Browsing Graduate School of Education by Author "Izard, Véronique"

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    • Development of Sensitivity to Geometry in Visual Forms 

      Izard, Véronique; Spelke, Elizabeth S. (Springer Verlag, 2009)
      Geometric form perception has been extensively studied in human children, but it has not been systematically characterized from the perspective of formal geometry. Here, we present the findings of three experiments that ...

    • Exact Equality and Successor Function: Two Key Concepts on the Path Towards Understanding Exact Numbers 

      Izard, Véronique; Pica, Pierre; Spelke, Elizabeth S.; Dehaene, Stanislas (Taylor & Francis, 2008)
      Humans possess two nonverbal systems capable of representing numbers, both limited in their representational power: the first one represents numbers in an approximate fashion, and the second one conveys information about ...

    • Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures 

      Dehaene, Stanislas; Izard, Véronique; Spelke, Elizabeth S.; Pica, Pierre (American Association for the Advancement of Science, 2008)
      The mapping of numbers onto space is fundamental to measurement and to mathematics. Is this mapping a cultural invention or a universal intuition shared by all humans regardless of culture and education? We probed number-space ...

    • Newborn Infants Perceive Abstract Numbers 

      Izard, Véronique; Sann, Coralie; Spelke, Elizabeth S.; Streri, Arlette (National Academy of Sciences, 2009)
      Although infants and animals respond to the approximate number of elements in visual, auditory, and tactile arrays, only human children and adults have been shown to possess abstract numerical representations that apply ...

    • Response to Comment on “Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures 

      Dehaene, Stanislas; Izard, Véronique; Pica, Pierre; Spelke, Elizabeth S. (American Association for the Advancement of Science, 2009)
      The performance of the Mundurucu on the number-space task may exemplify a general competence for drawing analogies between space and other linear dimensions, but Mundurucu participants spontaneously chose number when other ...