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veronique_izard

Selected publications

Izard V., Streri A., Spelke E.S., 2014. Towards Exact Numbers : Understanding Exact Equality, Cognitive Psychology, 72, 27-53.

Izard, V., O'Donnell, E., & Spelke, E.S. (2014). Reading Angles in Maps. Child Development, 85(1), 237-249

Piazza M, Pica P., Izard V., Spelke E.S., Dehaene S., 2013. Education Enhances the Acuity of the Non-verbal Approximate Number System, Psychological Science, 24(6), 1037-1043

Izard V., Pica P., Spelke E.S., Dehaene S., 2011. Flexible Euclidean Intuitions in an Amazonian Indigene Group, PNAS, 108(24), 9782-9787.

Izard V., Sann C., Spelke E.S., Streri A., 2009. Newborn Infants Represent Abstract Numbers, PNAS, 106(25): 10382:10385.

Izard V., Dehaene-Lambertz G., Dehaene S., 2008. Distinct cerebral pathways for object identity and number in 3-month-old infants, PLOS Biology, 6(2): e11, p. 275-285.

Projects

2011-2016
Our perceptual system permanently encodes numerical and geometric information from the surrounding world. These intuitions, present from an early age, may serve as a basis for the acquisition of mathematical knowledge. However, primitive intuitions remain limited, and therefore do not entirely explain how we learn the simplest mathematical concepts, such as natural integers and Euclidean geometry.