{"id":3155,"date":"2012-02-02T09:58:36","date_gmt":"2012-02-02T14:58:36","guid":{"rendered":"https:\/\/carleton.ca\/cognitivescience\/?post_type=cu-people&#038;p=3155"},"modified":"2014-01-24T23:58:15","modified_gmt":"2014-01-25T04:58:15","slug":"imbo-ineke","status":"publish","type":"cu-people","link":"https:\/\/carleton.ca\/cognitivescience\/people\/imbo-ineke\/","title":{"rendered":"Imbo, Ineke"},"content":{"rendered":"<p><strong>The role of language in numerical cognition<\/strong><\/p>\n<ul>\n<li>How do people process numbers in inverted number languages (e.g., Dutch: vierenvijftig)?<\/li>\n<li>And are there any differences with number processing in non-inverted number languages (e.g., English: fifty-four)?<\/li>\n<li>What is the role of working memory in children&#8217;s number transcoding?<\/li>\n<li>And does this role differ between Dutch- and French-speaking children?<\/li>\n<\/ul>\n<p><strong>Cultural differences in arithmetic performance<\/strong><\/p>\n<ul>\n<li>Why are Chinese people faster in solving arithmetic problems than are European and North-American people?<\/li>\n<li>Do Asian, European, and North-American people choose other strategies to solve arithmetic problems?<\/li>\n<li>Do Asian, European, and North-American people use other working-memory components to solve arithmetic problems?<\/li>\n<li>Is it true that Asian-educated people choose their strategies less adaptively than do non-Asian-educated people?<\/li>\n<\/ul>\n<p><strong>The role of working memory in mental arithmetic<\/strong><\/p>\n<ul>\n<li>What is the role of working memory in complex forms of mental arithmetic,e.g., in carry and borrow operations?<\/li>\n<li>What is the role of working memory in simple-arithmetic strategy efficiency (e.g., 5 + 7, 3 x 8)?<\/li>\n<li>What is the role of working memory in complex-arithemtic strategy efficiency (e.g., 53 + 78, 3 x 18)?<\/li>\n<li>Do working-memory components play a role in strategy selection and strategy efficiency?<\/li>\n<li>Do we need more working-memory resources for exact calculation than for approximate calculation?<\/li>\n<\/ul>\n<p><strong>The selection and the efficiency of arithmetical strategies<\/strong><\/p>\n<ul>\n<li>What are the effects of training and practice on arithmetic strategy selection and strategy efficiency?<\/li>\n<li>How do strategy selection and strategy efficiency develop across elementary school?<\/li>\n<li>What is the role of working memory in strategy efficiency, strategy selection, and strategy adaptivity?<\/li>\n<li>Do individual differences (e.g., math anxiety, gender) have an influence on selection and\/or efficiency processes?<\/li>\n<\/ul>\n<p><strong>The role of structure in the development of visuo-spatial working memory<\/strong><\/p>\n<ul>\n<li>Does structural information influence the development of visuo-spatial working-memory performance?<\/li>\n<li>Can the effect of structure be attributed to other path characteristics such as the path length or the number of path crossings?<\/li>\n<\/ul>\n<p><strong>Synesthesia<\/strong><\/p>\n<ul>\n<li>Is synesthesia uni- or bi-directional?<\/li>\n<li>What are the effects of grapheme-color synesthesia on simple-arithmetic performance?<\/li>\n<\/ul>\n<p><strong>Post-error slowing<\/strong><\/p>\n<ul>\n<li>Why do we slow down after an error? Why is there no gain in accuracy?<\/li>\n<li>Is post-error slowing also present in mental arithmetic?<\/li>\n<\/ul>\n<p><strong>The development of the SNARC effect<\/strong><\/p>\n<ul>\n<li>How does the SNARC effect develop in elementary school children?<\/li>\n<li>Does left-right knowledge affect this developmental process?<\/li>\n<\/ul>\n<p><strong>The role of working memory in a variety of cognitive tasks<\/strong><\/p>\n<ul>\n<li>What is the role of working memory in object recognition? (project Yun Zheng)<\/li>\n<li>Which working-memory components do we need to drive a car? (project Kamilla Johannsdottir)<\/li>\n<\/ul>\n","protected":false},"template":"","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_links_to":"","_links_to_target":""},"people-type":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Imbo, Ineke - Department of Cognitive Science<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/carleton.ca\/cognitivescience\/people\/imbo-ineke\/\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"2 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/carleton.ca\/cognitivescience\/people\/imbo-ineke\/\",\"url\":\"https:\/\/carleton.ca\/cognitivescience\/people\/imbo-ineke\/\",\"name\":\"Imbo, Ineke - 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