between Symbolic and Nonsymbolic Numerical Representations
|
| Savannah Barker |
2012-2013 |
The Influence of Discrete and Continuous Properties on Non-Symbolic Numerical Magnitude Processing
|
| Jordan Rozario |
2011-2012 |
Understanding the Interrelatedness of the Cognitive Correlates of Mathematical Ability
|
| Celia Goffin |
2011-2012 |
Reliability and Convergent Validity of the Numerical Distance and Priming Distance Effects (Winner-McClelland Award: best honors thesis)
|
| Sarah Rockman |
2011-2012 |
The Relationship Between Numerical Symbolic and Non-Symbolic Quantities
|
| Jordan Lass |
2010-2011 |
The Effects of Numerical Magnitude Comparison on the Encoding of Addition Facts into Memory
|
| David Truong |
2010-2011 |
|
| Daniel Palmer |
2010-2011 |
The Effect of Presentation Format on Non-Symbolic Numerosity Discrimination
|
| Lisa King |
2009-2010 |
The Development of Error Processing in the Brain: The Case of Number
|
| Alicia Remark |
2009-2010 |
Numerical Magnitude and Order Presentation in 1st and 2nd Grade Children
|
| Meghan Reid |
2008-2009 |
Numerical Magnitude Processing and Mathematical Competence: A Longitudinal Study
|
| Rebecca Merkley |
2008-2009 |
Looking at Numbers: Eye Movements and the Numerical Ratio Effect
|
| Stephanie Bugden |
2007-2008 |
Basic Numerical Magnitude Processing and Mathematical Competence in Six to Eight-Year-Old Children
|
| Jessica Taylor |
2007-2008 |
Are Individual Differences in Phonological Abilities Related to Children's Arithmetic Skills?
|
