Integrative Neuroscience and Cognition Center / UNIVERSITÉ DE PARIS & CNRS

Profile

veronique_izard

Veronique Izard

Research Scientist

"I am interested in mathematical thinking. Do children and infants possess intuitions relevant to mathematics, and what is the content of these intuitions? Are these intuitions present universally in all human beings? Conversely, what role do culture and instruction play in shaping our mathematical concepts?"





Relevant links
http://www.college-de-france.fr/site/stanislas-dehaene/seminar-2012-02-07-11h00.htm

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

Mathconstruction (2011-2016)

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.