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At the heart of my academic interest lies the field of Neuroscience and Education, which aims to uncover mechanisms of learning and instruction from a neuroscientific perspective. My own research focuses on questions such as how the human brain represents numerical information – for instance symbolic and non-symbolic numerical quantities – over developmental time and how individual differences in the neural correlates associated with numerical processing map onto mathematical achievement. In order to pursue these goals I use a variety of neuroscientific methods such as functional Magnetic Resonance Imaging (fMRI), Electroencephalography (EEG) and transcranial Direct Current Stimulation (tDCS).

SIG22 - Neuroscience and Education

The SIG brings together researchers from the fields of educational research, cognitive (and developmental) psychology and (cognitive) neuroscience as well as interdisciplinary people with training in each of these fields, all of which investigate human learning and development. Taking interdisciplinarity as a basic principle, the SIG conceives the relation between educational research and neuroscience as a two-way street with rich bi-directional and reciprocal interactions between educational research and (cognitive) neuroscience.

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JURE

JURE (JUnior REsearchers) is a network of EARLI, dedicated to the interests of all junior researchers in  the field of learning and instruction. "Junior researcher" includes master and PhD students, as well as graduates who have received their doctorate within the last two years.

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Educational Neuroscience - University of Graz

We seek to provide novel insights into the cognitive and neural underpinnings of individual ability differences and school-relevant learning.

Within the framework of the research field “educational neuroscience”, we pursue a multi-methodological approach including both behavioral and cognitive neuroscience methods (electroencephalography, magnetic resonance imaging, non-invasive brain stimulation).

In light of the paramount importance of numerical and mathematical skills, our primary research interest lies in the development and facilitation of these competencies. We investigate the broad ability range from poor mathematical skills (dyscalculia) to mathematical excellence and deal with basic numerical skills as well as with more complex mathematical problem solving.

In addition, we focus on the role of general cognitive abilities (intelligence, creativity) for successful learning and on benefits and costs of bilingual learning (content and language integrated instruction).

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