March 2, 2017. Open lecture “The Development of Number Knowledge: The Etiology, Predictive Validity and Early-life Associated Factors” by Gabrielle Garon-Carrier, Ph.D.
The International Centre for Research in Human Development invites TSU undergraduate, MSc and PhD students and lecturers from different academic backgrounds to the open lecture “The Development of Number Knowledge: The Etiology, Predictive Validity and Early-life Associated Factors” by Gabrielle Garon-Carrier, Ph.D, Postdoctoral Fellow at Goldsmiths College, University of London, UK.
“The Development of Number Knowledge: The Etiology, Predictive Validity and Early-life Associated Factors”
Abstract: Number knowledge, that is, the conceptual and procedural understanding of whole numbers, has been posited to develop steadily and gradually throughout early childhood, and to lead to more sophisticated mathematic abilities. However, very little is known about individual differences in the development of these skills. If the developmental process from number knowledge to mathematics usually follows chronological age, the rate at which children transit through this developmental period may differ significantly; some children quickly master mathematic concepts and operations while others struggle. This talk gives an overview of the developmental processes underlying number knowledge during the transition from preschool age to school entry. Using data from two longitudinal studies, I will presented results from group-based developmental trajectories of number knowledge, and of its early family and cognitive predictors, as well as the genetic and environmental factors accounting for the longitudinal association between early NK and later math achievement.
More about Gabrielle Garon-Carrier:
Gabrielle completed her BS.c. (Hons) and her PhD in psychology at Université Laval, Québec, Canada. She is now a postdoctoral fellow supervised by Prof Yulia Kovas at Goldsmiths College, University of London, UK. Her research mainly focuses on the etiology of the variation in, and covariation between number knowledge and math across development; and on the early family and cognitive predictors of children at risk of later math difficulties. Gabrielle also conducts longitudinal and/or cross-cultural investigation on mathematically-relevant cognition and academic motivation, and on potential teacher effects on achievement and motivation. Working with two longitudinal databases: the Quebec Newborn Twin Studies (QNTS), and the Quebec Longitudinal Study of Child Development, her research integrates longitudinal, cross-cultural and genetically-sensitive designs.
Date: Thursday, 2nd of March, 2017, 12.25 – 14.00.
Venue: Tomsk State University, International Centre for Research in Human Development, TSU 4th Building (8, Moskovsky Trakt), Room 022.
Contact information: e-mail: email@example.com; phone +7 (3822) 786 050