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BSc (Psychology) MSc (Clinical Psychology) PhD (Developmental Psychology)
My research focuses on the acquisition of numerical skills in typically and atypically developing individuals. I am particularly interested in understanding how children construct different numerical representations and how these representations change during development.
I am working on a cross-sectional longitudinal study which aims to highlight the contribution of cognitive (e.g., executive function) and non-cognitive (e.g., motivation) processes to mathematical achievement. These behavioural measures will be coupled with neuroimaging data to obtain a comprehensive description of mathematical learning.
Interested in taking part?
We are looking for children and adolescents to participate in research examining neurocognitive development of numerical skills and mathematical learning. For more information, please visit our study website.
Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle.
Sella F. et al, (2017), Cognition, 158, 56 - 67
Mind the Brain: The Mediating and Moderating Role of Neurophysiology.
Harty S. et al, (2017), Trends Cogn Sci, 21, 2 - 5
Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.
Sella F. et al, (2016), J Exp Psychol Learn Mem Cogn, 42, 1458 - 1472
Training numerical skills with the adaptive videogame "The Number Race": A randomized controlled trial on preschoolers
Sella F. et al, (2016), Trends in Neuroscience and Education, 5, 20 - 29
Forecasting Longitudinal Growth in Children's Numerical Abilities.
Hartwright CE. and Sella F., (2016), J Neurosci, 36, 646 - 648